Prevention Skills Research Articles

Potenciar as práticas pedagógicas dos docentes e tutores de Enfermagem na Prevenção de Infeções Associadas aos Cuidados de Saúde: Estudo Piloto PrevInf

Background: Healthcare-associated infections (HAIs) pose a significant challenge in Southeast Asia. Despite various reforms in the curricula of this region, health courses have not adequately addressed the prevention of HAIs. Objective: To evaluate the perceptions of nursing educators in Southeast Asia regarding an innovative educational approach developed by the PrevInf project consortium. Methods: A pilot study was conducted using a quantitative approach and descriptive design at two universities in Cambodia and two in Vietnam. Nursing educators were invited to participate in a training session that included a presentation of the PrevInf Model, the pedagogical materials, and the simulation scenarios developed by the project consortium. After the session, the nursing educators completed a questionnaire to assess their agreement with a set of statements concerning the outputs’ feasibility, adequacy, and applicability. Results: The study included 121 nursing educators who reported high agreement regarding the feasibility of the PrevInf Model and its acceptability in various contexts, with no statistically significant differences observed between countries. Across both countries, participants expressed moderate to high agreement that the simulation scenarios represent an appropriate pedagogical strategy and adequately cover essential topics related to the prevention of HAIs. Conclusion: Nursing educators believe that the PrevInf Model, along with its pedagogical materials and simulation scenarios, demonstrates high adequacy, acceptability, and feasibility, with the potential to enhance students' knowledge and skills in HAI prevention. Further research is needed to refine the cultural relevance of the PrevInf Model when compared to traditional teaching methods.

A Qualitative Examination of Clinician Anxiety about Suicide Prevention and Its Impact on Clinical Practice.

Clinician distress about working with patients at risk for suicide is well documented in the literature, yet little work has examined its pervasiveness across clinical settings. We conducted a secondary analysis of qualitative data gathered from 26 clinicians in primary care and outpatient mental health clinics serving both adult and child clients on their perception of evidence-based practice use for suicide screening, assessment, and brief intervention. Qualitative data were coded for any mentions of clinician anxiety or emotional response, and brief quantitative measures were collected to characterize our sample. When discussing broader barriers to implementation, 85% of participants spontaneously mentioned anxiety or heightened emotional responses related to delivering suicide prevention practices to those at risk for suicide. Common themes included low self-efficacy in suicide prevention skills, distress related to escalating care, efforts to alleviate such distress, and difficulty related to tolerating the uncertainty inherent in suicide prevention work. Similarly, while standardized anxiety ratings for participants were consistent with those of non-clinical norming samples, clinicians reported mild to moderate anxiety when screening for suicide risk (M = 3.64, SD = 2.19, Range = 0-8) and engaging in safety planning (M = 4.1, SD = 2.88, Range = 1-7) on post-interview surveys. In contrast, survey responses reflected generally high self-efficacy in their ability to screen for suicide risk (M = 7.66, SD = 1.29, Range = 5.25-10) and engage in safety planning (M = 8.25, SD = 0.87, Range = 7-9.5). Findings highlight pervasiveness of clinician distress when implementing suicide prevention practices and can inform future suicide prevention implementation efforts.

Power Distribution Transformer Maintenance Skills Required byElectrical Engineering Technology Students ofPolytechnics inNorth-East Nigeria

Electric power distribution industry in North-East, Nigeria is faced with inadequate number of power transformer maintenance personnel which has led to numerous abandonment of broken down power transformers. Transformer faults have been blamed for many power outages of long duration in many towns and communities in North-East, Nigeria.It is against this backdrop that thisstudy determined the power distribution transformer maintenance skills required by Electrical Engineering Technology students of polytechnics in North-East Nigeria. Three research questions and three hypotheses guided the study which employed a descriptive survey research design. The population of the study was 144 comprising of 135 Electrical Engineering Technology Lecturers, 3 Power Transformer Maintenance Technicians and 6 Electric Power Distribution Company-Based Supervisors. The entire population was used hence, there was no sampling. The instrument used for data collection was a structured questionnaire titled: Power Distribution Transformer Maintenance Skills Required Questionnaire (PDTMSRQ) developed by the researchers. The instrument was validated by three experts and a reliability of 0.74 was obtained using Cronbach Alpha reliability method. Mean statistic was used to answer the research questions while ANOVA was used to test the two null hypotheses of the study at 0.05 level of significance. The findings of the study revealed that the Electrical Engineering Technology students of polytechnics in North-East Nigeria required preventive, predictive and corrective maintenance skills. The study recommended the following: Lecturers should encourage the students’ skill acquisition process by exposing them to various maintenance activities in order for them to imbibe the different methods of power transformer maintenance; Students should be trained to recognize sounds and sights of faulty equipment in order to predict the parts or components that needed replacement or repairs.

