Occupational Safety Education Research Articles

Evaluation of occupational health and safety training for nursing students

Introduction. Nurses, who constitute the largest part of the healthcare team, start to encounter many occupational exposures from the beginning of their education and this exposure continues throughout their professional lives.
 Aim. The aim of the study is to evaluate the effect of occupational health and safety education on the knowledge levels of second year nursing students.
 Materials and Methods. The sample of the quasi-experimental research with a single-group pre-test post-test design consisted of 261 second-year nursing students. The data of the research were collected with the "Descriptive Characteristics Questionnaire" and the "Occupational Health and Safety Training Questionnaire" between March-June 2018.
 Results. The average age of the students participating in the research is 20.87±1.31. When the pre-test and post-test occupational health and safety knowledge levels of nursing students were compared, it was found that the rates of knowing the occupational health and safety law correctly, knowing the responsibilities of the employees, knowing the occupational hazards for the health workers, and knowing what to do to prevent the sharps injuries were statistically significant. level was found to increase (p <0.05).
 Conclusion. In the study, in which the effect of occupational health and safety education given to second-year nursing students on occupational health and safety knowledge levels was evaluated, it was determined that the education provided an increase in the students' knowledge of occupational health and safety law, occupational hazards and protection from occupational hazards for healthcare workers, notification of occupational accidents and waste management.

Effects of integrating immersive virtual reality and science-technology-society-environment (STSE) learning on occupational safety and health education

Effects of integrating immersive virtual reality and science-technology-society-environment (STSE) learning on occupational safety and health education

Multiple Myeloma.

Multiple myeloma (MM) is a cancer that arises from plasma cells in bone marrow. Approximately 35,730 Americans received a new diagnosis and MM will claim the lives of an estimated 12,590 people in 2023. Complications of the disease process include anemia, leukopenia, thrombocytopenia, renal failure, severe pain, bone loss, and hypercalcemia. Patients with MM have a high risk for pathological fractures. For most forms of MM there are effective treatments that may result in long-term remission using multi-drug regimens. Although the medications approved in the United States to treat MM generally produce good outcomes, they have serious, and potentially life-threatening adverse effects. In addition, patients with specific genetic variations are at high risk for relapse. Communication with the oncology team and early intervention in the event of adverse effects of medications, complications of the disease process, or evidence of relapse are important to obtain the best possible outcome. Patients are easily overwhelmed with a three- to four-drug treatment regimen with some drugs given intravenously and/or subcutaneously at the clinic, and others taken orally at home on specific days of each 28-day cycle. Home care nursing is needed to assess for tolerance, adverse effects, and to address patient concerns. Medication management and teaching are very important in guiding patients to safely manage a schedule that changes daily. In addition, the high risk of pathological fractures and serious injury if the patient should fall supports the need for physical and occupational therapy fall prevention and safety education and exercise programs to help avert decline in functional status and combat cancer-related fatigue.

Change of Occupational Health and Safety (OHS) University Students' Perceptions on OHS in Parallel to Vocational Training: The Comparative Analysis

The curricula at universities were also positively affected by the "Occupational Health and Safety", which gained importance in recent years within the scope of the ILO directives that came into force, and courses related to the field were added to the curriculum. The aim of this study; To measure and analyze the level of knowledge and awareness of students about Occupational Health and Safety (OHS). In this context, the sample of the research is in Turkey; Istanbul Gelisim University, which is a foundation university, and Gaziantep University, which is a state university, consist of the Occupational Health and Safety program students. Data were collected through a questionnaire created within the scope of the study. The questionnaire consists of demographic questions and questions about the OHS Awareness Scale. In the research, the data were analyzed by using the SPSS 25.0 statistical package program. The scale questions used in this study were collected in a single factor, unlike the original scale. As a result of the study, it has been seen that the presence of a laboratory where applied courses can take place at the university where the students receive OHS education and the fact that their parents are employers positively predict OHS awareness. This study is important in terms of evaluating the workplace safety culture perspectives that students have about Occupational Health and Safety legal practices within the framework of ILO directives and revealing their perspectives on the effectiveness of occupational health and safety education.

