School of Public Health, Faculty of Health and Medical Sciences, The University of Adelaide, Adelaide, SA 5005, Australia.
Int J Environ Res Public Health. 2018 Jul 6;15(7):1429. doi: 10.3390/ijerph15071429.
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.
工作场所安全的改善取决于劳动力领导者和设计者的积极参与。大学部门在这些未来领导者的教育中发挥着关键作用，人们期望大学的安全教育不仅涵盖安全的学习环境，还包括更广泛的安全态度和意识。然而，除了专门的安全培训计划外，安全教育通常是临时进行的，并且由学术部门自行决定。这在一定程度上是因为缺乏一种简单的工具，无法从安全角度评估课程。在定性方法中，对多个利益相关者（学者、专业组织和学生）进行了半结构化访谈，以确定他们对大学课程中现有安全内容的看法，以及从安全角度来看，他们对劳动力进入的准备程度。大学参与者来自三所大学的护理、机械工程和教育学院。还验证了一个简单的课程评估工具。结果表明，学校和利益相关者群体之间对劳动力进入的准备程度存在不同的看法。然而，大学课程的局限性得到了承认。评估工具对现有但以前未被承认的安全内容提供了积极的反馈，同时还突出了未来改进和整合的领域。然而，对于忙碌的学者来说，自愿使用该工具是一个挑战。
