Update on occupational health nursing through 21st century requirements: A three-round Delphi study

BACKGROUND

Occupational health nurses have promoted health and practiced at a strategic level for many years, and are closely aligned with public health and policies, workplace and environmental regulations, and changes in the nursing profession.

OBJECTIVE

This study was carried out to create a consensus text on the definition, qualifications, responsibilities, and education of occupational health nurses based on the 21st century requirements.

DESIGN AND METHODS

A Delphi panel of public health nursing academicians, occupational health nurses, other health professionals, faculty members of public health, and occupational physicians. A consensus-building approach using three rounds of e-Delphi technique were used, with 45 participants in the first round, 41 in the second round, and 36 in the third round. Data were collected in all three rounds with Google Forms between October 28, 2021, to February 28, 2022. Qualitative content analysis was performed in the first round, and mean, standard deviation, median, and mode values were presented based on the answers to the 5-point Likert questions in the second and third rounds. Values of at least 80 % and above were used for the consensus text in the third round.

RESULTS

62.2 % of the participants were female. The mean age was found 47.71 ± 11.03 years. The experts reached a consensus on the definition of occupational health nurse by emphasizing professionalism, effective communication, record keeping, nursing knowledge, skills, equipment, and competence in the field, with a participation of 91.7 %. A consensus was reached on the qualifications including observation, examination, evaluation, research, health promotion, compliance with confidentiality and ethical rules, and working in harmony with the team, with a participation of 94.4 %. The responsibilities of occupational health nurses included to create a healthy and safe workplace, participate in periodic health examinations, maintain effective communication with employees, acting in accordance with ethical principles, provide continuous professional development, and perform health education and promotion, guidance, and counseling. Experts specified that occupational injuries and diseases, duties, authorities, and responsibilities of the occupational health nurse, occupational health and safety legislation, health education, risk assessment, effective communication, and health literacy need to be integrated into the content of certificate program with 97.7 % participation. A maximum of 500 h for the total duration of the certificate training was suggested.

CONCLUSIONS

The expert panel opinions provide a wide perspective for competencies, and educational standards of occupational health nurses. The results could assist in initiating the infrastructure of multidisciplinary postgraduate education programs, developing national and international collaborations, and increasing the number of scientific events should contribute to the professional development of occupational health nursing. Future research should focus on imbedding these consensus items in national and international certificate programs to prepare qualified advanced occupational health nurses.

Understanding the process for developing sleep disorders among Japanese workers: a qualitative study

Background: Sleep disorders have an enormous impact on occupational health and are counterproductive from an economic perspective. However, the processes of causing sleep disorders from psychosocial aspects have not yet been known. The purpose of this study was to describe how sleep disorders develop among workers with respect to different psychosocial conditions.

Methods: A conventional qualitative content analysis was conducted with a semi-structured interview among twenty-seven workers (14 males and 13 females) who were diagnosed with sleep disorders or had a self-reported history of sleep difficulties. Study participants were recruited from a specialized clinic and communities using snowball sampling. This paper adhered to the Standards for Reporting Qualitative Research (SRQR) checklist.

Results: The results showed that there were four steps involved in the sleep disorders development process. Firstly, participants with sleep disorders developed ‘early warning signs’ with 11 categories of triggers; secondly, ‘aggravating factors’ on top of these early warning signs; thirdly, workers tried to ‘cope with’ their sleep disorders in the ways they thought would be effective. Finally, when coping failed to improve the quality of sleep, it led to the onset of sleep disorders.

Conclusion: The development of sleep disorders and triggers of psychosocial factors were revealed. An occupational health nurse can bring these findings in practice for preventing worker’s sleep disorders.

Support for balancing cancer treatment and work by occupational health nurses: support structures and implementation status

This study aimed to quantitatively grasp the structure of support for balancing cancer treatment and work among occupational health nurses (OHNs) with the current implementation status. The anonymous questionnaire was designed based on the findings of our previous qualitative study and distributed to OHNs. The degrees of support implementation for workers with cancer, superiors and colleagues, and human resource managers were assessed for each item. Factor analysis of support items was conducted, and Wilcoxon signed-rank test was carried out to compare the support scores between the factors. Support for workers with cancer comprised six factors in which the factor, concerning the provision of information regarding resources inside and outside the company, showed the lowest score. Support for superiors and colleagues was divided into three factors, and that for human resource managers comprised two factors. By Mann-Whitney's U-test, it was found that OHNs, who worked without full-time occupational health physicians for smaller companies, showed significantly higher implementation for several support factors, such as support to human resource managers. This study revealed the structure as well as implementation status of OHNs' support for balancing cancer treatment and work, which will provide suggestions for developing training programs for OHNs to promote these activities.