Incidence of the exposure to blood and blood products and its relationship with the medical education accreditation among last grade medical students in Turkey

Abstract:
 Backgrounds: The primary aim of this study was to investigate the blood contact and needle-stick injury rates of final-year (year-6) medical students receiving their education and training at medical schools in different regions of Turkey and to analyse the relationships between blood contact and needle-stick injury and the personal variables of students and accreditation certifications of medical schools.
 Methods: In this retrospective cohort study, self-reporting questionnaires were completed anonymously by consenting final-year medical students. The study population (N = 7900) included all final-year medical students attending the 76 medical schools of Turkey. Of the 76 medical schools, 13 were selected by stratified random sampling, according to their accreditation certification and geographical location, which resulted in 2786 final-year medical students being contacted for participation. The dependent variable was percutaneous contact and the timing of the contact. The independent variables were the personal characteristics, occupational health and safety knowledge, invasive medical procedure skills, and blood-borne disease knowledge of final-year medical students, as well as, the accreditation certification of medical schools. Comparisons between groups were analysed using Cox proportional hazards regression.
 Results: 83.8% (n = 2334) of 2786 final-year medical students contacted, consented to participate. Blood contact rates of 75.2% for intact skin contact, 20.0% for mucosal contact, and 35.4% for percutaneous contact were reported; with27.0% of medical students reporting contaminated blood contact. The average percutaneous time-to-contact was 8.95 ± 0.09 months, with the percutaneous contact rate approaching 50% in the 12th month of the hazard analysis. Percutaneous contact was significantly higher in students who received no formal occupational health and safety training (OR: 1.29; 95% CI: 1.11-1.50) and who attended non-accredited medical schools (OR: 1.45; 95% CI: 1.26-1.66). Percutaneous contact increased significantly in medical students with increasing invasive medical procedure applying scores (OR: 1.06; 95% CI: 1.04-1.09).
 Conclusion: The final year of medical education and training is a high-risk period for percutaneous contact, with the evidence suggesting that the high risks could be mediated by implementing appropriate occupational health and safety education and training. The accreditation certification of medical schools is a significant independent variable in exposure risk. The low blood-contact reporting rate among medical students is a serious concern that requires the implementation of appropriate interventional measures.
 Key words:blood contact,needle-stick injury, medical students, accreditation, occupational health and safety

Evaluation of Occupational Safety Courses Given in Undergraduate Departments in Turkey and Investigation of the Effect on Working Life

In this study, using the general survey model, which is one of the quantitative research methods, the evaluation of the occupational safety courses given in undergraduate departments in Turkey and their effects on working life were examined for 440 people who received their undergraduate education and started their working life. An appropriate sampling method was preferred in the sample selection of the study. According to the research, the effect of occupational health and safety courses on working life, the contribution of occupational health and safety education, and occupational health and safety education’s contribution to awareness show significant differences according to age, gender, department, and work experience. When the relationship between them is examined, these relationships are positive and moderate. The results and survey average scores show that the theoretical courses on occupational health and safety in undergraduate programs of universities in Turkey are insufficient and should be supported by practice and training in working life.

The Effect of Occupational Health and Safety Education on Hazelnut Agriculture Workers' Knowledge Levels Related to Physical and Ergonomic Hazards

Objective: The study aimed at identifying dangers and risks encountered by hazelnut farm workers and exploring the effect of occupational health and safety training about hazelnut farming upon the workers’ knowledge level. 
 Materials and Methods: In this research, which was conducted as an intervention study, the pre-test post-test single-group research pattern was used. Training and brochures were given to 60 hazelnut agriculture employees selected using a random sampling method after the pretest. The change in the current knowledge score was examined statistically with the last test application two weeks later.
 Results: 53.3% of the participants were male and their average age was 43.0±14.4 years. 60.0% of the participants stated that they had accidents while they were engaged in hazelnut farming and 71.7% of them did not have any training about occupational health and safety previously. Participants’ score of knowledge about physical dangers and risks as to occupational health and safety was 62.7±17.8 before the training while it significantly increased to 79.3±16.3 after the training. It was seen that after the training held; having a previous training, having high educational status, having no accidents previously and being at a young age affected post-test scores significantly. 
 Conclusion: In the study, it was explored that hazelnut farming workers in Trabzon Province lacked knowledge about physical and ergonomic risks in relation to occupational health and safety. For the trainings of the workers; universities, provincial and district directorates of agriculture and agriculture cooperatives can be used.

