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Background Opioid misuse continues to be a major concern in the United States, affecting both adults and adolescents. Unfortunately, even legitimate prescription opioid misuse in adolescence increases the risk for misuse later in life. Although adolescence is a critical period for learning, little is known about adolescents’ preferences for opioid safety education. One potential avenue for prescription opioid education is the use of serious games. Serious games can result in better health outcomes and understanding for adolescents and allow them to safely experience real-life scenarios. However, few studies have examined the use of serious games for adolescent opioid education. Objective This study explored adolescents’ preferences for prescription opioid education and design of a serious game focused on opioid safety education. Methods A focus group guide was adapted from 2 statewide surveys about participants’ perspectives on opioids. Recruitment packets with consent documents and an introduction to the study were sent home to eligible students. Ten focus groups were conducted with 68 middle and high school students in Wisconsin. Adolescents were asked to discuss their preferences for prescription opioid safety education and to design a serious game to educate teens about opioid safety. Focus groups were audio-recorded, professionally transcribed, and underwent content and thematic analyses using NVivo 12 software. Results Three preferred approaches for opioid safety education were identified, including the use of presentations, videos and websites, and serious games. Adolescents desired short presentations delivering personal stories to smaller audiences. They preferred websites and brief, engaging videos from reliable sources because of ease of access. Adolescents also preferred serious games for opioid education that were realistic and relatable. Conclusion When educating adolescents on prescription opioids, the use of presentations, particularly personal stories, brief and engaging websites and videos, or serious games with realistic and relatable scenarios should be incorporated.

Background A laboratory where chemicals are handled can be considered a hazardous environment and hence prudent practices should be strictly enforced. If not, deadly accidents and incidents could occur due to lack of safety practices and poor safety culture. The purpose of this study is to analyze the existing safety culture and propose potential recommendations to enhance the level of safety education in the chemical laboratories in the Western Province of Sri Lanka. Methods A survey questionnaire was administered among the laboratory supervisors of the chemical laboratories in the Western Province of Sri Lanka in 2019. Results Even though 80 surveys were distributed among prospective participants, only 46 surveys were submitted which is 58% of the response rate. Most of the individuals who participated in the survey were females below 35 years old and approximately 96% of the of the participants had at least one year of working experience in the same laboratory setting. The majority considered safety as an important factor that requires further improvements with third-party safety inspections, however, 54% of the respondents mentioned that those inspections were conducted by the employees from their laboratory. Conclusion From the study, it has been discovered that employees have knowledge on safety culture to a certain extent. Significant percentage (83%) of participants believed that further safety measures are required for a safer laboratory. However, the study revealed that attitudes of some employees should be changed to have a better safety culture. Hence authors would like to suggest having annual training sessions and well formulated safety policies to improve the safety culture.

In light of extended stay-at-home periods during the coronavirus disease 2019 pandemic, recent societal trends have revealed an increased use of online media to remain connected. Simultaneously, interests in at-home cooking and baking, particularly of "comfort foods" have increased. Because flour is a crucial component in many of these products, we analyze how the U.S. public, in social and online media spaces, references "flour" and its use. We also quantify the share of media mentions about flour that are devoted to flour-related food safety risks and/or risk mitigation. It was found that the volume of mentions about flour and its use fluctuate seasonally, often increasing ahead of the winter holiday season (November to December). Further, the volume of interest rapidly increased in March 2020 when stay-at-home orders were issued. The share of media devoted to flour-related food safety risks or associated illness was extremely small but generally corresponded with flour recall announcements or other public risk communications. Overall, the interest in flour and its use remains seasonal and predictably related to societal trends, such as increased baking at home during the holidays or 2020 stay-at-home orders. However, awareness of flour-related food safety risks seems largely absent on the basis of online media data collection and analysis, except in immediate reactions to flour recalls. This study suggests that more flour safety education programs may be desired to support consumers' informed decision making.