Designing a Prevention Skills Activity Module for Drug Trainees

Drug abuse affects all groups regardless of whether they are highly educated, professional, unemployed, or uneducated. This drug prevention skills activity module contains five skills, namely problem-solving skills, personality problem-solving skills, healthy lifestyle skills, self-adjustment skills, and stress management skills. Each skill is equipped with at least five activities to enable users of this module to gain skills and be able to apply them in their lives. This module provides benefits to prospective counselors and trainees because, from this activity, the trainees can understand the overall summary of the activities that have been carried out. It is hoped that this module is beneficial and can be applied to increase awareness of drug abuse in families and communities in this country.

New media's influence on college students' sports injury prevention and treatment skills

Based on the survey of the basic situation and causes of sports injuries among college students, a prevention and treatment plan for sports injuries was formulated in conjunction with new media intervention methods. The study found that: after three months of intervention experiments conducted through three terminals of the internet platform and two concentrated online classes, there was a certain degree of improvement in college students' ability to prevent and treat sports injuries.

How to Construct Immersive Anti-Fraud Education Curriculum

With the rapid development of online commercial services and mobile payments, internet fraud methods are emerging in an endless stream, posing serious threats to individuals and society. To enhance the effectiveness of anti-fraud education and improve the cyber security awareness and anti-fraud capabilities of the public, especially the younger generation. Based on an analysis of the current severe situation of internet fraud and its impact on society, this paper summarizes and evaluates the shortcomings and areas for improvement of existing traditional anti-fraud education methods. It combines the theoretical basis of immersive education and its application in other educational fields to propose the idea of constructing an immersive anti-fraud education curriculum. The paper analyzes the advantages of immersive anti-fraud education, including enhancing student engagement and experience, improving learning outcomes, providing personalized learning plans, stimulating learning interest, and achieving real-time feedback and adjustments. Several feasible implementation methods for immersive anti-fraud education are presented, combining emerging virtual reality technology and real-life interactive games. Each method can enhance students' fraud prevention awareness and skills to varying degrees. The paper also provides a detailed introduction on how to design an immersive anti-fraud education curriculum, including the setting of teaching objectives, content design, technology application, teaching methods, evaluation methods, and continuous improvement. Through this research, we hope to provide educators with a new perspective and method to help students better protect themselves in the online environment, while also contributing to the development of the field of cybersecurity education.

Factors Affecting Student Nurses’ Adherence to Standard Precautions for Preventing Tuberculosis and HIV at Eswatini University

Background The prevention of Healthcare-associated Infections (HAIs) has become an increasing challenge throughout the world. Tuberculosis (TB) and Human Immunodeficiency Virus (HIV) are among the infections that student nurses are at risk of acquiring during their clinical practice in the healthcare setting. One of the most essential measures used to control HAIs is the application of standard precautions. However, student nurses have been found to not adhere to the standard precautions for the prevention of TB and HIV when allocated for clinical practice in the Eswatini healthcare setting. Aim This study aimed to assess factors affecting student nurses’ adherence to standard precautions. Methods A non-experimental quantitative approach was used to conduct a survey on senior student nurses of Eswatini University using the questionnaires. The total population of third-, fourth-, and fifth-year students was selected through the census sampling method. Statistical Package for Social Science version 26 software was used to analyze the data. Results Factors influencing compliance with standard precautions for the prevention of TB and HIV have been categorized into the availability of resources, measures taken by student nurses, hospital support role, and university support role. Conclusion The researchers recommend that TB and HIV prevention skills be demonstrated to student nurses in the skills laboratory and that clinical facilitators should accompany students in the clinical area. In the hospitals, ordering and monitoring of supplies should be done well to eliminate the shortage of resources, and preceptors should be exempted from other duties so that they can be able to supervise student nurses.

