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Aim: We developed an augmented reality technology‐based endotracheal aspiration simulation tool (the AR tool) consisting of three modes: a mode for nursing students to learn endotracheal aspiration by themselves (learning mode); a mode for repeated practice (practice mode); and a mode for confirmation testing (test mode). This study aimed to compare the learning outcomes of the AR tool with traditional training mannequins and identify potential uses and improvements of the AR tool. Methods: We invited students, and faculty members from the three universities who agreed to cooperate in conducting this study. Fifty‐four students and nine faculty members agreed to participate in this study. The students were divided into two groups. One group was to study with the AR tool and the other group was to study with the traditional half‐body training mannequin for suction. The students in both groups were asked to demonstrate endotracheal aspiration on another full‐body type training mannequin which could be used as a patient with a tracheostomy (Skill test). Group interviews with faculty members focused on the topic of the AR tool's potential use in nursing education and improvement needed. Results: There was little significant difference in the skill test results of endotracheal aspiration of students in both groups. The students and faculty members both expressed an interest in the AR tool. They said it was suitable for self‐study of endotracheal aspiration. Conclusions: This AR tool is an effective teaching tool for learning the sequence of endotracheal suctioning, although there are some areas that need improvement. [ABSTRACT FROM AUTHOR]

Introduction: The development of cultural sensitivity is essential for health care professionals but there are few tools to measure this quality in Japan. The purpose of this study was to develop a scale of cultural sensitivity for Japanese health care professionals and examine its reliability and validity. Method: A draft scale was created through conceptual analysis and a questionnaire was completed by 515 health care professionals and 1,322 college students. Exploratory and confirmatory factor analyses were used to determine suitable scale items and examine model fitness. Results: The four-factor 18-item scale showed acceptable model fitness. Cronbach's α coefficient exceeded.90 and correlation coefficients for criterion-related validity were over.29. Construct validity was confirmed by the significantly higher score of the cross-culturally experienced groups. The intraclass correlation coefficient was.642 (professionals) and.722 (students). Discussion: This reliable and valid scale for Japanese health professionals and college students may be used to evaluate training programs to increase their cultural sensitivity. [ABSTRACT FROM AUTHOR]

Background: Sex education should include social skills, such as those that allow individuals to relate, socialise, and communicate with others, to assist people with intellectual disability (ID) to live life fully in the community. Objectives: We administered and investigated the effects of a program involving 8 interactive sex education sessions that were aimed at improving the social skills of people with ID. Methods: Participants were 17 people with ID and 17 control group participants in Japan. The evaluation was conducted with a questionnaire based on KiSS-18 (Kikuchi's Scale of Social Skills: 18 items; Kikuchi, 2007). Results: The score of KiSS-18 in the experimental group was 55.4 [plus or minus] 12.9 before the administration of the program, as compared to a mean of 61.8 [plus or minus] 13.2 after the program. A significant increase was identified. There was no significant difference between the first and second average score in the control group. Conclusion: The sex education program involving social skills training for people with ID had significant effects. (Contains 3 tables.)

Objectives　This study aimed to clarify the core values and competencies of public health nurses (PHNs) who contribute to improve health issues in transitioning societies, based on a consensus among PHN-related organizations, including practitioners and education researchers.Methods　A draft defining the core values and competencies of PHNs was developed through five consultation sessions with 20 executives and nominees of organizations in each area of PHN practice, education, and research to collect, categorize, and refine the items. The expert panel comprised 534 nominees from six PHN-related organizations, and three rounds of Delphi surveys were conducted. The consensus criteria were ≥70% for agreement and ≥80% for firm agreement.Results　In the first round, 272 expert panel nominees (50.9%) responded, and 217 responded in all rounds. The draft was revised based on the feedback from each round. By round 3, >90% agreed on the core value and competency frameworks and definitions.Conclusion　The Delphi survey revealed the three core value frameworks and definitions of "social justice in health," "human rights and autonomy," and "health and safety" and eight core competencies of "professional autonomy and responsibility," "scientific research and use of information science and technology," "population-based assessment and analysis," "practices for health enhancement and prevention," "building systems to improve public health," "management of healthy community development," "person/community-centered collaboration and cooperation," and "communication for consensus and solutions," with a firm agreement. Eventually, these frameworks would be the bases for creating national standards of practice, education, and research to satisfy the consensus levels of PHNs and PHN-related organizations.