Any systems can be expressed by and connected with information. For the safety education system, doing so is essentially a process of safety information dissemination and cognition. Therefore, information is the core of the safety education system. At present, the key factors affecting the effectiveness of safety education are safety demand analysis information, the dissemination and cognitive processes of safety information and information feedback. Research on the construction of a framework model for safety education under the guidance of information flow clears and classifies information-related elements of the safety education process. Therefore, it is conducive to the construction of a safety education system to improve its management level and, through the rational use of information technology, to improve the conversion rate of safety information into safety behaviour. Based on a systematic review and comparison of the existing research perspectives on safety education and information-flow-based safety education (IFSE), this paper analyses the reasons why we need a new perspective on safety education. We introduce information flow into the safety education framework model. The fundamental and expanding elements of safety education propagation are examined and deduced based on information theory. Combined with the connotations of safety education and information flow, this paper analyses the implementation steps of IFSE and applies them to the safety education of new employees in metal and nonmetal mines. In the micro-design, virtual reality technology is used to integrate safety education content and information technology. A new perspective on safety education is created; then, the framework model of IFSE, its implementation steps and models of the processing and utilization processes of safety education are constructed. IFSE is a new perspective for realizing safety education in practice, and the framework model of IFSE provides rigorous theoretical knowledge. Of course, to improve IFSE in practice, more scientific and detailed evaluation methods need to be introduced. This paper is helpful for guiding the safety education theory research from “trivializes situated” to “systematic” and for guiding the design, implementation, assessment and optimization of the safety education practice.

Unintentional injury is the leading cause of death in children below 14. This study aimed to demonstrate the effects of a regular safety education program on the knowledge levels of children in primary 4, 5, and 6 leveraging creative expressions. The study used a self-designed survey to collect data from a range of participants obtained through a convenience sampling method to derive results. The research showed that after a defined timeframe, the learner’s safety knowledge level increased, and they were able to share new knowledge with others by leveraging different creative expressions. This research project was set in a summer camp project implemented by Dolly Children Foundation in Magboro, Ogun State, Nigeria. Before the children were taught, knowledge levels were assessed through a pre-test. They were trained for four weeks and were assessed again through a post-training test. They also got a chance to make creative group presentations based on their new knowledge. This research demonstrates that when children are taught about safety in a creative and systematic manner, it increases their knowledge base, and they are able to pass on that knowledge to people within their spheres of influence.Based on these findings, we recommend that a wider range of injury prevention topics should be added to the existing education curriculum, creative instructional materials should be provided to each child for personal learning, and a regularly scheduled time for weekly safety education for learners in schools should be implemented.

Recently, as the frequency of disasters and accidents have increased sharply, safety experience education is more important than ever in order to protect the lives of not only oneself but also others in unexpected situations. Accordingly, there is a growing need for safety education that enables people to quickly respond and cope with sudden accidents and disasters. Currently, there are seven large-scale safety experience centers in Korea, and as of 2003, the construction of the first civil safety experience center in Korea was started in Gwangnaru, Seoul and many progresses have been made in the field of safety experience and safety experience education to date. Therefore, in this research, we tried to investigate and analyze the actual operation status of seven large-scale safety experience centers to derive six problems. Based on problems, this study tried to present six improvement strategies for operating the safety experience center efficiently.

Purpose: The article presents a comparative analysis of the drift movement in the water area of Szczecin Lagoon (southern Baltic, Poland) and wind parameters in the examined region for the dry summer season. Design/Methodology/Approach: Experimental tests were conducted to determine the relationship between the drifter movement parameters and wind parameters in Szczecin Lagoon area. A set of surface drifters was designed for the experimental study at the Maritime University of Szczecin. Drifters were custom-made to track surface currents. In situ experiments were performed from the end of June till mid-October 2018. Statistical analysis of directional and linear data allowed to link the directions and speeds of moving drifters with wind parameters recorded in two places, Świnoujscie and Trzebież. Findings: As a result of the conducted research, it was ascertained that the direction and speed of air masses flow are parameters that strongly affect the movement of surface waters of Szczecin Lagoon. A significant correlation was found between the wind direction and the drift direction. The coefficient of surface drift was also specified to determine the relationship between drift speed and wind speed. Originality/value: The presented research is a complete novelty in the area of the Szczecin Lagoon. The results obtained in the study may be beneficial for the maritime administration, which is responsible for the safety of navigation in the studied water area. The analysis can be used for projecting the track of pollutants in water., peer-reviewed

