Safety Skills Research Articles

Provision of basic swimming and water safety skills in low-resource environments: barriers and facilitators of use of WHO practical guidance

IntroductionWHO guidance supports implementation of drowning prevention interventions. This study aimed to examine barriers and facilitators of use of WHO guidance on basic swimming and water safety skills in low-resource...

Comparison of group versus individual patient education for promoting safety skills of patients with autoimmune rheumatic diseases treated with biologics: a multicentre randomised controlled trial.

To evaluate the effectiveness of a nurse-led intervention combining face-to-face and group education sessions for the acquisition of safety skills by patients with autoimmune rheumatic diseases treated with biologics. This multicentre randomised controlled trial compared two individual patient education sessions against a combination of an individual session at baseline and a group session 3months later. The primary outcome was a validated questionnaire (BioSecure) scored at 6 and 12 months that assessed competencies and problem-solving abilities to deal with fever, infection, vaccination, and daily situations. Secondary outcomes were fear of disease, anxiety, depression, and arthritis helplessness. A total of 120 patients with rheumatoid arthritis and spondyloarthritis were included (60 in each arm) from 7 French rheumatology departments; 99 patients completed the study at 6months and 83 at 12months. The BioSecure score improved at 6months in both arms (delta from baseline 14.9 ± 16.3 in face-to-face education and 16.0 ± 17.9 in combined education) and was maintained for 12months but no significant difference was found between arms at 6 and 12months (p = 0.35 and p = 0.13, respectively). Fear of disease, arthritis helplessness, and anxiety were improved at 6 and 12months with no difference between arms. Educating patients using individual nurse-led sessions or a combination of individual and group sessions increased their safety skills on biologics, with no superiority shown for the combined format. Given the time and resources required to educate patients, these results could lead to potential cost savings. Clinical Trials: NCT03838939. Key Points • Face-to-face patient education has been shown effective in promoting safety skills of patients treated with biologics compared to information provided by the rheumatologist in usual care. • This randomised controlled trial showed that a patient education format combining one individual and one group session was not superior to two individual sessions regarding safety skills assessed at 6 and 12months • Safety skills, fear of disease, arthritis helplessness, and anxiety were improved in both arms. • As the most common barriers to the implementation of patient education are constraints in time and resources, these results could lead to potential cost savings.

Effectiveness of Educational Interventions to Develop Patient Safety Competencies in Undergraduate Nursing Students: A Systematic Review.

Nursing professionals are key to providing safe care that improves patient outcomes. Hence, it is essential to focus on developing nurses' patient safety competencies and principles. This review examined the effectiveness of educational interventions in developing patient safety knowledge, skills, behaviors, and attitudes in undergraduate nursing students. The search strategy aimed to identify published and unpublished studies in databases and grey literature. Studies were assessed using the Joanna Briggs Institute critical appraisal tools. A total of 36 studies met the inclusion criteria. The teaching methods employed single or combined interventions and the educational interventions suggested either improvements in outcomes or no impact. The effectiveness of educational interventions to develop patient safety competencies in undergraduate nursing students, either as a single or combined strategy, was mixed. Further research is needed to provide more robust evidence on which teaching method for patient safety is most effective.