Using the role model approach to optimise caregiver administration of sulfadoxine-pyrimethamine amodiaquine to children aged 3–59 months in Burkina Faso, Chad and Togo: findings from an evaluation

BackgroundSeasonal malaria chemoprevention (SMC) is a World Health Organization-recommended intervention for the prevention of malaria among children at high risk in areas with seasonal transmission. During the coronavirus disease 2019 (COVID-19) pandemic, SMC drug distribution was rapidly adapted to reduce contact and mitigate the risk of transmission between communities and community distributors, with caregivers administering doses. To address the challenges and find local solutions to improve administration and adherence, the role model approach was designed, implemented and evaluated in selected communities of Burkina Faso, Chad and Togo. This paper describes the results of this evaluation.MethodsFocus group discussions were held with primary caregivers in all three countries to understand their perceptions of the approach’s acceptability and feasibility. In Burkina Faso and Togo, household surveys assessed the characteristics of caregivers reached by role model activities. Key indicators on SMC coverage and adherence allowed for an assessment of caregiver engagement outcomes related to participation in activities. Statistical associations between participation in study’s activities and caregiver beliefs related to SMC had been tested.ResultsThe majority of caregivers believed the approach to have a positive effect on drug administration, with most adopting the promoted strategies. Greater involvement of fathers in drug administration and acknowledgement of their joint responsibility was a notable positive outcome. However, several barriers to participation were noted and there was criticism of the group approach. In Burkina Faso and Togo, end-of-round survey results revealed that 98.4% of respondents agreed the approach improved their knowledge and skills in malaria prevention, while 100% expressed a desire to continue practicing the behaviours learned. However, there was a relatively low level of awareness of the approach among communities. Participation was strongly associated with participants’ self-reported belief in ease of remembering to administer, and ease of administering, SMC medicines.ConclusionCaregivers perceived the role model approach to be beneficial in aiding drug administration, with other positive impacts also reported. Replication and scale-up should utilize the most popular communication channels and existing community structures to ensure activities are promoted effectively. A mixture of group and one-on-one approaches should be used where appropriate and feasible.

Five years on: analysis of university lecturers’ experiences of the French government’s health promotion education program

BackgroundThe National Health Promotion Intervention Program by Student (HPIPS) is a French government educational program introduced in 2018, aiming at developing all health students’ health promotion knowledge and abilities, as well as implementing health promotion interventions for specific subpopulations in the general public. Its pedagogical framework was elaborated in 2018 and then evaluated by the French Council for Public Health in 2022, highlighting certain difficulties for the program to be homogeneously implemented in France. The aim of this study was to explore and describe the experiences and feedback of university lecturers in charge of this HPIPS training.MethodsSemi-structured interviews were conducted with HPIPS lecturers from various health fields and from French universities, and a qualitative content analysis was carried out.ResultsFourteen interviews were conducted during the autumn of 2022 with HPIPS program university lecturers including five doctors, three dentists, two nurses, two pharmacists, one midwife, and one physiotherapist from eight different towns belonging to six regions. Depending on the professional background, the component, and the local resources available, the teaching experience varied from one lecturer to another. A number of difficulties arose in setting up this educational program and complying with the latter legislation. The work overload was considerable, and the lecturers’ heavy commitments some lecturers to be discouraged, especially since some lecturers were not trained in health promotion abilities. Although interprofessionality was a strength of this HPIPS, it was also its main challenge. Pedagogical innovations were developed, notably through the use of digital technology; cross-disciplinary collaboration was established; and lecturers–students specific boundaries have emerged thanks to this health promotion project.ConclusionsIn France, setting up the HPIPS rapidly was experienced as a real pedagogical challenge for the interviewed university lecturers. While most of them noted the positive and beneficial contributions made by the introduction of prevention and health promotion intervention skills for health students, they also shared recommendations in order to match the ambitions and increase the HPIPS impact on the development of a culture of prevention and health promotion among health students.

Assessment of epidemic risk state and its change trend of public hospital in underdeveloped area in different stages.

