The Occupational Health Nursing Education Components Most Influenced by Informatics Technology Based on Gamification and Fogg's Models: a Case Study in Indonesia

The rapid development of informatics technology (IT) in healthcare in the digital era has not been in line with the development of industrial nursing informatics education in Indonesia. The discrepancy is disturbing the operational activities of nursing clinicians who stand between the need of client, business, and the quality of services. The objective is to explore the benefit to the largest components of education that have changed due to IT interventions. This research used the Case Study method. The instrument was a case management version of the American Board of Occupational Health Nursing (ABOHN). The purposive sampling population was 350 nurses and nursing students who filled a questionnaire based on the Likert Scale, focused on the influence of IT on OHN education. The supporting data was from 15 major campuses in Indonesia that have nursing majors and IT departments, also from ABOHN and other OHN international bodies. The data was processed by the Statistical Package for Social Sciences (SPSS) 25 version, in the table of Pearson Correlation. Gamification and Fogg's Behavior models were used to identify the influence of IT on OHN education. The data analysis showed a significant impact of IT on OHN education with a value of 0.782. The Influence of IT towards OHN learning materials based on Gamification and Fogg’s Models also showed of 9 OHN competency categories (100%), indicating the need for IT support was absolute. Case management result projected that the application of Gamification with Fogg's model with the application of IT on the OHN education proved the magnitude influence of IT on 8 components, i.e.: teaching methods, learning materials, learning methods, students’ learning interests, campus facilities, lecturer’s competencies, campus management, and the education curriculum. The IT intervention will simplify the OHN education system, provide more effective, and efficient OH nursing practice in the workplace.

TECHNICAL SKILLS OVERWHELMING SOCIAL SKILLS OF OCCUPATIONAL HEALTH NURSING ON TEACHING METHODS

The teaching of occupational health nursing (OHN) requires an emphasis on which one should be dominant between technical and social domain, as practiced in the industrial health care services. The purpose of this research is determine which skill domain is more dominant between technical and social skills in the OHN teaching-learning system. This type of study is quantitative approach with cross-sectional study design. The populations were nursing students, nursing practitioners, and nursing lecturers. The sampling technique is non-probability sampling taken online with a sample size of 130 respondents of Indonesian nurses in Indonesia. The data collection tool used a mixed questionnaire in a Likert Scale based on the Health Belief Model theory. The data were analyzed using the Paired Sample T-Test to see whether the results of this study were dominated by the technical or social skills domain. The validity and reliability test was carried out with a sample of 30 people. They were measured by looking at the r table and the Cronbach alpha value for each questionnaire statement, using the SPSS application with the Pearson Product Moment test. The T-Test result of SPSS shows 95 respondents (73.1%), perceived technical skills dominate the OHN work in industry, and 35 respondents (26.9%) in social skills, with a p-value of 0.000. In other words, the dominance of technical skills has a very close association to the teaching-learning system. The need for technical skills is much more dominant than social skills. OHN teaching needs to have an emphasis on technical skills, not the social domain.

Development of a career and competency framework for Occupational Health Nurses working in New Zealand using participatory action research

<p>This participatory action research (PAR) study was undertaken to review the New Zealand Competencies for Practising as an Occupational and Environmental Health Nurse (2004) document and develop an integrated career and competency framework for nurses working in the field of occupational health. The 2004 competency document needed to be reviewed to ensure Occupational Health Nurses (OHNs) have up-to-date guidelines for the skills and knowledge required by businesses to support and promote the health and wellbeing of the workforce, as well as enabling OHNs to identify their training requirements and career planning. Eight OHNs (including myself) from Christchurch over a 10-month period applied a PAR approach to this qualitative study. The nurses actively engaged in the project from research design to dissemination so linking theory and practice. Achieving the aims and objectives required collaboration, democratic participation, joint decision making, sharing resources, gaining knowledge, and empowerment. The study had six phases. Recruitment of the OHNs occurred during the first phase and in the second phase information was collected through a questionnaire gaining awareness of the OHNs role within the workplace. This information stimulated the first action cycle inquiry. During the third phase data was collected from transcripts of the PAR group meetings. The fourth phase was reflection of the PAR theoretical process of the study. This reflection included understanding what occurred leading to the turning points and what sustained the PAR group. From this phase, evolved phase five, formation of a sub-PAR group, and phase six of the study when the original PAR group reconvened and four subsequent meetings were held concluding the study in May 2015. The study provides contribution to PAR by showing importance of the time commitment of homogenous co-researchers, and role of primary researcher. A number of areas were identified by the nurses as important skills and knowledge areas for occupational health nursing. Areas include fitness for work, health promotion, risk assessment, legislation and standards, leadership and management skills, research and professionalism. These skills and knowledge topics were then expanded and applied into the career framework from competent to expert nurse. The final participatory cycle involved distributing the framework to the New Zealand Occupational Health Nurses Association to complete the review. The outcome of this research is an integrated occupational health nursing competency and career framework which has been disseminated nationally to New Zealand OHNs waiting for feedback. It is expected that the framework will raise the profile of OHNs within New Zealand, and the vital contribution they make to the public health strategy and supporting businesses to apply employment legislation.</p>

