We aimed to investigate seated-posture body pressure distribution at the back- and buttock-supporting interfaces of the newly designed chair based on geriatric seated-posture.
The subjects were 33 women elderly care home residents aged ?75 years. Subjects sat in the designed chair or a conventional chair for 30 min, and their body pressure distribution was recorded at 1, 10, 20 and 30 min after sitting down. Interface areas, mean and peak pressures were determined for each time point from the recorded data and two-way analysis of variance with repeated measurements was performed.
For the back-supporting interface, we found significant main effect in the type of chair. The designed chair had a wider back-supporting interface area than the conventional chair. At the mean and peak pressures, both back- and buttock-supporting interfaces showed a significant main effect depending on the type of the chair. In addition, at the mean pressures, buttock-supporting interfaces showed a significant main effect depending on the time point from the recorded data. In each case, the pressures were lower in the designed chair than in the conventional chair. We found a significant interaction in buttock-supporting mean pressures based on the type of chair and the time point from the recorded data.
Results suggest that the body pressures of the designed chair could be lower than those of conventional chair as the body pressures were dispersed over the interface area to contact the back- and buttock-supporting interfaces by the seated posture of the designed chair.
Objectives: Health care providers need to receive effective supervision by limited health care staff to implement health activities because of the lack of them in Lao People’s Democratic Republic (Lao P.D.R.). The purpose of this research was to identify factors affecting recognition of the supervision of health care workers at health centers by the district health office and to consider how to increase such recognition of supervision.
Methods: Structured interviews were conducted with 132 health care workers at health centers in the capital of the Lao P.D.R. The questionnaire examined personal data, supervision experience, and recognition of supervision. Recognition of supervision was examined by a question based on the Multifactor Leadership Questionnaire, and responses were given on a 5-point Likert scale. Each response was scored and labeled as the health care worker’s “recognized support score.” A high score indicated that the health care worker recognized more support from his or her supervisors.
Results: Data were analyzed for 125 respondents. The results of logistic regression analysis with recognized support scores as dependent variables show that the number of supervisors (P<0.001), amount of feedback to supervisors (P=0.037), and number of divisions that attempted to solve problems related to health work (P=0.007) were significantly associated with recognized support scores.
Conclusions: It is critical that the district health offices as supervisors implement educational, creative methods of supervision using feedback, advice about solving problems, and more opportunities for supervision to be recognized by providing more support.
Objective: The purpose of this study was to identify factors promoting and inhibiting the introduction and effective development of school health practice.
Methods: An interview survey of eight teachers of basic public health nurse (PHN) education courses incorporating school health practice was conducted. An inductive research methodology was used for the analysis.
Results: The study found six types of factors promoted and inhibited the effective development of school health practice: “students’ readiness,” “individual aspects of practical instructors,” “pre-adjustment,” “practice setting situations,” “students’ learning,” and “post-practice.” On the other hand, there were three types of factors that promoted the introduction of school health practice: “environmental foundation of accepting practice,” “educational institutions’ situations,” and “adjustment process of introduction”; inhibiting factors were classified into four categories with the addition of “institutional position of practical training.”
Discussion: As a result of considering adopting the promoting factors and addressing the inhibiting factors, it was revealed that many of the measures may be implemented by basic PHN educational institutions and teachers.