Objectives: The Japanese government launched a project to facilitate collaboration between public health services and occupational health services with the aim of promoting overall health and wellbeing. However, collaboration at the practitioner level, including professionals who develop health support activities, has not yet been achieved. This study was conducted to clarify the actual state of collaboration between public health services and occupational health nurses as well as the factors related to their experiences with such collaboration. It also aimed to gather suggestions for promoting collaboration between occupational health nurses and public health and occupational health services., Methods: A self-administered questionnaire-based survey was conducted in 2017, targeting 2,574 occupational health nurses belonging to the Japan Society for Occupational Health. Survey items included basic attributes, recognition of the need for collaboration and the reasons behind it, whether or not they had collaboration experience, and self-study and learning experiences., Results: Of the 756 nurses surveyed, 34.0% had experience collaborating with public health services and 80.8% felt such collaboration was necessary. Experience of collaboration was related to the number of years of experience as an occupational health nurse, experience reading guidelines and participating in workshops and study groups organized by public health services, opportunities to receive guidance, and recognition of the need for collaboration., Conclusion: Because only a few respondents had experience collaborating with public health services and some did not even recognize the need for such collaboration, it was deduced that occupational nurses might have few opportunities to collaborate with public health services and may find it difficult to recognize the need for such collaboration. This finding suggests that occupational nurses may be able to promote collaboration with public health services by reinforcing learning from life events. A mechanism should be created to obtain information on public health services. Furthermore, opportunities can be provided for those with experience in collaboration to communicate with those with no experience through specific examples of such teamwork.

Objective　The aim of this study was to identify the status regarding childcare and housework performed by fathers with infants (one and two years old, first child), as well as related factors.Method　An online survey of fathers with infants across Japan was administered in October 2020. The survey items encompassed basic attributes, work conditions, and child-rearing information, as well as items from the Quality of Marriage Index (QMI), Work-Family Conflict Scale (WFCS), and a Japanese version of the K6 screening tool. The frequency of performing childcare and housework was divided into two groups, frequent and infrequent, and furthers into four groups based on the combination of frequent and infrequent childcare and housework. Multiple logistic regression analysis was performed with the frequent/infrequent childcare group, the frequent/infrequent housework group, and the four groups by childcare and housework each as dependent variables.Results　Responses were obtained from subjects in 44 prefectures, with 406 responses used for analysis. Frequently performed items for childcare and housework were hugging, playing together, and taking out trash. Infrequent performed items were making hospital visits, ensuring children's regular medical examinations and vaccinations, preparing meals, and sleeping.　The results of the multiple logistic regression analyses demonstrated that the groups citing the frequent performance of childcare tasks were correlated with participation in parenting/father-directed classes, the use of parental leave, wives engaged in formal employment, work requiring less than 10 hours of overtime per month, the highest level of education (junior high school, high school, junior college, vocational school, or technical school: non-university graduate), low WFCS scores, and high QMI scores. The groups citing the frequent performance of housework were associated with not living with grandparents, shift work, participation in parenting/father-directed classes, household yearly income of 6 million yen or more, highest level of education (non-university graduate), wife engaged in formal employment, wife's health condition (normal, poor, very poor), and high QMI scores. The subjects were divided into four groups: frequent childcare-frequent housework (38.4%), frequent childcare-infrequent housework (14.0%), infrequent childcare-frequent housework (19.5%), and infrequent childcare-infrequent housework (28.1%). Among the four groups, the highest correlation was observed for participation in parenting/father-directed classes, overtime hours, wife's work status, and QMI scores.Conclusion　To promote participation in parenting, fathers should be encouraged to care for children more frequently and help with housework. As such, introducing support methods in classes for fathers is a necessary step toward this objective.

