Ethical issues in practice: A survey of home‐visiting nurses in Japan

Asahara, Kiyomi; Ono, Wakanako; Kobayashi, Motoyoshi; Omori, Junko; Momose, Yumiko; Todome, Hiromi; Konishi, Emiko

doi:10.1111/j.1742-7924.2012.00216.x

Cited by 9 publications

(13 citation statements)

References 23 publications

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“…Home-visit nursing is the responsibility of home-visit nurses. [12] Home-visit nursing in Japan have shown leadership in promoting home care and their roles have expanded. [13] The first nursing university was inaugurated in 1952.…”

Section: Introductionmentioning

confidence: 99%

Effect of a physical assessment educational program on clinical practice

Mitoma¹,

Yamauchi

2018

JNEP

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Objective: This study aimed to investigate the effect of an educational program on physical assessment skills for registered nurses focusing on respiratory and cardiovascular systems. Methods: Design: Survey research using a self-administered questionnaire was used. Methods: The study was conducted in the physical assessment education program and the clinical settings. The study involved 104 registered nurses who completed a self-administered questionnaire, distributed immediately and 2 months after the physical assessment education program. The data were analyzed using the Wilcoxon signed-rank test. Results: The usage frequencies of 19 physical assessment skills increased after the educational program. The most frequently cited barrier to using these skills changed from a lack of knowledge to a lack of confidence and insufficient time. Before the program, the hospital nurses used their physical assessment skills more frequently than the home-visit nurses, but the reverse became true afterward. Nurses who recognized that they needed physical assessment skills that were learned through education showed a tendency to use these skills in nursing practice. Conclusions: These results suggest that the educational program on physical assessment skills affected the use of these skills in clinical practice for this study cohort for this study cohort.

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Section: Introductionmentioning

confidence: 99%

Effect of a physical assessment educational program on clinical practice

Mitoma¹,

Yamauchi

2018

JNEP

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“…The homecare setting requires a broad range of knowledge and skills because patients may need various types of care, such as post‐acute or end‐of‐life care (Martinson et al., 2002). Moreover, homecare nurses face complex problems such as ethical dilemmas (Asahara et al., 2013); exposure to aggressive pets; and verbal, physical and sexual violence from clients, the client's family members and their neighbourhood (Gershon et al., 2008; Hittle et al., 2016). In addition, the client's home environment has unique risks due to the unpredictable and unplanned characteristics of each client's home, such as lack of working area and unexpected interruptions from family or pets (Markkanen et al., 2017).…”

Section: Introductionmentioning

confidence: 99%

Homecare nurses’ length of conversation and intention to remain at the workplace: A multilevel analysis

et al. 2020

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Aims To examine the relationship between homecare nurses’ length of conversation with nurse managers and colleagues and intention to remain at the workplace. Background Nurse turnover is an important issue. Previous studies focused on the perceived function of communication. However, we do not know the contribution of homecare nurses’ actual conversations to nurse turnover prevention. Methods We conducted a cross‐sectional study in 330 homecare nurse organisations in Japan. We recruited 2,315 homecare nurses and analysed the data of 608 nurses. We used a questionnaire to investigate participants’ intention to remain. Results Nearly 68% had the intention to remain. The mean length of conversation was 34 min/day with the manager and 68 min/day with colleagues. Multilevel logistic regression analysis showed that long conversations with the nurse manager (20 min and more) and colleagues (40 min and more) were significantly related to the intention to remain. Conclusions Ensuring the time of conversation with a manager and colleagues may contribute to preventing potentially avoidable nurse turnover. Implications for Nursing Management Nurse managers should encourage homecare nurses to have daily conversations of 20 min or more with the nurse manager and 40 min or more with colleagues to continue working at their current workplace.

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“…To cope with this situation, the government introduced a long-term public care insurance system in 2000 [ 10 ]. This system provides various home care services, the most important of which is home-visit nursing care, which is the responsibility of “home-visit nurses” (HVNs) [ 11 ]. Japan’s HVNs have shown leadership in promoting home care, and their roles have expanded [ 12 ].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of a learning support program for respiratory physical assessment: A quasi-experimental study

Mitoma

Yamauchi

2018

PLoS ONE

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BackgroundAlthough the need for physical assessment in home nursing care has been shown, little research has examined the development of visiting nurses’ physical assessment capabilities.ObjectivesThis study aimed to evaluate the effectiveness of a learning support program to help working visiting nurses utilize their respiratory physical assessment skills.DesignThis study used a quasi-experimental design of two groups with pre-test, post-test measurements of training and follow-up test 8 weeks practice in their work place after the training.Methods57 currently working visiting nurses were assigned to 1 of 2 groups: a control group in which nurses would not receive any special support after respiratory physical assessment training, and an experimental group in which nurses would receive support to utilize the knowledge and skills they had learned during the training.ResultsThe average practical examination score was significantly higher after the training. In the experimental group, the average score 8 weeks after training was not significantly higher than that obtained just after training. Further, after 8 weeks, the experimental group’s average score was not significantly higher than that of the control group. Practice evaluation scores obtained by an investigation of daily clinical practice were not significantly higher seventh weeks compared to third weeks after training for either the experimental or control groups. Seventh weeks after training, the average practice evaluation score of the experimental group was significantly higher than that of control groups. The mean learning support program satisfaction score was higher among the experimental group than the control group.ConclusionsThe results suggested that support from others was effective in maintaining motivation for learning and making use in the regular practice of the knowledge and skills acquired in the respiratory physical assessment training.

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Ethical issues in practice: A survey of home‐visiting nurses in Japan

Cited by 9 publications

References 23 publications

Effect of a physical assessment educational program on clinical practice

Effect of a physical assessment educational program on clinical practice

Homecare nurses’ length of conversation and intention to remain at the workplace: A multilevel analysis

Effectiveness of a learning support program for respiratory physical assessment: A quasi-experimental study

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