Investigating the driving skills-attitudes nexus for safer roads

While current research extensively delves into the importance of driving skills and attitudes concerning traffic safety, a conspicuous gap remains in substantiating a meaningful correlation between self-reported driving skills and attitudes toward traffic safety. This underscores the need for more in-depth investigation and empirical evidence to better elucidate the nature of the relationship between self-perceived driving skills and attitudes in the context of traffic safety. This study investigates the relationship between drivers' skills and their attitudes toward traffic safety. Data from 664 drivers were collected through self-report questionnaires covering driving skills, attitudes, and demographic information. Factor analysis revealed three distinct factors for both driving skills (perceptual-motor skills, safety skills, and decisional skills) and driving attitudes (attitudes toward rule violations and speeding, attitudes toward careless driving of others, and attitudes toward drinking and driving). Structural equation models unveiled a significant connection between drivers' attitudes and safety skills, as well as decisional skills. Improved safety skills correlated with less favorable attitudes toward rule violations, speeding, careless driving of others, and drinking and driving. Similarly, enhanced decisional skills were associated with a rise in attitudes toward rule violations, speeding, and disregarding careless driving of others. Demographic analysis indicated an inverse correlation between age and attitude factors/decisional skills, coupled with a positive correlation with safety skills. Older individuals had less favorable attitudes toward rule violation, speeding, careless driving of others, the combination of drinking and driving, and their decisional skills were lower. Gender analysis revealed that men had a lower favorable viewpoint toward all three attitude dimensions and reported higher perceptual-motor and decisional skills compared to safety skills. The findings underscore the significance of safety and decisional skills in shaping attitudes toward traffic safety. Demographic factors, particularly age and gender, play a role in influencing these skills and attitudes, offering valuable insights for interventions and policy considerations.

Water Competency and Sensory Processing Among Children on the Autism Spectrum.

Globally, drowning is the third leading cause of unintentional injury death, and children on the autism spectrum are at a higher risk of drowning. Several factors affect limited water competency (swim skills and water safety) and engagement in swimming as a meaningful leisure activity. To identify baseline water competency among children on the autism spectrum, examine caregiver goals for swim skill intervention, and examine factors associated with water competency. Cross-sectional analysis of baseline assessment from a larger randomized controlled trial. Franklin County Board of Developmental Disabilities Therapy Pool. Children on the autism spectrum (N = 37; 28 boys, 9 girls), ages 5 to 9 yr, recruited from the local community. Water competency was assessed using the Water Orientation Test-Alyn 1 and 2 (WOTA 1 and 2). Caregivers completed the Canadian Occupational Performance Measure (COPM), the Sensory Profile-2 (SP-2), and a prior aquatic exposure questionnaire. Children on the autism spectrum showed limited water competency skills on the WOTA 1 and 2. A majority of caregivers identified safety in and around water as a goal for their child, using the COPM. Higher conduct processing and low registration scores on the SP-2 significantly correlated with lower water competency. Exposure to group lessons significantly correlated with better water competency. Children on the autism spectrum demonstrated limited swim and water safety skills, highlighting the need for programs that teach swim and water safety skills in this population. Plain-Language Summary: This study examined water competency, including swim safety skills, among children on the autism spectrum. The results suggest that these children lacked basic water competency and safety skills. Caregivers of children on the autism spectrum identified water safety in and around bodies of water to be a high-priority goal. A child's sensory characteristics and prior exposure to water activities affect their water competency. Our results highlight the need for programs that teach swim and water safety skills for children on the autism spectrum.

Improving water competency among children on the autism spectrum: the AquOTic randomized controlled trial.

There is a critical need for evidence-based and manualized interventions targeting water competency including swim and water safety skills tailored to meet the needs of children on the autism spectrum, a group that is at a high risk of drowning. This study examined the efficacy of AquOTic-a 10-week occupational therapy-based aquatic intervention to improve water competency among children on the autism spectrum. A total of 37 children on the autism spectrum (ages 5-9 years) were randomized to a waitlist control group (n = 24) or AquOTic intervention group (n = 37; 28 males). Blinded assessors administered the standardized Water Orientation Test-Alyn (WOTA) 1 and 2 and a Swim Skills Checklist to all participants pre- and post-AquOTic/control. Repeated measures mixed effects models were used to examine intervention effects. Average WOTA 1 scores increased significantly after participants received AquOTic (Δ = 5.7; 95% CI: 3.7-7.8; p < 0.001), and average WOTA 2 scores increased significantly after participants received AquOTic (Δ = 9.0; 95% CI: 5.7-12.3; p < 0.001). Average swim skills increased significantly after participants received AquOTic (Δ = 7.6; 95% CI: 5.3, 10.0; p < 0.001). Our results highlight the efficacy of AquOTic to improve water competency among children on the autism spectrum. Further research is needed to examine long-term effects, dosage requirements to achieve water competency, and the impact of aquatic therapy on other health outcomes. clinicaltrials.gov, NCT05524753.