Barriers to continuing education and continuing professional development among occupational health nurses in Japan

As Japan's industries pursue technical innovations, the responsibilities of occupational health nurses are becoming increasingly complex. With such change, continuing professional development (CPD) and continuing education (CE) are crucial to the provision of appropriate care for workers. This study examined current practices of occupational health nurses and identified barriers to conducting occupational CPD and CE activities. A survey questionnaire was sent to 2,077 occupational health nurses late in 2010, asking about factors affecting attendance at and participation in CPD and CE activities, including challenges for occupational health nurses in practice. Findings demonstrated that many occupational health nurses do not work for companies that support CPD and CE. A significant finding was that occupational health nurses in Japan desire CPD activities and recognize the importance of attending CE activities. Continuing education is viewed by occupational health nurses as essential for their professional development and advancement with broader practice responsibilities and authority. Findings from this study are useful in crafting recommendations to increase occupational health nurse participation in both CPD and CE, leading to improvement in overall workplace health and safety in Japan.

Providing travel health care--the nurses' role: an international comparison

BACKGROUND

In many countries, the responsibility for travel health lies with medical practitioners who delegate certain tasks to nursing staff. Elsewhere, nurses have taken a leading role and work independently in private or hospital-based clinics, occupational health departments and general practices. The purpose of this study was to examine the roles and challenges faced by nurses providing travel health care in Australia, Japan and the UK, and to compare educational and professional needs.

METHODS

Nurses involved in travel health care were invited to complete an online questionnaire with multiple choice, open-ended, and Likert Scale questions. SurveyMonkey's statistical facilities analysed quantitative data; thematic content analysis was applied to qualitative responses.

RESULTS

Differences and similarities between the three countries were conveyed by 474 participants focusing on current positions, work arrangements, and educational and practical concerns. Clinical practice issues, including vaccination and medication regulations, were highlighted with the differences between countries explained by the respective history of travel health care development and the involvement within their nursing profession.

CONCLUSION

The call for more educational opportunities, including more support from employers, and a refinement of the role as travel health nurse appears to be international. Nurses require support networks within the field, and the development of a specialist "travel health nurse" would give a stronger voice to their concerns and needs for specific education and training in travel health care.

Occupational Health Nurses' Roles, Credentials, and Continuing Education in Ontario, Canada

The role of the occupational health nurse is broad and includes health care provider, manager/coordinator, educator/advisor, and case manager and consultant, depending on the type of industry and the country in which the nurse practices. Regardless of the type of role, the occupational health nurse must participate in continuing nursing education (CNE) activities. This study describes the roles, credentials, and number of CNE activities undertaken by occupational health nurses working in Ontario, Canada. Using a nonexperimental descriptive design, a questionnaire was mailed to all practicing occupational health nurses who are members ( n = 900) of a local nursing association. Three hundred fifty-four questionnaires were returned. Nurses reported a variety of roles in the following categories: case management, health promotion, policy development, infection control/travel health, ergonomics, education, research, health and safety, direct care, consultation, disaster preparedness, and industrial hygiene. Sixty-five percent of nurses held an occupational health nurse credential, and 19% of nurses attended more than 100 hours of CNE annually. Occupational health nurses have multiple workplace roles. Many attend CNE activities and they often prepare for credentialing.

Occupational health nurses' roles, credentials, and continuing education in Ontario, Canada

The role of the occupational health nurse is broad and includes health care provider, manager/coordinator, educator/advisor, and case manager and consultant, depending on the type of industry and the country in which the nurse practices. Regardless of the type of role, the occupational health nurse must participate in continuing nursing education (CNE) activities. This study describes the roles, credentials, and number of CNE activities undertaken by occupational health nurses working in Ontario, Canada. Using a nonexperimental descriptive design, a questionnaire was mailed to all practicing occupational health nurses who are members (n=900) of a local nursing association. Three hundred fifty-four questionnaires were returned. Nurses reported a variety of roles in the following categories: case management, health promotion, policy development, infection control/travel health, ergonomics, education, research, health and safety, direct care, consultation, disaster preparedness, and industrial hygiene. Sixty-five percent of nurses held an occupational health nurse credential, and 19% of nurses attended more than 100 hours of CNE annually. Occupational health nurses have multiple workplace roles. Many attend CNE activities and they often prepare for credentialing.