Development of a career and competency framework for Occupational Health Nurses working in New Zealand using participatory action research

<p>This participatory action research (PAR) study was undertaken to review the New Zealand Competencies for Practising as an Occupational and Environmental Health Nurse (2004) document and develop an integrated career and competency framework for nurses working in the field of occupational health. The 2004 competency document needed to be reviewed to ensure Occupational Health Nurses (OHNs) have up-to-date guidelines for the skills and knowledge required by businesses to support and promote the health and wellbeing of the workforce, as well as enabling OHNs to identify their training requirements and career planning. Eight OHNs (including myself) from Christchurch over a 10-month period applied a PAR approach to this qualitative study. The nurses actively engaged in the project from research design to dissemination so linking theory and practice. Achieving the aims and objectives required collaboration, democratic participation, joint decision making, sharing resources, gaining knowledge, and empowerment. The study had six phases. Recruitment of the OHNs occurred during the first phase and in the second phase information was collected through a questionnaire gaining awareness of the OHNs role within the workplace. This information stimulated the first action cycle inquiry. During the third phase data was collected from transcripts of the PAR group meetings. The fourth phase was reflection of the PAR theoretical process of the study. This reflection included understanding what occurred leading to the turning points and what sustained the PAR group. From this phase, evolved phase five, formation of a sub-PAR group, and phase six of the study when the original PAR group reconvened and four subsequent meetings were held concluding the study in May 2015. The study provides contribution to PAR by showing importance of the time commitment of homogenous co-researchers, and role of primary researcher. A number of areas were identified by the nurses as important skills and knowledge areas for occupational health nursing. Areas include fitness for work, health promotion, risk assessment, legislation and standards, leadership and management skills, research and professionalism. These skills and knowledge topics were then expanded and applied into the career framework from competent to expert nurse. The final participatory cycle involved distributing the framework to the New Zealand Occupational Health Nurses Association to complete the review. The outcome of this research is an integrated occupational health nursing competency and career framework which has been disseminated nationally to New Zealand OHNs waiting for feedback. It is expected that the framework will raise the profile of OHNs within New Zealand, and the vital contribution they make to the public health strategy and supporting businesses to apply employment legislation.</p>

Development Analysis of Post Graduate School Program of Occupational Health Nursing (OHN), Workforce and The Challenges in Poltekkes Kemenkes Jayapura (a Case Study)

Background: According to the Central Statistics Agency (BPS, 2020), Papua is one of the poorest provinces in Indonesia with a poverty rate of 26.8%. This condition is exacerbated by the lack of educational facilities including occupational health nursing (OHN) at the postgraduate level. Even though there are several large industries in Papua that are engaged in oil exploration to wood processing. As a result, there is an imbalance between the need for OHN nursing experts and the production of nurses due to the absence of OHN postgraduate educational facilities in Papua.Destination: This article is a case study which aims to analyze the development of OHN postgraduate education programs, human resources and challenges from an Occupational Safety and Health (OHS) perspective.Method: The study used is in the form of a literature review using SWOT Analysis which emphasizes on policy issues on nursing education and its specialties, especially OHN. Data is collected from various sources, including the Ministry of Health, the Ministry of Manpower, BPPSDM, PPNI, journals from within and outside the country. Document review was conducted from January 2016 to December 2020.Result: From the results of the SWOT analysis, the research shows that the Poltekkes of the Ministry of Health of Jayapura has a very supportive potential to develop postgraduate nursing education programs in the OHN department. In addition to adequate human resources, sufficient land for practice and the availability of industrial jobs for graduates.