The Quality and Safety Education for Nurses (QSEN) Initiative addresses goals to better prepare future nurses by proposing and defining 6 competencies addressing knowledge, skills, and attitudes (KSA) needed for undergraduate, pre-licensure nursing students to be successful, competent, and qualified registered nurses. Educators maintain the responsibility to bridge education and clinical preparation to enable nursing students to practice at a level that projects quality and safety. This article introduces and explains a guided Quality Indicator/Quality Measure (QI/QM) teaching-learning strategy aimed at the promotion of learning about QSEN competencies, in which students identify a clinical QI/QM issue, gather data, collaborate, apply research techniques, create a presentation, and report their findings. Specific QSEN competency sub-scores from an NCLEX test preparation strategy were used to measure students’ learning, and improvements on these sub-scores were observed. Introducing QSEN concepts sets the stage for competent nursing care in the future and this valuable teaching-learning strategy suggests how to infuse QSEN competencies into an undergraduate nursing curriculum.

Purpose Oil and gas industries play a major role for the growth of world economy, and drilling operation is considered as most important and hazardous procedure at the same time for oil and gas drilling crew because of the lack of effectual and user-friendly safety and health teaching and learning aids with updated knowledge and training capability. According to the previous studies, there is an urgent industrial need for user interactive technological aid for enhancing the teaching and learning of oil and gas drilling crew and safety officials at onshore and offshore drilling domains to fulfill the requirements of fourth industrial and educational revolutions. Therefore, this proposed virtual reality (VR)-based Hazard Free Operation (HAZFO Expert 2.0) teaching and learning aid to reduce the workplace risk and hazards to enhance the vestibule and experiential learning performance of oil and gas drilling process at Pakistani drilling industries. Design/methodology/approach In this proposed product based study for interactive teaching and learning application for industry, sequential explanatory research design will be adopted to prevent the accidents according to the modern technologies in this era of IR 4.0. Whereas, for the development of VR-based educational aid for Pakistani oil and gas industries, Autodesk 3ds Max, visual studio and MySQL software’s will be used. Findings This new concept of VR-based interactive educational aid (HAZFO Expert 2.0) for accident prevention at oil and gas drilling industries will be based on potential hazards and their suitable controlling measures for onshore and offshore drilling sites. Practical implications VR-based interactive educational aid for oil and gas workforce will facilitate the health and safety professionals for the elimination of potential hazards associated with oil and gas drilling activities to the next level of identification of hazards which has been identified in HAZFO Expert 1.0 at onshore and offshore drilling sites. Originality/value This proposed VR-based interactive educational aid for safe drilling process will be the first visual teaching and e-learning technology which covers all onshore and offshore drilling operations in Pakistani oil and gas industries and provides effective hazard controlling strategies to overcome challenging industrial hazards.

BACKGROUND: Several safety-related accidents occur in the laboratories because of insufficient regulations, inappropriate implementation of safety measures, or unawareness attitude and practices toward safety precautions. Thus, establishment of efficient regulations and safe habits toward workplace safety is crucial to prevent or minimize such accidents. Here we investigate the levels of laboratory safety awareness among undergraduate medical science students and laboratory workers at major hospitals in Taif, Saudi Arabia. METHODS: An anonymous cross-sectional survey was conducted on a random sample of 185 students and workers. The survey was categorized into five sections: (1) variable demographic items, (2) orientation around the warning signage of medical laboratory picograms, (3) assess participants' attitudes toward laboratory safety, (4) assess participants' safety awareness and practices in medical laboratories, and (5) assess participants' knowledge in dealing with emergency equipment and related procedures. RESULTS: Data analyses indicate that workers are generally more aware of the key aspects of laboratory safety. Although students demonstrated moderate to good knowledge of major laboratory signage, there are some areas of deficiency, particularly regarding the use of fire extinguishers. Of interest is that female students are more familiar with laboratory signage than male students, although general laboratory safety awareness among students is poor. Students also showed poor awareness of certain critical aspects of safety practices and emergency procedures. CONCLUSION: The study data reveal inadequate awareness and knowledge of certain laboratory safety aspects among undergraduate students. Therefore, academic institutions should introduce effective safety regulations, education, and training to improve student safety.

