Search

This study aimed to develop a questionnaire on the quality of working life among female medical and healthcare professionals and examine its validity and reliability. The questionnaire was developed from an item pool drawing on the literature. The four trait scales included 40 items, covering female-specific stress in continuing a career, stress of lifestyle in maintaining personal values, job satisfaction and social support network. The questionnaire’s validity and reliability were assessed using data from 1,784 female doctors, dentists, and nurses. Validity was examined using exploratory factor analysis on each trait for construct validity, and multitrait scaling analysis for convergent and discriminant validity. Reliability was tested using Cronbach’s alpha for trait subscales and scales. Exploratory factor analysis on each trait was convergent. One trait derived three subscales, and another two. The remaining two traits were convergent for one factor. Multitrait scaling analysis showed that all scales and subscales were independent. The questionnaire was therefore internally consistent and had construct validity. Cronbach’s alpha was 0.85 for the total and between 0.72 and 0.83 for the subscales. These results validate the four-trait combination questionnaire and suggest that it would be suitable for use in future research, perhaps in combination with other existing scales.

The aim of this study was to elucidate characteristics of nursing performance among nurses with high emotional intelligence (EI) and examine the influence of years of experience on nursing performance and EI. A survey, including The Emotional Intelligence Scale and the Six-Dimension Scale of Nursing Performance, was administered to 1395 nurses working at general hospitals in Japan from November 2010 to March 2011. We received 1045 responses (76% response rate). There was a significant positive correlation between EI and nursing performance. Nurses with high EI reported more professional development activities, suggesting that they continue learning, attain licenses and actively improve their nursing skills. High-performing nurses had high situational abilities and showed improved nursing performance with experience. However, nurses with low situational abilities demonstrated no improvement in nursing performance related to experience. EI involves skills that can be acquired from training. Therefore, educational programmes to improve EI could improve nursing performance.

The aim of this study was to investigate the influence of information and communication technology use and skills on nursing performance. Questionnaires were prepared relating to using the technology, practical skills in utilizing information, the Six-Dimension Scale of Nursing Performance, and demographics. In all, 556 nurses took part (response rate, 72.6%). A two-way analysis of variance was used to determine the influence of years of nursing experience on the relationship between nursing performance and information and communication technology use. The results showed that the group possessing high technological skills had greater nursing ability than the group with low skills; the level of nursing performance improved with years of experience in the former group, but not in the latter group. Regarding information and communication technology use, the results showed that nursing performance improved among participants who used computers for sending and receiving e-mails, but it decreased for those who used cell phones for e-mail. The results suggest that nursing performance may be negatively affected if information and communication technology are inappropriately used. Informatics education should therefore be provided for all nurses, and it should include information use relating to cell phones and computers.

1.1. Background: We have developed a new gene transfer vector based on nontransmissible recombinant Sendai virus expressing the human fibroblast growth factor-2 gene (DVC1-0101) to treat peripheral arterial disease. A phase I/IIa open-label four dose-escalation clinical trial for critical limb ischemia was completed. We concluded that DVC1-0101 is safe and well tolerated, and resulted in significant improvement of limb function. We present the protocol of the next phase of our study. 1.2. Methods: We plan to conduct a phase IIb clinical trial, which will be a randomized, placebo-controlled, parallel design, single-dose blinded and single center clinical trial in Japan. This study will enroll 60 patients diagnosed with PAD with intermittent claudication. Subjects who meet eligibility criteria will be randomized to receive a single dose of either placebo, 5 × 109 ciu/limb of DVC1-0101, or 1 × 109 ciu/limb of DVC1-0101 administered by direct intramuscular injection. The participation length in this trial for subjects will be approximately 12 months with nine visits. The primary endpoints are to evaluate the efficacy of DVC1-0101 versus placebo on peak walking time, and to evaluate the safety and tolerability of two dosage levels of DVC1-0101. The secondary endpoints are 1) to evaluate the effect of DVC1-0101 on claudication onset time, measured by a treadmill test and quality of life, measured using the Walking Impairment Questionnaire, 2) to determine the effect of DVC1-0101 on qualifying limb hemodynamics, and 3) to explore the pharmacodynamics of DVC1-0101 by evaluating biomarkers. 1.3. Discussion: The results of this trial will provide insights into the potential of DVC1-0101 for improving walking activities. The results will also help with the design of a possible phase III study.

The purpose of this study is to clarify the relation between the development of social skills and students' experience in interpersonal relationships during their college life, focusing on what factors are most influential. The study was conducted based on a questionnaire regarding social skills, attitudes toward college life, clinical practice, lectures and interpersonal relationships, etc., distributed to 72 senior students from a 4-year nursing college as subjects. As a result, it was found that when students had to meet hardships regarding interpersonal relations during their college life, those who had two or more coping tools were able to develop more social skills than those who had to cope with the difficulty on their own. Moreover, students who had part-time jobs, took part in two or more extracurricular activities or overcame the difficulty of interpersonal relations during school festivals were reported to have improved their social skills. From these findings, one can speculate that the more quantity and the higher quality of interpersonal relationships students experience in their college life, the more and the higher-level social skills they can develop. It was also shown that the negative attitude toward interpersonal relationships as well as the difficulty students felt, during clinical practices worked as negative factors that might arrest the development of their social skills. It is therefore suggested that during clinical practices teachers should commit themselves positively to helping students cope with difficult situations or mend their negative attitudes toward interpersonal relations.