The future of the U.S. safety & health workforce: Opportunities for academic diversity, equity, and inclusion through a leak-proof career pathway

Introduction: In this commentary, we explore safety and health career pathways in the U.S. and discuss the future of work through the lens of diversity, equity, and inclusion. We address occupational safety and health inequities, including underrepresentation of racial and ethnic groups in academic disciplines, which impacts workers' safety and the future of work. We introduce the Accessibility, Sustainability, and Knowledge-Generation (ASK) framework to broaden minority participation in occupational safety and health (OSH) education. Method: The ASK framework integrates insights from learned experiences, research literature, accreditation knowledge, and community feedback to identify strategies for dismantling barriers to workforce diversity and promoting equitable participation and access to opportunities in OSH education. We conducted a US based survey to gain insights into the minority experience and the role of students, faculty, and academia in mitigating disparities and creating pathways of opportunities. Results: The survey results highlight the need for pedagogic improvements in OSH academic programs to attract more minorities. The appreciation of cultural competence across universities and changes to current systemic funding mechanisms are identified as crucial factors. We acknowledge that existing interventions have been less effective due to a lack of tangible actions. However, we emphasize that solutions exist, and meaningful support is required to drive change. Conclusions: The study underscores the importance of addressing occupational safety and health inequities and the underrepresentation of minority groups in OSH education. The ASK framework provides a comprehensive approach to broaden minority participation and promote diversity in the field. Pedagogic improvements, cultural competence, and changes to funding mechanisms are necessary steps to attract and retain underrepresented minorities in OSH academic programs. Practical Applications: The findings of this study have practical implications for institutions and stakeholders involved in occupational safety and health education. It emphasizes the need for proactive strategies to attract and support underrepresented minority students and faculty. Promoting cultural competence and making changes to funding mechanisms can contribute to creating more equitable and inclusive pathways for diverse groups in OSH education. Tangible actions and meaningful support are essential for driving change and achieving workforce diversity and equity.

Investigation of the Efficiency of Occupational Health and Safety Education of Agriculture Department Students in Vocational High Schools

The basis of occupational hazards and risks in agriculture, which is a high-risk sector, is due to the behavior of farmers based on a lack of knowledge. In this sense, farmers are required to have knowledge of occupational health and safety (OHS) in agriculture and to carry out their work with the following health and safety measures. The easiest way to achieve this is to implement these measures by making a habit of them together with technical experts working with the farmers in the field. In this context, it is important that agricultural, food, and laboratory technicians, who play an important role in ensuring soil and animal health and safety, acquire this information during their training. This study aims to investigate the effectiveness of occupational health and safety training prepared for students studying in the relevant departments of vocational high schools. Occupational health and safety training in agriculture was given to students from the agriculture and laboratory department of İstanbul Mehmet Akif Ersoy Vocational and Technical Anatolian High School, which was determined as a pilot school in Ankara, and the awareness of high school students in the field of occupational health and safety was measured and especially on OHS in pesticide use. The tests applied at the beginning and end of the training were analyzed at the end of the study and it was concluded that they gained the awareness to a large extent. While the awareness score was 55 in the test performed at the beginning of the training, the awareness score increased to 95 after the training.

[Occupational Safety and Health Education of Coronavirus Disease 2019 (COVID-19) Using the OpenWHO].

[Occupational Safety and Health Education of Coronavirus Disease 2019 (COVID-19) Using the OpenWHO].