A risk assessment model of spontaneous combustion for sulfide ores using Bayesian network combined with grounded theory

Sulfide ores, collectively referred to as a class of minerals with extensive applications, are increasingly susceptible to spontaneous combustion incidents as the mining environment evolves. The spontaneous combustion of sulfide ores is a complex nonlinear process, and the mechanisms of which remain not fully understood. Consequently, it is challenging to delineate the accident trajectory through traditional accident causation models and subsequently construct a probabilistic model for spontaneous combustion risk. To address this issue, this paper proposed a risk assessment model based on grounded theory and Bayesian network. The advantage of this model is that it employs grounded theory to categorize and organize factors influencing the occurrence of accidents, thereby forming a clear accident trajectory and providing a framework and basis for constructing a probabilistic assessment model. Furthermore, the model presented in this paper introduces the D number theory and the Noisy-OR model to handle uncertainties in the risk assessment process and to establish more rational conditional probability tables. The findings suggest that environmental temperature, heat dissipation conditions, safety awareness, and safety skills are the most influential factors in spontaneous combustion incidents when considering a particular point in time. However, when considering the entire process of sulfide ore pile spontaneous combustion, the temperature of the ore pile is the most critical accident factor to monitor. Therefore, the key to suppressing the spontaneous combustion of sulfide ores lies in reducing environmental temperatures, enhancing heat dissipation, and elevating the safety awareness of relevant personnel.

The Role of Industrial Internship Activities to Improve Digital Competency of Engineering Students: Perception of Engineering Managers in Industry

Collaboration between the campus and the industrial world can bridge the gap that occurs between the campus and the industrial world, so that both can be integrated and synergized. This study qualitatively explored the contribution of maximizing work-integrated learning through industrial internships. The research findings from the perspective of three industry managers reveal that industrial internships can improve engineering students’ digital engineering competencies such as digital engineering observation and identification, basic and technical understanding of digital technology, work safety, predictive maintenance and programming skills to be ready to enter the workforce. The implications of the research reveal that through industrial internships students can learn from mistakes and challenges faced during industrial projects, for the development of their professional competencies. In addition, the experience and development of digital engineering competencies from the industrial world can be used as a reference for their final assignments, as well as enriching the quality of their research and academic reports, as it can bridge the gap between formal education and the demands in the ever-evolving world of work.

Teachers’ perceptions of enabling and hindering factors in child abuse disclosures

ContextIt is well argued in literature that teachers are ideally placed to observe and monitor children for signs of abuse and neglect, there are categories of abuse which are more difficult to observe in the school context, such as sexual abuse and rely on children ‘telling’ about their experience. For numerous and complex reasons, children find it difficult to ‘tell’; however, there are enabling factors that support children in this process. AimThe aim of this paper is to outline primary or elementary school teachers’ opinions on the enabling and hindering factors to children talking and telling about abuse in the school environment. MethodsA qualitative research study was undertaken in the Irish context with 21 primary school teachers. Semi-structured interviews were undertaken with all participants and as part of each interview, teachers elaborated on the barriers and facilitators which enable children to disclose abuse in the school environment. FindingsParticular barriers to children reporting in the school environment relate to how difficult it is for children to tell, the lack of meaningful collaboration between schools and the Child and Family Agency who have statutory responsibility in the Irish context for dealing with child protection reports and the lack of training available for teachers. Enablers to children telling in the school environment include the relationship of trust built between teacher and child and the implementation of a personal safety skills programme. ImplicationsThis research highlights that teachers can create the conditions that support children talking about abuse and they must be properly supported and adequately trained to support them in doing so.