Epidemics are sudden and rapidly spreading. Hospitals in underdeveloped areas are particularly vulnerable in case of an outbreak. This paper aims to assess the epidemic risk state and its change trend of hospitals in different epidemic stages, identify the key factors affecting hospital epidemic risk change, provide priority reference for hospital epidemic risk control, and enhance the hospital's ability to respond to sudden epidemics. Based on Grounded theory, the epidemic risk indicators that affect hospital safety are summarized. The concept of epidemic risk state and its random state space is proposed according to Markov chain theory. The impact of each indicator on the random risk state and its change is comprehensively assessed from two aspects: risk occurrence probability and risk loss. Finally, the assessment of the hospital epidemic risk state and its change at different stages is achieved. The stable risk states of public hospitals in underdeveloped areas in non-epidemic stage t0, early epidemic stage t1, and outbreak stage t2 are , , and , respectively. In non-epidemic stage, the key factor in improving the hospital epidemic risk state is emergency funding. In early epidemic stage, the key factors in improving the hospital epidemic risk state are the training of medical staff in epidemic prevention skills and the management of public health. In outbreak state, the key factor in improving the hospital epidemic risk state is the training of medical staff in epidemic prevention skills and psychological awareness. This paper proposes the concept of epidemic risk state, providing an effective assessment method for the epidemic risk state and its change trend in public hospitals. According to the assessment, public hospitals in underdeveloped areas in different epidemic stages should adopt different risk control strategies to improve their current risk state. Blind risk control is inefficient and may even cause the epidemic risk to transition toward a more dangerous state.

PEMBERDAYAAN KADER MELALUI PELATIHAN PIJAT OKSITOSIN UNTUK PENCEGAHAN MASTITIS

Oxytocin massage has proven effective in reducing the risk of mastitis in breastfeeding mothers by helping the breasts to relax and improving milk flow, thereby reducing swelling and milk duct blockages. Education on proper breastfeeding techniques is crucial to prevent worsening conditions and increasing the risk of mastitis. This community service activity aims to provide education and oxytocin massage training to posyandu cadres in the Puskesmas Pancana Makassar area. The community service method involves direct guidance from trained facilitators to the cadres, which includes proper and safe massage techniques as well as understanding the benefits for breastfeeding mothers, while cadre participation is documented and analyzed to evaluate the impact of the training on increasing knowledge and skills in oxytocin massage techniques and mastitis prevention. The results of this activity show that oxytocin massage training effectively enhances the practical skills of posyandu cadres, with 80% of cadres achieving good skills after the training compared to only 10% before the training, thus contributing to the prevention of mastitis and improving the quality of health services at posyandu. Integrating oxytocin massage into posyandu cadre training programs is crucial in preventing mastitis, enhancing maternal mental health, and strengthening the emotional bond between mother and baby. Therefore, this training not only improves the practical knowledge of cadres but also has a significant positive impact on supporting family health and well-being at the community level.

Knowledge and Skills in Infection Prevention and Control Measures Amongst Visitors to Long-Term Care Homes: A Mixed methods Study

Knowledge and Skills in Infection Prevention and Control Measures Amongst Visitors to Long-Term Care Homes: A Mixed methods Study

Dating Violence Among Chinese College Students: Unaided Victims and Legal Lacunae.

This research draws on literature review and case analyses revealed that the main reasons for Chinese dating violence's high prevalence are the long-term influence of patriarchy and gender culture and low recognition and awareness of the issue among students. Current Anti-domestic Violence Act does not apply to dating violence rendering victims devoid of preventive skills or relief recourse critiqued. Research exploring the lack of education on intimate partner violence in colleges has made students oblivious to the risks. Finally, the review provides detailed recommendations on expanding the practical scope of the Anti-domestic Violence Act to include dating violence and provide judges with clarification on the relevant elements of a dating relationship and cooperation of the legal system and education system in preventing dating violence.

Enacting a child safety education programme in special education contexts

BackgroundThe teaching of personal safety and abuse prevention skills in schools is a feature of robust child protection systems across the world. In Ireland, the Stay Safe programme is mandatory for all primary schools and aims to equip children with the skills and knowledge necessary to reduce their susceptibility to abuse. The mandatory nature of the programme presents a challenge to schools catering for children with special educational needs and disabilities, due to a lack of clarity for teachers over the extent to which it can be adapted. AimThe aim of this study was to probe how teachers in special schools balance the mandatory requirement to teach the designated safety programme, with the practical reality that many of their children may not be able to process the intended learning, in the way it is prescribed. In a broad sense, the study aimed to showcase how teachers increase the accessibility of the programme for children with various special educational needs and disabilities. Methods and ProceduresThe study adopted a mixed-methods approach to data-gathering. Phase 1 consisted of a questionnaire distributed via Qualtrics to every special school principal in Ireland (n = 133). Phase 2 consisted of a three-site embedded case study with three special schools. Data from both phases of research were merged, using a three-part iterative framework, to arrive at a nuanced understanding of how the designated safety programme was enacted in special schools. Outcomes and ResultsThe results indicated that teachers in special schools enact the designated safety programme with varying degrees of systematicity, despite its mandatory status. Aspects of the programme were frequently skipped, supplementary material was introduced and content was generally changed depending on child need. The greater the learning difficulty, the more modification engaged in by teachers in special schools. Conclusions and ImplicationsThis article concludes by proposing that greater flexibility be provided to teachers in special education contexts to modify mandatory child safety education programmes. To support this flexibility and boost teacher expertise in undertaking programme modifications effectively, the article highlights teacher professional learning as a key priority. Prioritising the ongoing development of teacher expertise goes some way towards reducing an over-reliance on past teaching experiences guiding provision, at the expense of expert, evidence-based approaches.