PENGARUH PENYULUHAN KESELAMATAN DAN KESEHATAN KERJA TERHADAP PERILAKU PENGGUNAAN ALAT PELINDUNG DIRI

The development of occupational safety and health sciences in the work environment can be seen with the development of advanced science and technology. This research is quasi-experimental research (quasi-experimental). This study used a one group pretest and pottest design. The population in this study were workers in the production division a total of 50 workers. The sampling technique (sampling technique) in this study is total sampling. The measuring instrument in this study used univariate and bivariate, non-parametric data distribution using the Wilcoxon test. The results of the Wilcoxon statistical test on both knowledge and attitude obtained a P-value of 0.000. That is, at 5% alpha there is a significant difference in the median score between before and after counseling. While in the aspect of action, there was an increase in the number of PPE users between before and after counseling. Because the results of Asymp.Sig knowledge, attitudes and actions are smaller than 0.05, it means that H0 is rejected, so there is an effect of occupational health and safety (K3) education on the behavior of using PPE. The conclusion is that there is an influence of Occupational Safety and Health (K3) Counseling on the Behavior of Using Personal Protective Equipment at PT. Wijaya Karya Beton Tbk Medan in 2021. Suggestions provide strict sanctions against workers who do not use personal protective equipment while working.

Edukasi Pentingnya Penerapan Kesehatan dan Keselamatan Kerja Pada Masyarakat Pengelola Usaha Jasa Pelayanan Reparasi Kendaraan Bermotor di Desa Air Napal, Bengkulu Tengah

Introduction The automotive industry is currently a sector that is a mainstay for the people of Indonesia, the Ministry of Industry (2021) notes that there are at least more than 26 companies engaged in the four-wheeled and two-wheeled vehicle industry. This increase encouraged the company to open branches massively. The application of Occupational Health and Safety culture will be very beneficial for both the owner and the workers. Until now, every company that has been standardized has implemented the principles of Occupational Health and Safety. This community service activity was carried out at the Ferry Motor Workshop, Air Napal Village, Central Bengkulu. The purpose of this activity is to provide an understanding as well as the implementation of Occupational Health and Safety culture in the Ferry Motor Workshop. The Method used is to provide education to four participants. Providing education is carried out through five (stages), namely assessing participants' knowledge about Occupational Health and Safety, Providing education about the dangers of ignoring Occupational Health and Safety, Demonstrating how to use PPE, Providing opportunities for participants to use, and evaluating the results of the education. The results found that by providing education related to the importance of implementing an Occupational Health and Safety culture it can have an impact on public knowledge and awareness so that behavior is in accordance with Occupational Health and Safety principles.
 Keywords: Occupational Health and Safety Education, Motor Vehicle Repair Services

산업안전보건교육의 대상별 전략과 그 시사점 - 미국과 비교법적 검토를 중심으로 -

The occupational safety and health education in Korea is for gene ral employees, business owners, and labor inspectors, but it is not s ystematic and is conducted sporadically. In particular, the criticism t hat the legal basis for occupational safety and health education for teenagers is not clear and the institution in charge and programs ar e not systematic has been raised. Recently, the Korean Employment and Labor Education Institute announced that it will provide the gen eral labor human rights education for middle and high school stude nts and adolescents nationwide under Article 3 of the Korea Employ ment and Labor Education Act, but the need for occupational safety and health education is raised. As the deaths from industrial accide nts continue to occur today, the occupational safety and health edu cation has become a more important task to prevent industrial acci dents and create a healthy and safe working environment. In particu lar, teenagers need to have basic knowledge, skills, and abilities for the safety and health of the workplace and productive efficiency before starting or doing work for the first time. Unlike Korea, the Unit ed States separates the subjects of occupational safety and health ed ucation, regulates the legal basis differently for each subject, and dif ferentiates the institutions in charge, educational content, and educa tional level. Therefore, this paper would like to find out the implications that can be derived from the legal and policy system of occupational saf ety and health education in the United States. First, the public secto r on the occupational safety education is providing the education to employees and others as an exemplary employer role and strengthen ing the education. Second, the United States is establishing the cons istency of the legal system on occupational safety and health educat ion. It can be seen that the consistency of the legal system is establ ished by preparing the Occupational Safety and Health Act, the Cod e of Federal Regulations, and the Training Guidelines related to Occ upational safety and health education. Third, the United States provi des the education by separating the laws and targets that are the ba sis for occupational safety and health education. Fourth, the United States has formed and operated a consortium related to occupationa l safety and health education. Based on these implications, this pap er shall establish or designate an institution in charge based on the Framework Act on Youth to secure expertise for each education lev el, describe in detail the necessary education and training and stand ards for each industry, and change the education system so that rel ated subjects can be completed at a workplace or a training center.