Post-License Safety Interventions for Motorcyclists: A Systematic Literature Review

Yearly, approximately 1.35 million people die in road collisions worldwide, and 28% of these fatalities are among motorcyclists, comprising both riders and passengers. Tailored post-licensed interventions, defined as educational programs, training sessions, or initiatives that are designed to enhance the safety skills and awareness of individuals who have already obtained their motorcycle licenses, have been proposed as solutions to increase motorcyclist safety. This study aims to summarize the evidence on the effectiveness of post-license interventions for the safety of motorcyclists. Effectiveness is defined as the observed changes in collision statistics, violation rates, riders’ performance, and self-reported attitudes. We conducted a systematic literature review using two databases, PubMed and Scopus, with a focus on post-license interventions among licensed motorcyclists. We excluded helmet-use-related interventions. Out of 1,263 studies reviewed, 11 were selected for inclusion. Results were mixed, with five articles finding that a post-license intervention was effective, five papers reporting mixed results, and one study stating the intervention was ineffective. While some interventions were effective in the short term, their impact diminished over time, suggesting the need for refresher sessions to maintain long-term benefits. As for the methodology, theoretical training sessions focused on safety and riding techniques appear to be more effective, while practical training and public campaigns showed mixed results. Our conclusion is that to positively influence motorcycle road safety, post-license interventions should emphasize safety and adherence to road laws over tailored interventions on skill improvement, prioritize long-term effects, and use on-road data.

The Effectiveness of Teaching High-Risk Cooking Skills with Video Models to Individuals with Intellectual Disability

ABSTRACT The education of individuals with intellectual disability should include professional and safety skills to become qualified for jobs and increase employment rates. The purpose of this study is to examine the effectiveness of teaching these individuals high-risk cooking skills with video models in order to learn to work as assistant cooks. The results show that this approach was effective. In follow-up after one, two, and four weeks, all three subjects retained the nine skills taught by video and generalized them to different settings.

The objectively structured clinical examination for safe nursing care: a scoping review

Introduction: The Objective Structured Clinical Examination (OSCE) has been utilized as an educational strategy in the training of health professionals. Its application in this context can enhance the development of both technical and non-technical skills, as well as safety in care.Objective: To map the patient safety skills developed by nursing professionals through the Objective Structured Clinical Examination as found in the literature.Method: This is a scoping review structured according to the JBI framework and guided by the Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. The review is registered in the Open Science Framework with the DOI number 10.17605/OSF.IO/MESC3. A search was conducted in the following databases: PubMed, Scopus, Web of Science, Cumulative Index of Nursing and Allied Health Literature (CINAHL), the CAPES Catalog of Theses and Dissertations, and Google Scholar, between February and April 2023.Results: Twenty-five studies were selected, demonstrating that the OSCE is used to train nursing teams with a focus on safety skills such as communication, teamwork, decision-making, clinical care, and situational safety awareness.Conclusion: The OSCE has been used as an educational strategy to improve the quality and safety of care. It is applied from primary care to high-complexity settings to evaluate professional skills that are technical, attitudinal, or behavioral in nature. The use of OSCE aids in the development of professional skills related to patient safety.

The link between patient safety competence and adverse event among master of nursing students: a cross-sectional mixed-methods study

