Purpose To clarify the relationship between skill retention in mental health activities and the learning environment/self-improvement of occupational health nurses.
Methods As per the 1 st report, data obtained by questionnaire survey was used. Participants answered yes or no to 11 items regarding the learning environment, and to 6 items regarding self-improvement, respectively. We compared scores of skill retention according to the presence or absence of a learning environment and self-improvement for different levels of experience by U-test.
Results Through all levels of years of experience, approximately 70%–80% of nurses received advice regarding mental health activities in the workplace, approximately 80%–90% of them set tasks and targets on their own and performed self-evaluations. On the other hand, approximately 30% of nurses received support such as from university. Furthermore, while the rate of individuals with experience in performing studies was approximately 20% among novices, the rate tended to increase with years of experience. Novices had opportunities to consult occupational health nurses of other companies, and subscribed to relevant magazines, which significantly correlated with the sense of skill retention. Among mid-career nurses, having experience in performing studies significantly correlated with this. In the management period, a significant correlation was found with having case study groups and study groups at the workplace, and in the late-management period, increased sense of skill retention was observed in the group that set tasks and targets and performed evaluations on their own.
Discussion We found that the learning environment and self-improvement in terms of the sense of skill retention regarding mental health activities differed according to years of experience, and it appeared that at each career stage, there are characteristics in the learning environment/self-improvement required to improve the sense of skill retention.
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