Scaffolding is a well-established approach to education to maximise student learning outcomes. The premise of this paper is that there is a need for formal, scaffolded road safety education (RSE) which can be delivered in schools in Australasia. This paper supports the education system as being expert in matching human growth and developing scaffolds on which to build learning stages and presents arguments to show that an RSE scaffold can and should be drawn up. Schools can provide a structured in-class and real world learning experiences within that scaffold, which, with suitable communication, can be backed up by the home and the broader community. An integrated RSE scaffold across primary through secondary schooling is currently lacking in Australasia, but could be readily integrated in current school curricula. This paper calls for such developments and welcomes further debate and implementation of next steps to achieve this.

Aim The aim of this scoping review was to map teaching strategies incorporating Quality and Safety Education for Nurses (QSEN) competencies and assessment tools based on the QSEN framework. Method The search was conducted through MEDLINE, Embase, Scopus, and Web of Science databases and carried out through the framework developed by Arksey and O'Malley and revised by Levac et al. Results Thirty-one studies were included. Among QSEN competences, patient-centered care, safety, and teamwork and collaboration were most frequently incorporated into teaching strategies. Most assessment tools aimed at capturing the achievement of QSEN competencies after a classroom learning experience. Conclusion The scoping review made it possible to identify various teaching strategies and assessment tools developed on the QSEN framework. Further studies are needed to test teaching strategies to facilitate students' acquisition of QSEN competencies in clinical environments.

Risky driving behaviours such as mobile phone use and speeding remain common among young people, thereby contributing to their over-representation in road crashes. There is much evidence that similar-aged peer passengers can have a negative impact on a young driver’s behaviour; however, there is also research that supports the positive influence that peer passengers can have when they speak up about risky behaviours. Road safety education programs, such as the Royal Automobile Club of Queensland’s (RACQ) Docudrama program, aim to help young people understand the important role they play as peer passengers and, thus, the importance of being willing to speak up to a driver who may be engaging in risky behaviours. Extending on a previous evaluation of the RACQ Docudrama program, the current study uses an Extended Theory of Planned Behaviour framework to evaluate the program’s effectiveness in influencing peer passengers’ intentions and self-reported behaviour in speaking up against risky driving behaviours, including mobile phone use and speeding. A repeated-measures design compared participants’ responses over 3 time-points: Time 1 (one month before participating in the program), Time 2 (immediately after having participated in the program), and Time 3 (three months after program participation). The results indicate that levels of anticipated regret for having not spoken up were higher following participation in the program suggesting that it encouraged young people to consider how they would feel if something was to happen and they, as passengers, had not tried to prevent it by speaking up. Three months after participating in the program, the majority of participants reported that they were positively influenced by the program in terms of engaging in safer behaviours as passengers; although the significant effects regarding improvements were observed only immediately after participating in the program. The implications of such findings are discussed in terms of the need for some type of ‘booster’ post-program participation to capitalise on the positive immediate effects that the program evokes.