Objectives　This study aimed to develop the Family Empowerment Scale for Parents with Toddlers (FES-P) and to examine its validity and reliability.Methods　A draft version of the scale was prepared based on a literature review and interviews with experts. Next, we conducted a web-based structured questionnaire survey of 800 parents (400 men and 400 women) with children aged 1 to 3 years, across Japan, and then verified the validity and reliability of the FES-P. The repeatability and stability by the retest method were examined as well.Results　We analyzed the data of the 825 individuals (412 men and 413 women) who answered the survey. Exploratory and confirmatory factor analyses revealed that the optimum solution that can interpret each factor could be obtained with five sub-factors and 26 question items. We confirmed that the five sub-factors were "relationships within the family," "sense of efficacy with regard to parenting," "relationships with the community," "sense of achievement as a parent," and "recognition and combined use of services." Good-fit values were obtained, with GFI=.878, AGFI=.852, CFI=.943, and RMSEA=.044, and construct validity was confirmed. The Cronbach's alpha coefficient was .96 for the entire scale and .85 to .92 for the sub-factors; the scale was deemed to have sufficient internal consistency. Further, the total score of the FES-P was positively correlated with the Family APGER score (r=.562, P<.001), scale measuring feelings about parenting (r=.620, P<.001), and generalized self-efficacy scale (r=.318, P<.001). For test-retest reliability, the intra-class correlation coefficient was r=.876 for the entire scale and r=.794 to .876 for the sub-factors, indicating stability and reproducibility.Conclusion　This study developed the FES-P, consisting of five sub-factors and 26 items and showing good validity and reliability. The five sub-factors were cross-correlated constructs. "Sense of efficacy with regard to parenting" and "sense of achievement as a parent" consisted of items related to individual empowerment, "relationships within the family" and "relationships with the community" consisted of items related to relationships with others, and "recognition and combined use of services" consisted of items related to social resources.

Objectives　The Japan Health Insurance Association (JHIA) conducts training in each branch facility to improve the ability of public health nurses (PHNs). The headquarters of the PHNs of JHIA and the researchers conducted a training program for leaders of PHNs at each JHIA branch. The goal of the program was to create a training plan using role-play to acquire facilitation skills. This study aimed to examine the effects of training.Methods　The study was designed in accordance with the Instructional Designs. The training goals were as follows: (1) understanding the role of facilitation and the facilitator in the debriefing session after the role-play, (2) understanding facilitation techniques, (3) being confident in performing as facilitators in the debriefing session; and (4) conducting the debriefing sessions using facilitation skills. The evaluation of the training was based on the Kirkpatrick model from the viewpoint of confidence in using facilitation, knowledge of facilitation, and conduct of training and utilization of facilitation technology. Questionnaire evaluations were conducted three times before the training, immediately after the training, and three months after the training. In August 2016, 4.5 hours of training were conducted in one day.Results　There were 79 participants in the training group. The mean points of knowledge and confidence were 2.6-3.6 before training, 6.3-7.9 after training, and 6.0-6.9 at 3 months after training. The participants rated their interest in three questions of the training as high as 8.1-8.6. In addition, 64.6% of participants held a role-play session at each branch within three months of the initial training. In the role-play session planned by the participants, the practitioners implemented the explanation of the purpose and the rules at each branch 96.1% and 98.0%, respectively. Participants who had attended facilitation training prior to our program scored higher points of knowledge and confidence before and after three months. Three months after the training, 79 participants responded to the question of the role of the facilitator in role-playing. The descriptions were categorized into "opinions on the basics and planning of role-play training" and "opinions on the roles in retrospectives."Conclusion　The participants evaluated the training contents and the materials used as appropriate, and their knowledge and confidence in facilitation improved after the training. To maintain and improve facilitation skills, the educational system needs to implement training using role-playing at each branch consistently.