BackgroundPatient safety (PS) is a core competency for registered nurses. However, there is a gap between the PS competence of nursing students and their clinical experience in PS. This study explored the effect of PS competence levels on the occurrence of adverse events (AEs) among nursing master’s students in China.MethodsA sequential mixed methods design was used, with a purposive sample across seven colleges. A total of 327 graduate nursing students, aged 22 to 38, participated in the survey, and 15 participated in qualitative interviews. The Health Professional Education in Patient Safety Survey (H-PEPSS) assessed the students’ competence levels in PS. The respondents also reported any AEs that they had been involved in over the past year.ResultsA total of 78 AEs occurred in the past year, with 17.7% of the participants involved 1 to 3 AEs. The most common AEs were medication administration errors (30.77%) and improper use of medical equipment/supplies (28.20%). Students acquired more competencies from the clinical setting than from the classroom setting. Three competencies learned from classroom settings were associated with clinical AEs: low clinical safety skills [OR = 0.61], inappropriate identify, response to and disclosing AE and close calls [OR = 0.454], and low confidence in working in teams with other health professionals [OR = 2.168]. Qualitative data analysis revealed five themes: recognizing AEs, reducing harm by addressing immediate risks to patients and others involved, promoting safe medication and clinical practice, managing members’ authority and team dynamics, and dealing with inter-professional conflict.ConclusionsThe quantitative and qualitative data align, supporting the enhancement of students’ PS competence.

Breast Augmentation Preferences and Concerns Among Chinese Women: A Nationwide Multicenter Study of 2066 Cases.

Research studies on Asian women's preferences for breast augmentation and the factors that influence decision-making are scarce or unrepresentative. This study was conducted from September 2016 to September 2017, a period of one year. We developed a questionnaire for Chinese female with breast augmentation intentions based on the Breast-Q questionnaire, the world's most popular breast augmentation assessment tool, and conducted questionnaire surveys in 35 hospitals located in 19 provinces in mainland China among female who came to hospitals to inquire about breast augmentation surgery. A total of 2066 questionnaires were collected from female interested in breast augmentation. The age range at the time of response was 19-53 years (mean 31.2 ± 6.8 years). More than half of the respondents (58.1%) were married, and 70.4% of them had children. The respondents rated their dressed image significantly higher than their nude image. Their partners also rated their breast image poorly, with 43% rating it fair and 30.4% negatively. Internal reasons, such as improving self-confidence and creating a better body image, were the main motivators for breast augmentation. More than half of the respondents had only limited understanding of breast augmentation surgery or had heard of it but did not fully understand it (33.2% and 27.5%, respectively), and 69.4% had considered breast augmentation for less than three years. A total of 49.2% of the respondents learned about breast augmentation surgery through the Internet. A total of 43.8% of the respondents did not receive support from family members or partners. Surgical safety (20.4%), surgical effect (17.1%), and surgeon's skill (16.6%) were given the highest priority. The surgeon's professionalism, popularity, and academic background were also high on people's list of considerations. The results of our breast augmentation survey provide data on many Chinese women considering breast augmentation. This will help plastic surgeons better understand the characteristics, preferences, and concerns of Chinese women undergoing breast augmentation and will be used to guide patient-doctor communication and help Chinese women make the most informed decisions. This journal requires that authors assign a level of evidence to each article. For a full description of these Evidence-Based Medicine ratings, please refer to the Table of Contents or the online Instructions to Authors www.springer.com/00266 .

Development of a Sports Safety Promotion Framework Based on KABP Theory and 4M Management

This study explores the significance, current research landscape, and conceptualization of sports safety promotion. Safety in sports is fundamental to youth physical activities, and an excessive focus on or neglect of safety is unwarranted. Globally, numerous countries have extensively researched sports safety promotion and implemented diverse strategies. Drawing from KABP (Knowledge, Attitude, Behavior, Practice) theory and 4M (Man, Machine, Medium, Management) management, this paper presents a conceptual framework for sports safety promotion. It integrates these theories to devise a comprehensive accident prevention model within a sports safety promotion system. The framework prioritizes enhancing students’ safety literacy and underscores the practical application of safety knowledge and skills in simulated sports settings following structured safety education. It aims to enhance students’ competency and proficiency in averting sports-related injuries.

