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A Multi-Stakeholder Perspective on the Integration of Safety in University Nursing, Education, and Engineering Curricula
Improvement in workplace safety is dependent upon the active engagement of workforce leaders and designers. The university sector plays a key role in the education of these future leaders, and there is an expectation that safety education in universities will encompass more than just a safe learning...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2018
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6068510/ https://www.ncbi.nlm.nih.gov/pubmed/29986464 http://dx.doi.org/10.3390/ijerph15071429 |
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author | Rothmore, Paul Saniotis, Arthur Pisaniello, Dino |
author_facet | Rothmore, Paul Saniotis, Arthur Pisaniello, Dino |
author_sort | Rothmore, Paul |
collection | PubMed |
description | Improvement in workplace safety is dependent upon the active engagement of workforce leaders and designers. The university sector plays a key role in the education of these future leaders, and there is an expectation that safety education in universities will encompass more than just a safe learning environment—that is the nurturing of broader safety attitudes and awareness. However, with the exception of dedicated safety training programs, safety education is often delivered and assessed on an ad-hoc basis and at academic discretion. This is partly due to the absence of a simple tool with which curricula can be evaluated from a safety perspective. In a qualitative approach, semi-structured interviews were undertaken with multiple stakeholders (academics, professional organizations, and students) to determine their views on existing safety content in university curricula and on the level of preparedness, from a safety perspective, for workforce entry. University participants came from nursing, mechanical engineering, and education schools at three universities. A simple curriculum evaluative tool was also validated. Results indicated there were divergent views on the level of preparedness for workforce entry both between schools and stakeholder groups. However, the limitations of university curricula were acknowledged. The evaluation tool was shown to provide positive feedback on existing, but previously unacknowledged, safety content and also highlighted areas for future improvement and integration. However, voluntary utilization of the tool was a challenge for busy academics. |
format | Online Article Text |
id | pubmed-6068510 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2018 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-60685102018-08-07 A Multi-Stakeholder Perspective on the Integration of Safety in University Nursing, Education, and Engineering Curricula Rothmore, Paul Saniotis, Arthur Pisaniello, Dino Int J Environ Res Public Health Article Improvement in workplace safety is dependent upon the active engagement of workforce leaders and designers. The university sector plays a key role in the education of these future leaders, and there is an expectation that safety education in universities will encompass more than just a safe learning environment—that is the nurturing of broader safety attitudes and awareness. However, with the exception of dedicated safety training programs, safety education is often delivered and assessed on an ad-hoc basis and at academic discretion. This is partly due to the absence of a simple tool with which curricula can be evaluated from a safety perspective. In a qualitative approach, semi-structured interviews were undertaken with multiple stakeholders (academics, professional organizations, and students) to determine their views on existing safety content in university curricula and on the level of preparedness, from a safety perspective, for workforce entry. University participants came from nursing, mechanical engineering, and education schools at three universities. A simple curriculum evaluative tool was also validated. Results indicated there were divergent views on the level of preparedness for workforce entry both between schools and stakeholder groups. However, the limitations of university curricula were acknowledged. The evaluation tool was shown to provide positive feedback on existing, but previously unacknowledged, safety content and also highlighted areas for future improvement and integration. However, voluntary utilization of the tool was a challenge for busy academics. MDPI 2018-07-06 2018-07 /pmc/articles/PMC6068510/ /pubmed/29986464 http://dx.doi.org/10.3390/ijerph15071429 Text en © 2018 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Article Rothmore, Paul Saniotis, Arthur Pisaniello, Dino A Multi-Stakeholder Perspective on the Integration of Safety in University Nursing, Education, and Engineering Curricula |
title | A Multi-Stakeholder Perspective on the Integration of Safety in University Nursing, Education, and Engineering Curricula |
title_full | A Multi-Stakeholder Perspective on the Integration of Safety in University Nursing, Education, and Engineering Curricula |
title_fullStr | A Multi-Stakeholder Perspective on the Integration of Safety in University Nursing, Education, and Engineering Curricula |
title_full_unstemmed | A Multi-Stakeholder Perspective on the Integration of Safety in University Nursing, Education, and Engineering Curricula |
title_short | A Multi-Stakeholder Perspective on the Integration of Safety in University Nursing, Education, and Engineering Curricula |
title_sort | multi-stakeholder perspective on the integration of safety in university nursing, education, and engineering curricula |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6068510/ https://www.ncbi.nlm.nih.gov/pubmed/29986464 http://dx.doi.org/10.3390/ijerph15071429 |
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