Access to Health-Related Information, Health Services, and Welfare Services among South and Southeast Asian Immigrants in Japan: A Qualitative Study
Abstract
:1. Introduction
2. Materials and Methods
2.1. Design
2.2. Participants
2.3. Data Collection
2.4. Ethical Considerations
2.5. Data Analysis
2.6. Rigor and Trustworthiness
3. Results
3.1. Access to Health-Related Information
3.1.1. Individual-Level Barriers
“Official websites are complicated and are mainly in Japanese and English.”(Myanmar, technical intern)
“Initially, I was following the COVID-19-related news in a proactive way, but soon the COVID-19-related problems heated up more. Then, I realized that the more I look at the news, the more I became stressed. So, I decided to stop viewing those pages.”(Nepal, Japanese language student)
“We have to go to school and then work so we are a bit busy. We do not have time to know about the daily number of COVID-19 infections. So, we do not know how COVID-19 is affecting the country currently.”(Nepal, vocational/technical student)
3.1.2. Community-Level Barriers
“As for formal sources like official websites of the municipal or ward office. I rarely check them since the information provided is usually in difficult Japanese so it is not easy to understand.”(Myanmar, vocational/technical student)
“Those Facebook(FB) pages are quite popular and shared among my FB friends. It is mostly easy to understand and useful. But sometimes it is wordy and doesn’t directly mention [the information I am looking for,] and [given how much information is shared, I find it] quite difficult to catch up.”(Myanmar, technical intern)
“The students do not know much about the COVID-19 consultation centers [Foreign residents’ information centers]. They know that some consultation centers exist but do not know how to access them.”(Nepal, vocational/technical student)
3.1.3. Interpersonal- and Organizational-Level Facilitators
“I mostly learn information through my manager because he often comes and talks to me about COVID-19.”(Vietnam, technical intern)
“[I got much of my information about COVID-19] from people in my community, including Japanese customers.”(Nepal, cook)
3.1.4. Community-Level Facilitators
“I have joined the Burmese people’s FB group in Japan because I want to learn about Japan, student life here, and Burmese organizations here. These groups provide news in Burmese so it is easy to understand.”(Myanmar, vocational/technical student)
“The pamphlets from Kuyakusho [the local administrative office] are in Japanese, but the illustrations make them easy to understand”(Myanmar, Japanese-language student)
3.1.5. Societal-Level Facilitators
“If I have to understand formal notices posted in the Japanese language, I use Google Translate, or I ask my teachers.”(Nepal, vocational/technical student)
3.2. Access to Health Services
3.2.1. Individual-Level Barriers
“No, I didn’t go [to any hospital] for the fever… If we go there, the hospital staff will test us to see if it is COVID-19, and the process will be lengthy. It will also affect our work and studies. Plus, if I didn’t have COVID-19 in the first place, I could contract it [from someone else at the hospital].”(Nepal, Japanese language student)
“We don’t usually go to a health facility since we are afraid of spending money… When I feel like I am getting sick, I take the medicine that I brought in Myanmar in advance.”(Myanmar, Japanese language student)
“Due to time constraints and all, I have not got Hoken [insurance] yet. I will get it soon. Initially, I had it, but I never had time to renew it after moving to another place [administrative area].”(Nepal, cook)
3.2.2. Organizational-Level Barriers
“Because the medical terms used in the hospital are very specialized, I think it is necessary to have a Vietnamese staff member to help and translate.”(Vietnam, technical intern)
3.2.3. Community-Level Barriers
“I still don’t know what type of hospitals we can get coronavirus treatment from and where to go for the treatment.”(Nepal, cook)
3.2.4. Interpersonal- and Organizational-Level Facilitators
“When they [the hospital staff] saw my residence card, they knew that I was a foreigner. So, they used Yasashii Nihongo [plain Japanese] to communicate and speak in an easy-to-understand manner”(Vietnam, vocational/technical student)
“In the beginning, when I had a fall and picked up an injury, the tencho [branch manager] took me to the hospital. He accompanied me 2–3 times. By then, I had gotten used to it. From then on, I didn’t need the tencho to accompany me.”(Nepal, Japanese-language student)
“If the students suspect they have COVID-19, first, they will inform their class teacher.”(Nepal, vocational/technical student)
“I would inform the Kumiai [cooperative association] so that they can make arrangements for me.”(Myanmar, technical intern)
3.3. Access to Welfare Services