Objectives　This study aimed to examine methods of providing information to improve the recognition of people with developmental disorders by comparing recognition of developmental disorders among education and health care professionals within the general public.Methods　A cross-sectional internet-based survey was conducted in January 2016. The subjects were Japanese adults aged between 20 and 69 years. Of all the respondents, 418 were males and 424 were females. The questionnaire was used to assess recognition of the names of developmental disorders and to determine the corresponding methods through which the information was obtained. We analyzed cognitive states by classifying the respondents by occupation (education and health care professionals) and by whether the subject had a developmental disorder or was a family member or friend of a person with a developmental disorder separately.Results　The percentage of respondents that reported having heard about developmental disorders was 91.5%. However, only 26.5% reported having provided some form of support to people with developmental disabilities. The percentages of education and health care professionals who were aware of developmental disorders were close to 100%; however, only 63.9% and 42.9%, respectively, could cite how they had become aware of developmental disorders. With regard to the sources of information on developmental disorders, the most frequent answers were television and radio programs (67.1%), followed by the internet. Of all the respondents, 11.3% had heard about developmental disorders in a school setting and 9.9% had heard about the disorders in the workplace.Conclusion　To increase understanding of developmental disorders among education and health care professionals, basic and in-service education must be improved. Furthermore, it is important to provide information on developmental disorders through the media.

Purpose: This study aimed to develop more effective smoking prevention education in high schools by analyzing differences in factors related to smoking, such as recognition of dangers among the three groups at risk of future smoking., Methods: The research was conducted by surveying 747 first year high school students (311 boys and 436 girls) in 4 high schools from 3 prefectures in the Kinki area. The questionnaire used covered sex, smoking behavior, future smoking intention, confidence to refuse pressure to smoke, knowledge concerning smoking, recognition of the dangers of smoking, subjective morality, self-esteem, relationship with smokers and intention to encourage others to stop smoking. The subjects were classified into three groups according to the risk of future smoking stratified by the intention to smoke in the future and smoking behavior at the present and in the past. Differences in each item between groups were examined by the chi square test, ANOVA, and multiple comparisons., Results: In the high risk group, the following were observed: low confidence in refusing cigarettes, strong tendencies to romanticize smoking and conceived beneficial effects, low subjective morality and low intention to encourage others to stop smoking. Moreover, girls tended to be more positive than boys regarding all items except self-esteem. In addition, there were significant differences between the low risk group and the high risk group and between the low risk group and the middle risk group in all items except self-esteem. On the other hand, there was no significant difference between the middle risk group and the high risk group about knowledge concerning smoking, and intention to encourage others to stop smoking., Conclusions: The results suggested similar tendencies for middle risk group and high risk group students for knowledge concerning smoking, recognition concerning smoking and intention to encourage others to stop smoking. Because the middle risk group accounts for about 20 percent of all students, it is necessary to consider the features of this group when developing additions to the current materials for smoking prevention classes in high schools.

Purposes: This study aimed to develop a framework for essential skills and the achievement levels necessary for students graduating from schools that provide education for obtaining a license as a public health nurse (PHN) in Japan., Methods: Two rounds of questionnaire-based investigations using the Delphi methodology were conducted. Subjects were 197 PHNs from municipalities or companies and 146 nurse educators from universities, colleges, junior colleges, or technical nursing schools., Results: (1) The essential skills framework consisted of three (macro, intermediate and micro) levels. Macro-level items were based on the principle of justice, a primary pillar of health care: (A) community assessment to identify health problems; (B) solving and improving particular health problems in collaboration with people to enable them to promote their own health; (C) promoting equitable access and distribution of community resources for health and daily living. Micro-level items had four achievement levels: (I) independent; (II) instructor-guided; (III) laboratory exercise; (IV) theoretical understanding. Micro-level items for A and B had two domains for achievement: individual/family and group/community. (2) In the first round over 70% of respondents said "very important," "important" or "acceptable" for all micro-level items. In the second round, over 90% said all micro-level items fit within macro and intermediate-level items. (3) In the second round, micro-level items attained 70% consensus among PHNs and nurse educators were 71 of 93 (76.3%). Micro-level expression was used for adjustment and the final framework of essential skills yielded 3 macro, 8 intermediate and 59 micro-level items and 95 levels of achievement. (4) In the final framework, the level of achievement for "individual/family" (Macro-level A and B) was almost level I, and for "group/community" almost II or III. The number of micro-level items at level IV for C was 14 of 21 (66.7%). (5) Compared with PHNs, educators generally assigned a more advanced achievement level for the same skill., Conclusions: This framework offers more clarity to the content and competency of practice and thus should be useful for basic and continuing PHN education. The assumption driving this study was the necessity to improve the nursing educational system, and develop an appropriate curriculum for the PHN national licensure.