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.

How to report professional practice in nursing? A scoping review

Background

Nursing professional practice in different contexts of care has been widely described in evidence-based literature. Currently, there is no consensus on a common structure for these descriptions. Understanding and comparing similar practices is made difficult by the varying nature of descriptions provided in scientific literature. Purpose of the study: 1) to report research methods found in the scientific literature that were used to describe the practice of different health professionals; 2) to report on the main concepts used to describe the practice of these health professionals; 3) to propose a structure for the description of the practice in nursing.

Methods

A scoping review following a five-stage approach: 1) identifying the research question; 2) identifying relevant studies; 3) selecting studies; 4) charting data; 5) reporting results. The Medline, CINAHL, psychARTICLES, psyCRITIQUES, psycEXTRA, Psychology and Behavioral Science Collection and psycINFO databases were searched. Each study was analyzed and extracted data were classified by categories and structures used to describe the health professional practices.

Results

Forty-nine studies were included. In these studies, quantitative, qualitative or mixed methods were used to describe professional practice in different health disciplines. Three major concepts were reported most frequently in describing professional practice: roles, domains and activities. The concepts varied greatly among authors. We found that to define roles or to characterize a professional practice, activities must be described and organized on the basis of different domains.

Conclusions

A promising structure for describing nursing professional practice is proposed by the authors of this review. The structure facilitates the accurate description of all domains and activities performed by nurses in different contexts of practice, and will contribute to the development of knowledge about nursing practice in different contexts based on shared concepts.

Electronic supplementary material

The online version of this article (doi:10.1186/s12912-016-0154-6) contains supplementary material, which is available to authorized users.

Analysing the role of the PICU nurse to guide education of new graduate nurses

BACKGROUND

One strategy to address the current nursing shortage in specialty areas has been to introduce graduate nurse programs. However introducing novice nurses to specialty areas raises concerns around education and competency which, in turn, highlights the need to identify and prioritise the elements of competent paediatric intensive care unit (PICU) nursing care considered essential to safe practice.

OBJECTIVES

To determine the key knowledge, skills and attributes of competent level PICU nurses.

METHODS

A practice analysis survey of 15 nurse educators was conducted in all eight Australian and New Zealand PICUs during 2008. Three areas of practice essential to PICU nursing competence were explored: patients most commonly cared for; frequency and criticality of activities performed; and level of independence against critical care nursing competency standards. Data were analysed using descriptive statistics.

RESULTS

Cardiac and respiratory problems accounted for over 50% of patients cared for by competent level nurses. Cardiac and respiratory activities were therefore also ranked as the most important activities. Respondents identified that competency domains of teamwork and professional practice are performed with minimal supervision, whereas clinical problem solving requires supervision and assistance.

CONCLUSIONS

PICU nurses are performing activities and caring for a breadth of complex patients within a year of entering the workforce. Using a practice analysis to define actual practice and expectations can assist in the identification and prioritisation of content for graduate and other educational programs.

What are consulting services worth?: applying cost analysis techniques to evaluate effectiveness

Occupational health nurse consultants, whether internal or external to the organization, must document the benefit and effectiveness of services provided. In today's business environment, it is imperative that occupational health nurse consultants demonstrate their contribution to the corporate business mission and goals. Both qualitative and quantitative methods provide appropriate techniques that can be used for this purpose. These techniques measure value in monetary terms such as cost-benefit and cost-effective analysis tools, as well as through interviews, focus groups, and case examples. Regardless of how skillfully a service is provided, the value must be demonstrated, documented, and effectively communicated.

Occupational health nursing education for the 21st century

Occupational health nurses are the largest group of occupational health professionals, and are critical to the delivery of quality health care services to the nation's work force. Educational preparation of occupational health nurses has advanced in recent years, and the need for occupational health nurses with advanced degrees is expected to increase. Occupational health nurses use licensure, continuing education, certification, supervisor and peer assessment of job performance, formal education, and practice to maintain their professional competence and protect the public's health. New strategies must be developed to prepare nurses to promote a safe and healthful work force. Funding for programs to prepare occupational health nurses will be essential for meeting this demand. Continuing education programs for occupational health nurses must be developed that demonstrate effectiveness in developing occupational health nurses' skills while minimizing their time away from the workplace.

Occupational and environmental health nursing: the foundations of quality practice

This article discusses the various standards, regulations, and guidelines that practicing occupational and environmental health nurses follow to ensure the delivery of quality, competent care in all occupational and environmental health nursing practice settings.

The Occupational Health Nurse as the Trusted Clinician in the 21st Century

Occupational health nurses as trusted clinicians use their direct care skills in both on-site and off-site roles to protect human resources and contain health care costs. On-site clinics leverage the knowledge, skills, and abilities of occupational health nurses. To maximize the health of the work force, occupational health nurses use strategies aimed at improving health, engaging employees, enhancing accountability of employees, linking provider strategies, using technology creatively, and promoting healthy work environments. Occupational health nurses maintain a proactive and effective impact on occupational health and safety as part of a broader framework of holistic primary care.

Health disparities of coal miners and coal mining communities: the role of occupational health nurses

This article investigates how the health disparities of Appalachian coal miners and coal mining communities could be decreased through a partnership with occupational health nurses. On-site health clinics managed by occupational health nurses working in the coal mining industry are proposed as a means to improve health care outcomes. Health effects, economic considerations, environmental impacts, and U.S. coal mining legislation and regulation are examined. An epidemiological approach is presented to the unique health effects experienced by Appalachian coal miners and coal mining communities within the context of existent socioeconomic disparities. The long-standing health crisis in Appalachian coal mining communities requires a multidisciplinary approach led by occupational health nurses.

Primary care visits to occupational health physicians and nurses in Finland

Aims: In Finland, 91% of employer-arranged occupational health services (OHS) include primary care for employees. Occupational health (OH) physicians and OH nurses carry the main responsibility for primary care in OHS. This study analyses work- and health-related factors associated with primary care visits to OH physicians and OH nurses. Methods: This population-based cross-sectional survey encompassed 1636 randomly selected working employees aged 25—64 covered by OHS which included primary care. The associations between factors and visits during the previous 6 months were tested by Poisson regression analysis. Results: The proportion of employees who visited OH physicians or OH nurses was 57%. Men visited OH nurses more often than women, but the number of visits to OH physicians was similar. Long-standing illnesses impairing work ability, work-related symptoms, and type of OHS provision were associated with visits to both OH physicians and nurses. Moderate psychological stress was associated with visits to OH physicians. Among men, the requirement of obtaining a sick-leave certificate on the first day of absence was associated with visits. Less possibilities to influence one’s work was associated with visits to OH nurses, and among women also to OH physicians. Poor support from supervisors and co-workers had non-significant or inverse associations. Conclusions: The wide use of OHS and both the type and similarities between factors associated with visits may signify that both OH physicians and OH nurses are likely to encounter work-related health problems through primary care in OHS.

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.

What are consulting services worth? Applying cost analysis techniques to evaluate effectiveness

1. Occupational health nurse consultants, whether independent consultants or in house occupational health nurses acting as consultants to management and employees, need to document the benefit and effectiveness of programs provided. 2. Occupational health nurse consultants must demonstrate that occupational health and safety services contribute to the achievement of the overall corporate mission and goals. 3. While the value of these services are intrinsic to the occupational health nurse, they must be translated into business or monetary terms in order to be communicated to corporate managers. Cost benefit analysis and cost effective analysis are tools that can be utilized to evaluate and communicate the business value of occupational health and safety services.