"Occupational Safety Education Programmes for Managing WorkRelated Stress among Adult Education Lecturers in Public Universities in Rivers State"

The study examined occupational safety education programmes for managing work-related stress among Adult Education lecturers in public universities in Rivers State. To achieve the purpose of the study, the study developed three (3) objectives of the study, research questions and hypotheses that guided the conduct of the study. The study adopted descriptive survey design. The area of the study was Port Harcourt Metropolis in Rivers State. The population of the study was made up of 45 Adult Education lecturers in public universities in Rivers State, (Rivers State University, University of Port Harcourt and Ignatius Ajuru University of Education). The entire population of this study was taken as census without sampling. This is because it is small and manageable. The instrument used for the study was a structured questionnaire titled: “Occupational Safety Education Programmes for Managing WorkRelated Stress Questionnaire. The instrument was validated by two experts. A test of internal consistency using Cronbach Alpha method was used for the reliability of the instrument. Cumulative reliability coefficient of 0.82was obtained showing the instrument was reliable.The research questions were analysed using mean and standard deviation statistics while the null hypotheses were tested using z-test statistics at 0.05 level of significance. Based on the analysis, the study revealed that occupational safety education on health, unsafe act auditing and good housekeeping helps in managing work-related stress among Adult Education lecturers in public universities in Rivers State to a high extent. Based on the findings, the study recommended among others that the university authorities in collaboration with the universities and external medical centres should organize health seminars, conferences and workshops on the need for regular medical checkups, proper nutrition and eating habits, regular exercises, good sleeping habits, importance of vacations and discourage self medication. However, it was also concluded that occupational safety education programmes on health, unsafe act auditing and good housekeeping, are found to help lecturers manage these work-related stress to a high extent.

Innovative safety education method for architectural faculties to promote a culture of prevention in line with a “Vision Zero approach”

Occupational safety and health (OHS) education in universities has an important role in developing and improving safety cultures in the workplace. Safety education is essential for improving necessary OSH skills, culture and knowledge, so do architects, urban planners, interior architects whose duties are regarded as the design, planning and execution of construction projects in high-risk sectors. As a consequence, there has been increasing recognition that safety education courses in the architecture faculties should have participative learning methods and resources. In order to increase preparedness for any potential future health crises parallel to the “Vision Zero” approach in work-related deaths, a new EU Strategic Framework was announced by the European Commission. The course described and proposed here aimed to raise awareness about OHS by teaching risks related to working environments, basic issues, basic legislation within the scope of OHS. It also aimed to cover professional liability with respect to OHS, and risks and hazards in the construction sector, as well as helping participants to analyze and evaluate the risks in workplace. This article’s primary objective is to identify an innovative safety education model of the “occupational health and safety course” with a “Vision Zero” approach. 

SAFER: An Occupational Health and Safety Teaching Framework for Nursing Students

Occupational health and safety (OHS) education is integral to healthcare practice. Nurses/nursing students are particularly vulnerable during their work in this high-risk industry. Current clinical teaching appears to focus on individual risks rather than provide a broader overview of the complex issues involved. A novel educational resource, the Safety Assessment Framework for Evaluation and Assessment (SAFER), is presented, addressing a gap in current education resources for nursing students to broaden understanding about OHS. The study re-examined pilot focus group data from first- and third- year student OHS focus groups in an Australian university School of Nursing. The SAFER framework was informed by student nurses impressions/ experiences of OHS (published in 2015 and 2016), supported by a literature review. Central to the SAFER framework is OHS ‘risk management’. It incorporates stakeholders and Australian legislation, all in relation to ‘responsibility’ and ‘trust’. Examples use focus group participant voice, linked with researcher interpretation and supporting documentation. Clinical educators now have a broad resource to facilitate student group discussions about OHS from multiple perspectives. SAFER’s value beyond face validity should be tested, to confirm its applicability as a teaching resource in various university and training environments. Keywords: occupational health, education, nursing, curriculum, student

An error-based augmented reality learning system for work-based occupational safety and health education.

