Objectives: To identify the processes that public health nurses（PHNs）assigned to Child Guidance Centers（CGCs）use for building supportive relationships with parents when handling child abuse cases.

Methods: The participants were eight PHNs with experience handling child abuse cases of infants and toddlers at CGCs. Data were collected using semi-structured interviews and analyzed using the Modified Grounded Theory Approach.

Results: Thirty-eight concepts, 12 subcategories and five categories were generated. The process of building supportive relationships used by CGC PHNs when handling child abuse cases has as its basic principle to “prioritize life of a child above all else.” This process achieves ‘seamless care’ by combining both the “confrontational attitude with parents” and a “receptive attitude towards parents.” At its core, there was “a calm and grounded attitude of accepting matters as they are.”

Discussion: The basic principle of support provided by CGC PHNs, “prioritize life of a child above all else,” was consistent with the purpose of establishing CGCs and the principles of consultation assistance activities. The process highlighted the importance of not necessarily fixating on a trusting relationship but on continuing to build any type of connection for the providing of assistance. This study identified that CGC PHNs are always mindful of keeping “a calm and grounded attitude of accepting matters as they are.”

Purpose: This review aims to identify specific health guidance skills for 1. preparation for guidance; 2. building trustworthy relationships with participants; 3. assessment; 4. promoting awareness; 5. promoting understanding of health behaviors based on scientific evidence and selecting teaching materials; 6. goal setting; 7. ongoing follow-up during the guidance period, and 8. evaluation. These are indicated in the standard program for health examination and guidance proposed by the Ministry of Health, Labor and Welfare. This study will suggest future research on health guidance topics and additions to the current health guidance skills.

Methods: We searched the Central Journal of Medicine (Web version), MEDLINE, and CINAHL. The eligibility criteria were as follows: (1) cover specific health guidance; (2) describe the specific content of health guidance, and (3) clearly indicate the outcomes of health guidance or methods to ensure quality health guidance content. Information was extracted from 418 journals with research articles published between 2008 and 2021 with “specific health guidance” in the title. Nineteen journals were selected.

Results: For 1. to 7. of the health guidance skills processes, articles on effective health guidance skills were reported by 2 to 10 journals. However, no journal containing articles on the evaluation of health guidance skills was identified.

Discussion: Further research is needed to understand specific health guidance techniques used in the evaluation process and whether receiving support leads to outcomes such as continued behavioral change in the target population and the following year’s specified health checkups.

Objective: To examine the possibility of promoting administrative dementia countermeasures in collaboration with workplaces, we will clarify the current status of dementia-related initiatives at workplaces and the recognition of OHN. We will clarify the factors associated with the provision of dementia-related topics during education.

Methods: We conducted an anonymous self-administered questionnaire survey among OHN randomly selected from relevant academic societies and company directories. The survey covered the basic characteristics of OHN and their workplaces, the current situation of dementia-related efforts in workplaces, the awareness of OHN, the current situation of health activities, and their awareness of health issues.

Results: Approximately 60% of nurses felt that dementia-related education was necessary, while 12.8% provided dementia-related topics during health education, compared to the group that did not provide dementia-related topics. Significantly higher percentages were found for a “large number of nurses assigned,” “subjects who believe that nurses themselves have knowledge about dementia,” “subjects who believe that workers have no knowledge about dementia,” “subjects who ranked the first to seventh priority for efforts to prevent dementia,” and “subjects who thought that education on dementia prevention was necessary.”

Discussion: It is suggested that support linked to approaches to current health issues may be effective as a measure to make dementia prevention measures feasible for nurses to carry out their duties. In addition to clarifying the significance of taking measures to prevent dementia at workplaces, future challenges include establishing systems for regional health and occupational collaboration.

Purpose: This study aimed to identify factors hindering the coordinated support of older adults with dementia and educational needs.

Methods: A semi-structured interview targeted public health nurses, nurses, social workers, and chief long-term-care support specialists at general-support community centers, with over three years of experience. Data were analyzed qualitatively and descriptively.

Results: There were 11 research participants. 8 categories of Factors that make coordination difficult are: [complexity of including dementia symptoms in the long-term course of older adults] [difficulty in getting family support] [challenges in gaining acceptance of the dementia diagnosis from individuals with dementia, their families, and residents] [barriers in using existing systems and measures] [difficulties in coming to terms due to conflicting opinions between individuals with dementia, community centers, and related organizations], and [discrepancies between community general support centers and residents, including individuals and their families]. The educational needs are: [assessing the relationship between older adults with dementia and surrounding phenomena] [negotiating skills to cooperate with residents and related organizations] [facilitation skills to collaborate with residents and related organizations], and [assessing the region and develop regional support].

Discussion: Difficulties included older adults with dementia, their families, residents, different affiliated institutions, expertise, and positions, and local government. Education is required on the connection between understanding older adults with dementia and the characteristics of families and local communities. Identification of how to direct support, cooperation and collaboration should be shared across multiple professions and organizations. Acquiring district diagnosis and facilitation skills will be required.