Aim The aim of this study was to explore facilitators and barriers to conducting a multisite national study in nursing academia unsupported by grant funding. Background Scholarship focused on the Quality and Safety Education for Nurses (QSEN) competencies stimulates opportunities for research and collaboration among nurse educators and clinicians. Twelve members of the QSEN Academic Task Force collaborated on a multisite study of the effectiveness of a QSEN teaching strategy and published the findings. Method A descriptive phenomenological reflective approach using Kim's critical reflective inquiry model was used to explore the lived experiences of the original study investigators. Data were analyzed using Colaizzi's phenomenological reduction. Results Findings revealed seven facilitators and one overarching barrier to conducting academic research projects of this scope. Conclusion Participants found that strong leadership, a commitment to teamwork and collaboration, and a shared interest were critical to conducting a successful national study across academic settings.

Objective: The purpose of the current study was to examine the factors that significantly influence a passenger’s willingness to watch the pre-flight safety briefing.Background: The pre-flight safe...

Background To respond to calls for improvements in nursing education in Japan, a group of faculties of a baccalaureate nursing programme has made an initial attempt to incorporate quality and safety education for nurses safety competency into three related courses, two sophomore level courses and one senior level course. Aims To evaluate the learning experiences in a senior level course on medical safety in order to identify learning outcomes in terms of areas of strengths and areas for further improvements of the course and a system-wide implementation of quality and safety education for nurses competencies in the future. Methods Fourteen students who met the criteria had volunteered to participate in one of the two 40-minute focus group interviews. During the interviews, participants were asked questions as to what they have learned and how they may use that knowledge in the future. The sessions were tape recorded, the data were transcribed and analysed using the content analysis method according to Berelson. Results Eight categories of learning related to medical safety were identified, including awareness of own risks for errors and plans to reduce such risks. These categories of learning were thought to have achieved the level equal to 75% of quality and safety education for nurses knowledge, skills and attitudes items. Conclusions The current content and methods for this course identified strengths to be continued, with some areas of improvement for the future for further adoption of quality and safety education for nurses competencies into the entire curriculum.

Proper hazard recognition is fundamental to effective safety management in construction workplaces. Nevertheless, poor hazard recognition levels are a widespread and persistent problem in the construction industry. For example, recent investigations have demonstrated that a significant number of workplace hazards often remain unrecognized in construction workplaces. These unrecognized workplace hazards often remain unmanaged and can potentially translate into devastating and unexpected safety incidents. Therefore, interventions targeted at improving hazard recognition levels are foundational to enhancing safety management in construction workplaces. The main objective of the current investigation was to examine if ChatGPT, a language model recently launched by OpenAI, can aid hazard recognition when integrated into the curriculum of students pursuing a career in the construction industry. The investigation was carried out as an experimental effort with 42 students enrolled in the construction program at a major state university in the United States. First, prior to the introduction of ChatGPT as an intervention, the pre-intervention hazard recognition ability of the students was measured. Next, ChatGPT and its capabilities were introduced to the students in a classroom setting. Guidance was also offered on how the students could leverage ChatGPT to aid hazard recognition efforts. Finally, the post-intervention hazard recognition ability of the students was measured and compared against their earlier performance. The result suggests that ChatGPT can be leveraged to improve hazard recognition levels. Accordingly, integrating ChatGPT as part of safety education and training can yield benefits and prepare the next generation of construction professionals for industry success.

This study derived problems arising from the field application of “Seven Standards for School Safety Education” a representative policy of schools after the Sewol ferry sinking accident. As a result, the Seven Standard was analyzed that the basic law function of the school(School Safety Acts) needed to be strengthened to serve as the basic laws for school safety. Based on the students’ perceptions, the safety education of the school did not sufficiently meet the demands of students since the necessity was relatively higher than the satisfaction level of safety education. Teachers generally agreed with the purpose of the Seven Standards, they were passive in the implementation of education and showed negative tendency to administrative works related to safety education, so there is need to improve internal and external factors that hinder teachers implementation of safety education. In terms of policy execution, the Ministry of Education needs to make efforts to establish a policy to expand the expertise of the teachers in charge of safety education and to establish a school safety education system that supports the contents of the seven standards of education in cooperation with local related organizations and civic groups.