Errors can have dangerous consequences, resulting in a preventive strategy in most company-based technical vocational education and training (TVET). On the contrary, errors provide a useful opportunity for learning due to mismatches of mental models and reality and especially to improve occupational safety and health (OSH). This article presents a didactic concept for developing a learning system based on learning from errors. Learners shall directly experience the consequences of erroneous actions through presenting error consequences in augmented reality to avoid negative, dangerous, or cost-intensive outcomes. Empirical data prove errors to be particularly effective in TVET. A formal description of a work system is systematically adopted to outline a connection between work, errors concerning OSH, and a didactic concept. A proof-of-concept systematically performs a use case for the developed learning system. It supports critical reflections from a technical, safety, and didactical perspective, naming implications and limitations. By learning from errors, a work-based didactic concept supports OSH competencies relying on a learning system. The latter integrates digital twins of the work system to simulate and visualise dangerous error consequences for identified erroneous actions in a technical proof-of-concept. Results demonstrate the ability to detect action errors in work processes and simulations of error consequences in augmented reality. The technical learning system for OSH education extends existing learning approaches by showcasing virtual consequences. However, capabilities are limited regarding prepared learning scenarios with predefined critical errors. Future studies should assess learning effectiveness in an industrial scenario and investigate its usability.

An innovative safety education method for architectural faculties to promote a culture of prevention in line with a “vision zero approach”

Occupational safety and health (OHS) education in universities has an important role in developing and improving safety cultures in the workplace. Safety education is essential for improving necessary OSH skills, culture and knowledge, so do architects, urban planners, interior architects whose duties are regarded as the design, planning and execution of construction projects in high-risk sectors. As a consequence, there has been increasing recognition that safety education courses in the architecture faculties should have participative learning methods and resources. In order to increase preparedness for any potential future health crises parallel to the “Vision Zero” approach in work-related deaths, a new EU Strategic Framework was announced by the European Commission. The course described and proposed here aimed to raise awareness about OHS by teaching risks related to working environments, basic issues, basic legislation within the scope of OHS. It also aimed to cover professional liability with respect to OHS, and risks and hazards in the construction sector, as well as helping participants to analyze and evaluate the risks in workplace. This article’s primary objective is to identify an innovative safety education model of the “occupational health and safety course” with a “Vision Zero” approach.

How Dynamic Academic Medical Centers Improve Communities: The Case of the Rocky Mountain Center for Occupational and Environmental Health

Academic Medical Centers (AMC) are unique healthcare resources that offer services to their local communities. As societal priorities shift, AMCs are identifying approaches to practice community engagement. Although many examples of AMCs exist in the literature, few have targeted resources for specific health topics like occupational health. This case study identifies examples of community engagement from AMCs around the U.S. It also offers a unique perspective of community engagement from the Rocky Mountain Center for Occupational and Environmental Health (RMCOEH), housed within the Department of Family and Preventative Medicine at the University of Utah. This center is one of eighteen National Institutes for Occupational Safety and Health (NIOSH) Education and Research Centers (ERC). We use the Community Engagement Continuum to consider community engagement across various degrees of relationship between the public and AMCs, including outreach, consulting, involvement, collaboration, and shared leadership. Continuing education, course work connecting students with the community, and multiorganization research projects are approaches RMCOEH uses to engage with communities. Although there are many ways for AMCs like RMCOEH to serve the community, there are opportunities for AMCs to improve community engagement efforts through cultural shifts and community participation in projects. We explore such opportunities specifically for RMCOEH.

Integrating Interprofessional Collaborative Practice Into Occupational and Environmental Health and Safety Education: Results of a Feasibility Study.

Although occupational health and safety programs are expected to prepare graduates to function in an interprofessional collaborative environment, research to support training in this area is far less common in this discipline than among clinical programs. We incorporated interprofessional education (IPE) competencies into an occupational health and safety course for graduate students in diverse disciplines (public health, engineering, nursing) and evaluated effectiveness. We assessed course offerings for content learning and attitudes toward IPE and analyzed data using a mixed-methods approach. In general, students increased their understanding of the role of other disciplines, confidence in working in interprofessional teams, and valuation of IPE. Introducing IPE competencies into graduate education in worker health and safety is feasible and can equip students to more effectively work in occupational health-oriented multidisciplinary teams.