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Learning Objective 1: The leaner will able to clarify that what should be strengthened about oral care.
Learning Objective 2: The learner will able to recognized again the importance of the oral assessment and oral assessment tool.
The purpose of this study was to clarify of Japanese nurses’ knowledge and practice concerning oral assessment.
Methods:
Participants were 115 clinical nurses. The instrument was a researcher-developed tool derived from oral assessment listed in standard textbooks. The tool contained 53 items, with each item classified into one of the following categories: structure and function, interview, inspection, palpation. The four-point response set for knowledge :“ do not know”,“ know somehow”, “know”,“ know and teach”. These categories were subsequently collapsed in data analysis to two categories:“do not know”, “know”. There was a four-point response set to the items for practice: “never”, “occasionally”, “daily”, “daily and teach”. These categories were subsequently collapsed in data analysis to two categories:” do not”,” do”.
Results:
The response rates were 86 %. The items exceeding 50% were as follows: as for the knowledge, 11 items; interview seven items, inspection four items. As for the practice, 13 items; inspection 10 items, palpation three items. The items exceeding 50% did not have both knowledge and practice. In addition, a low rate of the knowledge was found for the items on structure and function and palpation.
The results revealed patterns regarding the Japanese nurses do not have confidence in fundamental knowledge rather than practice. Overall, these findings can be presumed that the Japanese nurses have not got assessment of oral at oral care. Several studies have reported that nurses acknowledge that oral care procedures are not evidence based, whereas nurses think oral care is important. This study demonstrates that correspond to previous studies.
Conclusion:
Actual conditions of Japanese nurses oral assessment are as follows: (a) no one was combines both knowledge and practice, and (b) they have a limited knowledge based assessment.