Violence outcomes in later adolescence with the Good School Toolkit-Primary: a nonrandomized controlled trial in Uganda

BackgroundWe sought to determine whether the Good School Toolkit-Primary violence prevention intervention was associated with reduced victimisation and perpetration of peer and intimate partner violence four years later, and if any associations were moderated by sex and early adolescent: family connectedness, socio-economic status, and experience of violence outside of school.MethodsDrawing on schools involved in a randomised controlled trial of the intervention, we used a quasi-experimental design to compare violence outcomes between those who received the intervention during our trial (n = 1388), and those who did not receive the intervention during or after the trial (n = 522). Data were collected in 2014 (mean age 13.4, SD 1.5 years) from participants in 42 schools in Luwero District, Uganda, and 2018/19 from the same participants both in and out of school (mean age 18, SD: 1.77 years). We compared children who received the Good School Toolkit-Primary, a whole school violence prevention intervention, during a randomised controlled trial, to those who did not receive the intervention during or after the trial. Outcomes were measured using items adapted from the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. We used mixed-effect multivariable logistic regression, with school fitted as a random-effect to account for clustering.Results1910 adolescents aged about 16–19 years old were included in our analysis. We found no evidence of an average long-term intervention effect on our primary outcome, peer violence victimization at follow-up (aOR = 0.81, 95%CI = 0.59–1.11); or for any secondary outcome. However, exposure to the intervention was associated with: later reductions in peer violence, for adolescents with high family connectedness (aOR = 0.70, 95% CI 0.49 to 0.99), but not for those with low family connectedness (aOR = 1.07, 95% CI 0.69 to 1.6; p-interaction = 0.06); and reduced later intimate partner violence perpetration among males with high socio-economic status (aOR = 0.32, 95%CI 0.11 to 0.90), but not low socio-economic status (aOR = 1.01 95%CI 0.37 to 2.76, p-interaction = 0.05).ConclusionsYoung adolescents in connected families and with higher socio-economic status may be better equipped to transfer violence prevention skills from primary school to new relationships as they get older.Trial registrationClinicaltrials.gov, NCT01678846, registration date 24 August 2012.Protocol for this paper: https://www.researchprotocols.org/2020/12/e20940.

FURst Aid: Advancement opportunities from hybrid public outreach series

FURst Aid is a series of free, hybrid events for animal lovers. Attendees learn practical first aid and preventative care skills from a diverse pool of experts at the Oregon State University (OSU) Carlson College of Veterinary Medicine (CCVM) to help them look after their furry friends. This case study will cover how the FURst Aid series offers public outreach, engagement and service, as well as continuing education to professionals (including CCVM alumni). It will also elaborate some practical tips and lessons learned for offering a successful hybrid event series. Though produced by a small advancement team and on a tight budget, the series yields great results and reaches a wide spectrum of audiences. By offering all events free of charge, economic barriers to the public's participating in and receiving benefits from this service are greatly reduced. From an advancement perspective, the series has enabled the college as well as the OSU Foundation to engage with a strategically important community for marketing, alumni relations and fundraising efforts. Readers will learn how to tap into their own experts to engage their own core communities, and considerations to plan, advertise and deliver a hybrid event series.