Graduate schools provide students opportunities for fieldwork and training in archaeological methods and theory, but they often overlook instruction in field safety and well-being. We suggest that more explicit guidance on how to conduct safe fieldwork will improve the overall success of student-led projects and prepare students to direct safe and successful fieldwork programs as professionals. In this article, we draw on the experiences of current and recent graduate students as well as professors who have overseen graduate fieldwork to outline key considerations in improving field safety and well-being and to offer recommendations for specific training and safety protocols. In devising these considerations and recommendations, we have referenced both domestic and international field projects, as well as those involving community collaboration.

BackgroundSurgeons frequently care for children who have sustained gunshot wounds (GSWs). However, firearm safety education is not a focus in general surgery training. We hypothesised that firearm safety discussions do not routinely take place when children present to a trauma centre with a GSW.MethodA retrospective review of patients ResultsA total of 226 patients with GSWs were identified, 22% were unintentional and 63% were assault. Firearm safety discussions took place in 10 cases (4.4%). Firearm safety discussions were more likely to occur after unintentional injuries compared with other mechanisms (16.0% vs 1.3%, pConclusionAt a paediatric trauma centre, firearm safety discussions occurred in 4.4% of cases of children presenting with a GSW. There is a significant room for improvement in providing safety education interventions.

To systematically develop a farm safety intervention for farmer peer learning groups, to support safe working practice adoption. An iterative, multi-actor process was used, guided by the Interventi...

The relationship between the police and communities can be difficult inethnically divided societies, especially if membership of the police forceis largely drawn from one community. This situation pertained in NorthernIreland, which has separate schools for different religious communities.Despite a major reform of the police after the signing of the GoodFriday Agreement (1998), the relationship between the police and theCatholic minority remained difficult and, in particular, the police foundit difficult to engage with pupils in some Catholic schools. An educationinitiative, called Shared Education, was launched in 2006 to support thepeace process by encouraging collaborative partnership between Protestantand Catholic schools. This paper examines a school partnership inNorthern Ireland in which statutory and non-statutory organisations, includingthe Police Service in Northern Ireland, were involved. The paperexamines how the relationship between the police and the schools wasenabled by the collaborative partnership: in particular, it allowed the policeto provide information and advice to parents on internet safety andcyber-bullying to parents with whom it would otherwise have been verydifficult to engage

Generating standard operating procedures (SOPs) for high-risk chemical processes where toxic, pyrophoric, self-reactive, or energetic materials are used is necessary for academic research safety. W...

Background Simulation-based experiences (SBEs) are accepted as an effective strategy for learning about patient safety in operating rooms, which are known as high-risk working environments. In implementing SBEs, there is a need to investigate when students prefer simulation and when it is effective for students' success. Methods A total of 56 students were included in the study, which was designed as a quasiexperimental study. The data were collected through the Theoretical Knowledge Test, Skills Assessment Form, Student Satisfaction and Self-Confidence in Learning Scale, Simulation Design Scale, and Educational Applications Questionnaire forms. Results Although there were no differences found between students' satisfaction, self-confidence, and education practices, there was a remarkable decrease in the Simulation Design Scale responses of the students in the group who applied the SBE after clinical practice compared with those of the group who applied the SBE before clinical practice, and there was a statistically significant difference in the support subdimension. Conclusion The results of this study show that scenario implementation during education about patient safety in the operating room is more effective if performed before clinical application.

It has been more than 10 years since the concept of nanotechnology safety (nano-safety) was first proposed and detailed by the Texas State University Nanomaterials Application Center director. The concept of nano-safety has developed in educational efforts that have increased the awareness and competence of graduating students. Much dissemination along multiple paths still needs to be done. This dissemination includes education of incumbent workers as well as students. This article provides a short overview of the need for training in nanosafety followed by a section on the initial efforts to educate students and employees in the safe handling and use of nanomaterials. The challenge that remains is how to address the potential impact of the rapid development of new materials in the field of nanotechnology. Finally, some needed investigations are presented.