Virtual Reality Training of Safety and Social Communication Skills in Children with Autism: An Examination of Acceptability, Usability, and Generalization

Virtual Reality Training of Safety and Social Communication Skills in Children with Autism: An Examination of Acceptability, Usability, and Generalization

Construction safety challenges and opportunities at design stage for building industry in Pakistan

The implementation of Design for Construction Safety (DfCS) at the early design phase can proactively identify and address potential hazards in construction projects. By integrating safety considerations into the design process, it becomes possible to eliminate or minimize risks before they become costly and dangerous issues can also be avoided during construction. To gain insights into the current practices and barriers faced by professionals in the construction industry of Pakistan regarding DfCS, a comprehensive study was conducted. This study utilized a combination of questionnaire-based surveys and interviews to gather data from various stakeholders involved in the design and construction processes. The research revealed that DfCS was absent in the standard design practice. The weaknesses identified for the implementation of DfCS were designers’ inevitable doubts about increasing cost, schedule problems, absence of contracts and regulations, designers’ lack of safety knowledge and skills. The largest influential factors were regulatory liability on the designer (29%) and increasing costs (27%). The study identified that less trained worker were rated 59% for site accidents. 87% of respondents suggested revision of contract and regulations. The study proposed a framework to check constructability with respect to safety standards. Alternative project delivery method i.e., Design Build (DB) was recommended to reduce health and safety accidents and barriers.

INFLUENCE OF KNOWLEDGE OF LABORATORY SKILLS ON STUDENTS' PERFORMANCE IN ACID-BASE TITRATION IN OREDO LGA, EDO STATE

This study examined the influence of knowledge of laboratory skills, sex, and school ownership on students’ performance in acid-base titration in Oredo local Government Area, Edo State. Based on these, four research questions were raised and three were hypothesized and tested at 0.05 alpha level of significance. A causal-comparative (expo-facto) research design was adopted as the research design for the study. The population for the study consists of all Senior Secondary School II chemistry students in public and private secondary schools in Oredo Local Government Area. A sample of three hundred and twenty-six (326) chemistry students were selected for this study through purposive random sampling techniques. An instrument titled ‘Laboratory Skills and Titration Performance Test in Acid-base Titration (LSPTT)’ was used to collect data from the students in the study. The questionnaire had a reliability coefficient of 0.831 using Cronbach Alpha Statistics while the performance test had a reliability coefficient of 0.760 using Kuder Richardson (KR-20), hence the instrument was deemed reliable. The data collected from the students were analyzed using, mean, standard deviation, and multiple regression. The results from the study showed that observation, reading, and safety skills were predominantly used. The result from the study also showed that laboratory skills contributed to and influenced the performance of the students in acid-based titration, whereas, sex and school ownership did not influence the performance of the students. Based on the findings in the study, it was recommended that the teaching of laboratory skills in practical Chemistry should be prioritized to enable the students to perform successfully in their practical examinations.

Teaching Social safety skills to Autistic children via digital learning

The rise in sexual abuse and abduction incidents has become a persistent societal problem in Pakistan which requires an inclusive response. However, one of the most neglected group out of this vulnerable population is of autistic children. The statistics from South-Asia estimate that there may be 350,000 autistic children in Pakistan. Individuals with ASD may be at an increased risk of danger including abduction or sexual abuse and might face difficulties discriminating between safe and unsafe situations. The aim of this study is to teach social safety skills --abduction and sexual abuse prevention-- to autistic children. This study employs a digital interventional methodology enabling autistic children to learn social safety skills in an easier way. An experimental design framework is selected for the purposes of this research. 6 autistic children, 5 male and 1 female, aged 12-14, sampled through convenience sampling participated in this research. Questionnaires and open-ended surveys were used as data collection tools. Results showed that the video-game methodology was effective in teaching social safety skills to children with autism. There was a significant difference between pre-test and post-test outcomes and results were maintained during a 5 week follow up.

Kids in the Kitchen Teaches Youth and Families Nutrition, Food Safety, and Cooking Skills To Increase Self-Efficacy in the Kitchen

Kids in the Kitchen Teaches Youth and Families Nutrition, Food Safety, and Cooking Skills To Increase Self-Efficacy in the Kitchen