Effectiveness of a Life-Skills Based Intervention during Physical Education on Body Image and Goal Setting Skills in Adolescent Girls

Abstract Background: Negative body image in female adolescents is a sign of the times, but it is also a current global issue due to its implications for the onset of health-compromising behaviours and the increasing power of appearance-based social media. The aim of this study is to investigate the protective role of a life-skills based intervention during PE classes in adolescent girls against increasing body dissatisfaction resulting from body composition changes and to assess the impact of intervention on the skill of setting goals. Method: The study involved 81 female students aged 12–14 years and used a pre-test/post-test control group design. Students participating in a 15-lesson programme (experimental group) were compared to those who had regular PE lessons (control group). Students completed self-reported measures of the analysed life skills. Anthropometric and body composition measurements were also taken. Results: Despite more rapid biological changes during the programme (significantly higher waist circumference, waist-to-height ratio, BMI at post-test compared to the control group, not observed at baseline) the experimental group stayed at the same level of body dissatisfaction as at baseline (“mild concern”). In goal setting, lack of participation in the programme produced a negative change in the performance-avoid goal orientation (PAGO) dimension (p=0.005) in the control group. Conclusions: The study suggests that a preventive intervention targeting life skills can be successfully implemented in PE settings and have a probable mitigating effect on body image dissatisfaction, even in situations when subjects experience intensive biological changes.

Weed Ecology: Insights for Successful Management Strategies: A Review

In crop ecosystems, the primary challenge in establishing a long-term weed management strategy arise from a lack of understanding regarding the nature of weediness and the factors that contribute to species dominance. To address this, farmers and researchers often rely on quick and efficient, yet temporary weed control methods, which can lead to long-term issues. To develop a more effective and sustainable weed management approach, it is crucial to gain a comprehensive understanding of both the biological characteristics and ecological behaviours of weeds. This can be achieved by incorporating preventive techniques, scientific knowledge and management skills, with the goal of enhancing crop production and benefiting farmers. While further information is needed in all aspects of weed management, the primary objective of weed science is to increase our knowledge of weed biology and ecology, thus fostering a better understanding of weediness. This understanding will facilitate the adoption of appropriate management strategies instead of relying solely on short-term solutions that may create or exacerbate long-term problems. The successful growth and reproduction of any species depend on a variety of conditions. In a given ecosystem, the species that can thrive more efficiently under the specific set of environmental conditions will produce the most viable offspring and become the most abundant organisms. Weed ecology, which examines the adaptive mechanisms that enable weeds to thrive in highly disturbed soil conditions, provides essential insights into the distribution and abundance of weeds in both natural and managed systems. The occurrence of a weed in a particular area is influenced by multiple factors, with climatic, soil-related (edaphic) and biotic factors being the most significant among them.

Fenomena Pengelolaan Kelas Pada Pembelajaran Di Sekolah Dasar

This research aims to describe the phenomenon of classroom management skills in learning at SD Negeri 11 Kota Bengkulu. This study is a descriptive qualitative research. The subjects of this research are teachers from class IIA and IVA. The results of this research indicate that teachers are quite effective in implementing preventive classroom management skills, such as being attentive to students, providing clear instructions, observing closely, approaching students, making statements, reacting to disruptive behavior, giving admonishments, providing reinforcement, and demanding responsibility. On the other hand, the skills that are considered punitive include giving punishments and addressing problematic student behaviors. However, there are still areas that need improvement in certain activities. For example, in terms of being attentive to students and approaching them, teachers have weaknesses in simultaneously observing the overall activities of the students. Furthermore, in activities that demand responsibility from students, teachers pay little attention to the culture of queuing in cultivating students' sense of responsibility.

Neuverteilung von Verantwortung? Brandschutzerziehung als Strategie zur Zukunftssicherung Freiwilliger Feuerwehren

Volunteer firefighters are an established institution in many rural areas across Europe. In spite of this ubiquity, many volunteer brigades have been increasingly facing challenges in discharging their functions. Issues such as undertaking necessary investments, and ensuring daytime availability have become particularly critical against the backdrop of an increase in the number of interventions. Many of the measures intended to futureproof volunteer firefighting are based on transferring responsibility to different actors. To this end developing and expanding the reach of fire safety education functions to enhance the public’s prevention and self-protection skills. The aim of this paper is to explore the process of institutional change induced by innovative initiatives, which aim to advance fire safety education. For the study, we draw on empirical research, which follows the development and mainstreaming of two projects in Austria and Germany. These initiatives aim to standardise disparate approaches and are underpinned by new forms of multi-level cooperation. Our inductive analysis identifies five key steps which define the successful long-term implementation of projects in coproduced services of general interest. We conclude with observations on the redistribution of responsibility for fire services and hazard prevention in contemporary societies.