Factors influencing changes in medication-taking and driving behavior after warnings about prescription medications that prohibit driving: an online survey.

BACKGROUND: This study examined warning messages as a strategy for preventing automobile crashes by drivers on medications. We investigated the degree of awareness regarding the effects of medication on automobile driving and changes in medication-taking and driving behavior. We also assessed associations between socio-environmental factors and the driving and medication-taking behavior adopted by individuals after being warned about driving-related risks. METHODS: Responses to an online questionnaire from 1200 people with a driving license who were taking prescription medications at the time of inquiry (March 2019) were collected and analyzed. The items surveyed were sex, age, educational history, health literacy, current medications, and medication-taking and driving behavior after being warned. RESULTS: Of the total respondents, 30% were taking medicine that prohibited driving. Of those taking prohibited medications, 25.7% did not receive a warning about driving from healthcare professionals. Most respondents taking prohibited medications received euphemistic warnings, such as "practice caution" (30%), "refrain from calling attention" (29.4%), and "avoid driving" (19.8%); 16% of the direct warnings were about not driving. Medication's effects on driving were recognized by 80% of the total respondents. The degree of awareness was significantly higher among respondents taking medications that prohibit driving than among those taking medications that did not prohibit driving or those taking unknown medications. Awareness of medicine's influence on driving was associated with health literacy. No association was found between age, gender, health literacy, history of side effects, and driving and medication-taking behavior. Approximately 22% of respondents adjusted their medication use at their discretion and 39% maintained treatment compliance but continued driving. Among respondents taking medications that prohibit driving, whether driving was required for work was a significant factor in their driving and medication-taking behavior after being warned. CONCLUSIONS: Healthcare professionals do not always fully inform patients about the driving-related risks of medications. To encourage patients who are taking medications that have a significant impact on their driving to either stop driving or consult a healthcare professional, healthcare professionals must first understand the patient's social environment, such as whether driving is required for work, and then create an environment conducive to advice-seeking.

Educators' Psychosocial Burdens Due to the COVID-19 Pandemic and Predictive Factors: A Cross-Sectional Survey of the Relationship with Sense of Coherence and Social Capital.

This study aims to identify the social and psychological burdens placed on educators during the third wave of the COVID-19 pandemic in Japan and to propose an optimal form of support. We investigated educators' perceptions of psychological and socioeconomic anxieties and burdens, sense of coherence, and social capital using a questionnaire survey of 1000 educators in January 2021. Multivariate regression analyses were conducted to analyze the associations between the variables. Results: Approximately 80% of the respondents considered COVID-19 a formidable, life-threatening illness. Our results revealed that the higher the social capital, the greater the fear of COVID-19, and the higher the sense of coherence, the lower this fear. Conclusions: The anxiety burden of implementing infection prevention was higher than the anxiety burden associated with distance learning. The predictive factors for educators' perceptions of burden included sense of coherence, gender, and age. Our findings suggest the importance of having the government and educational institutions provide multidimensional assistance that matches educators' individual characteristics.

Knowledge and preventive actions toward COVID-19, vaccination intent, and health literacy among educators in Japan: An online survey.

Countermeasures against the spread of COVID-19 have become an urgent issue in educational settings, where many group activities are necessary. Educators are key to preventing the spread of COVID-19 in educational settings. Infection prevention behavior requires comprehensive and complex measures such as self-restraint. disinfection care, hand washing, wearing masks and recommendation and implementation of vaccination. Improvement in the knowledge, skills, and preventive actions of educators vis-à-vis COVID-19 could allow for the continued provision of educational services while ensuring safety in educational settings. Therefore, the objective of this study was to explore the knowledge and preventive actions of educators regarding COVID-19 and vaccination awareness to provide appropriate support for educators. The study used data collected from 1,000 Japanese educators in January 2021 when the third wave of viral infections spread. Online surveys and multivariate linear regression analysis were used to determine age and whether respondents were being cared for by a doctor. We investigated the effects of factors on educators' willingness to be vaccinated and changes in their behavior. This study found that factors such as age, gender, whether a respondent was under a physician's care, and health literacy, affected the willingness of educators to receive vaccinations and engage in preventive actions. The study also suggests that the reliability of national government public relations efforts is lower than the reliability of local government public relations and that of information from family physicians, pharmacies, and mass media. It is therefore necessary to reexamine how information is disseminated by the national government and to increase the degree of trust in that information among the public. The findings of the study also revealed the importance of improving the provision of appropriate information and health literacy for the behavior of educators, not only during the initial outbreak, but also during the subsequent period of pandemic life.