3.3.1. Individual-Level Barriers
3.3.2. Community-Level Barriers
“Because my friend was not fluent in Japanese, when she filled out the form from the Shi [City Hall] to register, she mistakenly selected the box that said she did not need 10 Man (100,000 Yen). After that, I had to call the Shi and check on her application. Then, they sent another copy for her to do it again.”(Vietnam, technical intern)
“I did not know about any benefits other than the 100,000 Yen. I want to know more and where to get such information.”(Myanmar, technical intern)
3.3.3. Interpersonal- and Organizational-Level Facilitators
“In April, we applied for the Special Cash Payment through the post, and our agent helped us. We didn’t have any difficulties.”(Myanmar, technical intern)
“My manager showed us a sample application form, and he told us to fill it out like that, and then he also sent them off for us.”(Vietnam, vocational/technical student)
3.3.4. Community-Level Facilitators
“Even with the application for 200,000 Yen [from the Temporary Loan Emergency Fund], the application procedure went well. The officer from the ward office explained it to me in easy-to-understand Japanese and helped me with filling out the forms, so I did not have any problems.”(Myanmar, vocational/technical student)
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
Nationality | Residential Status | Total (Persons) | ||||
---|---|---|---|---|---|---|
Vocational Technical School Student | Japanese Language Student | Technical Intern | Skilled Laborer (Cook) | Dependent | ||
Nepal | II (1) FGD (2) FGD (3) | II (1) FGF (2) | - | II (2) FGD (2) | II (2) | 15 |
Vietnam | II (1) FGD (4) FGD (3) | FGD (2) | II (2) | - | - | 12 |
Myanmar | II (2) | FGD (2) | II (1) FGD (2) | - | - | 7 |
Total (persons) | 16 | 7 | 5 | 4 | 2 | 34 |
Level | Barrier | Facilitator |
---|---|---|
Individual | Language (Japanese language proficiency) Cognitive (attempts to limit stress) Time constraint (activities for daily life) Language (Japanese language proficiency) Cognitive (fear of infection with COVID-19) Cognitive (perceived financial burden) Time constraint (activities for daily life) Language (Japanese language proficiency) Cognitive (limited awareness of welfare services) | |
Interpersonal Organizational | Language (technical terminology) | Individual social networks and organizational supporting system (customers including Japanese/Japanese bosses) Plain Japanese (healthcare professionals) Individual social networks and organizational supporting system (Japanese bosses, colleagues, teachers, supervising organization) Individual social networks and organizational supporting system (workplace, supervising organization) |
Community | Language (information provided in difficult Japanese) Language (large volume of information) Cognitive (limited awareness of social and health services) Cognitive (unfamiliarity with Japanese healthcare system) Language (information provided in difficult Japanese) Cognitive (limited awareness of welfare services) | SNS group as a community of shared interest (Facebook) Plain Japanese (official information provided) Local government officials (support in plain Japanese) |
Public policy | ||
Societal | Language translation tool |
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Matsuoka, S.; Kharel, M.; Koto-Shimada, K.; Hashimoto, M.; Kiyohara, H.; Iwamoto, A.; Nishihara, M.; Fujita, M. Access to Health-Related Information, Health Services, and Welfare Services among South and Southeast Asian Immigrants in Japan: A Qualitative Study. Int. J. Environ. Res. Public Health 2022, 19, 12234. https://doi.org/10.3390/ijerph191912234
Matsuoka S, Kharel M, Koto-Shimada K, Hashimoto M, Kiyohara H, Iwamoto A, Nishihara M, Fujita M. Access to Health-Related Information, Health Services, and Welfare Services among South and Southeast Asian Immigrants in Japan: A Qualitative Study. International Journal of Environmental Research and Public Health. 2022; 19(19):12234. https://doi.org/10.3390/ijerph191912234
Chicago/Turabian StyleMatsuoka, Sadatoshi, Madhu Kharel, Kyoko Koto-Shimada, Maiko Hashimoto, Hiroyuki Kiyohara, Azusa Iwamoto, Mika Nishihara, and Masami Fujita. 2022. "Access to Health-Related Information, Health Services, and Welfare Services among South and Southeast Asian Immigrants in Japan: A Qualitative Study" International Journal of Environmental Research and Public Health 19, no. 19: 12234. https://doi.org/10.3390/ijerph191912234
APA StyleMatsuoka, S., Kharel, M., Koto-Shimada, K., Hashimoto, M., Kiyohara, H., Iwamoto, A., Nishihara, M., & Fujita, M. (2022). Access to Health-Related Information, Health Services, and Welfare Services among South and Southeast Asian Immigrants in Japan: A Qualitative Study. International Journal of Environmental Research and Public Health, 19(19), 12234. https://doi.org/10.3390/ijerph191912234