CHILDHOOD AGRICULTURAL SAFETY AND HEALTH

农业是美国最危险的职业之一。 国家和农村青少年面临农业伤害的重大风险。 根据美国人口普查局的估计，大约10万青少年 14至18岁的青少年居住在明尼苏达州的乡村地区。 这项拟议研究的目的是评估工作安全工作智能 明尼苏达州农村学校的健康和安全课程。具体目标是 （1）评估学生在知识、态度和信念方面的变化 关于农业/工作相关的安全行为，由于包括 将安全工作智慧课程纳入现有学校课程;（2） 确定纳入农业/工作健康和安全的关键因素 训练（即，（3）设立一个新的教育课程， 全州范围内持续支持将农业/工作健康和 在农村学校开设安全课程。为了帮助实现这些目标， 由公共卫生、农业、 教育、健康教育和学校管理部门将制定 招聘和实施战略。 采用分组随机、嵌套队列设计，农村学校样本将 被招募并随机分配到干预（工作安全工作智能 对照组（标准课程）。的影响 课程将使用问卷调查收集的数据进行衡量 对干预组和对照组的所有9年级学生进行了管理 在干预前，干预后两周， 月后从学生前和后测试的数据将分析使用 单变量测量和混合模型回归分析。过程评价 在整个研究中，将有助于澄清成功和障碍， 招募、干预和评价。

Agriculture is one of the most hazardous occupations in the United States, and rural adolescents are at significant risk of agricultural injury. Based on U.S. Census Bureau estimates, approximately 100,000 adolescents between 14 and 18 years old reside in rural Minnesota counties. The purpose of this proposed study is to evaluate the Work Safe Work Smart health and safety curriculum in rural Minnesota schools. The specific aims are to: (1) evaluate changes in students' knowledge, attitudes and beliefs regarding agricultural/work-related safety behaviors due to the inclusion of the Work Safe Work Smart curriculum into existing school curricula; (2) identify factors critical to incorporating agricultural/work health and safety training (i.e., Work Safe Work Smart) into school curricula; and (3) establish ongoing state-wide support for incorporating agricultural/work health and safety curricula within rural schools. To assist in meeting these aims, an advisory group consisting of professionals in public health, agricultural education, health education, and school administration will develop the recruitment and implementation strategies. Using a group-randomized, nesting cohort design, a sample of rural schools will be recruited and randomly assigned to the intervention (Work Safe Work Smart curriculum) or control group (standard curriculum). The impact of the curriculum will be measured using data collected from questionnaires administered to all 9th grade students in both intervention and control groups prior to the intervention, two weeks after the intervention and again six months later. Data from student pre- and post-tests will be analyzed using univariate measures and mixed model regression analysis. Process evaluation throughout the study will help to clarify the successes and impediments in recruitment, intervention and evaluation.