Occupational noise-induced hearing loss in the mining sector of South Africa: Perspectives of occupational health practitioners on how mineworkers are trained

BACKGROUND: Historically, occupational health concerns associated with mining, particularly occupational noise-induced hearing loss (ONIHL), were ignored by the mining sector, policy-makers and academic researchers. As such, there is a dearth of literature related to ONIHL, especially in low- and middle-income countries such as South Africa. Consequently, mineworkers were not aware of the latent effects of excessive exposure to hazardous noise and the resultant hearing loss thereof. OBJECTIVES: The aim of this study was to explore the perspectives of occupational health practitioners (OHPs) regarding education and training of mineworkers on occupational noise-induced hearing loss (ONIHL) and its impact on mineworkers’ health. METHOD: Qualitative, in-depth telephonic and face-to-face interviews were conducted with 16 OHPs. Purposive and snowball sampling methods were utilised to recruit participants. Data were analysed using inductive thematic analysis. RESULTS: Three themes emerged from the data: ‘seeing is believing’, ‘not my department!’ and ‘barriers and facilitators to raising awareness’ with two subthemes: ‘blame it on the language and level of education’ and ‘compensation pay-outs’. Superficially, OHPs believe that mineworkers are aware of the impact of noise on health; however, the OHPs are not aware on how the mineworkers are educated on ONIHL and its latent consequences. Furthermore, language, low levels of education and literacy, as well as financial constraints, are the factors found to affect education and training of the mineworkers about the risks of ONIHL. CONCLUSION: If the mining industry is committed in eliminating ONIHL, they should prioritise health literacy, and mines need to have an effective awareness-raising plan in place to eliminate ONIHL from every mine. This plan must consider diversity of workforce, including linguistic, as well as educational level diversity.