Factors affecting teachers adoption of Youth at Work Talking Safety curriculum

影响教师采用“工作中青年谈论安全”课程的因素

• 批准号: 8325337
• 负责人: Kimberly Jean Rauscher
• 金额: $ 5.72万
• 依托单位: WEST VIRGINIA UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-09-01 至 2014-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8325337
• 关键词: Factors; affecting; teachers; adoption; Youth

DESCRIPTION (provided by applicant): This diffusion research study is an investigation of the barriers and facilitators faced by high school teachers in adopting and sustaining a youth-oriented occupational safety and health (OSH) curriculum. Over 200,000 teens are injured on the job annually and one dies every five days from a work injury. Having safety training can help prevent these injuries yet studies consistently show that many teens do not receive such training from their employers. Recognizing this gap, NIOSH scholars have called for increased efforts at integrating OSH information into high school curricula, suggesting it is an effective way to transfer knowledge and raise OSH awareness among youth. A review of the OSH dissemination/translation literature provides little or no evidence on how best to do this. The proposed study aims to fill this gap. The NIOSH sponsored curriculum, Youth @ Work: Talking Safety (Talking Safety), is the most current and thorough program available in the US to provide youth with the fundamental skills and knowledge they need to help keep themselves safe at work. The activities have been extensively pilot tested, and in 2004, the curriculum was evaluated in sixteen schools in ten states and found to be effective in producing knowledge gains and behavior change. While efforts to incorporate OSH topics into high school curricula are ongoing, there are no published data available on the success or sustainability of these efforts. With the ever increasing and often conflicting demands placed on teachers, the viability of their implementing an OSH curriculum in their classrooms, in a sustainable way and with fidelity, remains a question. Through telephone interviews with a sample of 338 high school teachers trained in the Talking Safety curriculum, we will achieve the following specific aims: 1) Determine whether teachers trained in Talking Safety have adopted the curriculum (i.e., have ever used it in their classrooms) and if so, describe their level of sustainability (i.e. continued use) and fidelity to the curriculum activities and materials; 2) Describe the barriers faced by teachers in adopting the curriculum, sustaining its use, and doing so with fidelity, and their suggested strategies for overcoming these barriers; and 3) Identify the individual-, classroom-, and institutional-level factors associated with teachers': a) initial adoption, b) sustained adoption, and c) fidelity to the curriculum activities and materials. The ultimate goal of this project is to learn how future efforts to translate the Talking Safety curriculum into high schools can be successfully achieved through understanding the everyday realities and challenges commonly faced by teachers. This research focuses on two National Occupational Research Agenda priorities: traumatic injury and young workers as a special population at risk. In accordance with NIOSH's Research to Practice initiative, this study will be the first to offer recommendations for translation of an OSH curriculum into the high school classroom, thereby helping to move prevention strategies into action and ultimately contribute to a reduction in adolescent occupational injuries.

描述（由申请人提供）：这项扩散研究是高中教师在采用和维持以青年为导向的职业安全和健康（奥什）课程时所面临的障碍和促进因素的调查。每年有超过20万青少年在工作中受伤，每五天就有一人死于工伤。进行安全培训可以帮助防止这些伤害，但研究一直表明，许多青少年没有从他们的雇主那里得到这样的培训。认识到这一差距，NIOSH的学者呼吁加大力度将奥什信息纳入高中课程，认为这是在青年中传授知识和提高奥什意识的有效途径。对奥什传播/翻译文献的审查很少或没有提供关于如何最好地做到这一点的证据。这项研究旨在填补这一空白。NIOSH赞助的课程Youth @ Work：Talking Safety（Talking Safety）是美国最新和最全面的计划，为年轻人提供他们需要的基本技能和知识，以帮助他们在工作中保持安全。这些活动已经进行了广泛的试点测试，2004年，在10个州的16所学校对课程进行了评估，发现在产生知识增长和行为改变方面是有效的。虽然正在努力将奥什专题纳入高中课程，但没有关于这些努力的成功或可持续性的公开数据。随着对教师的要求不断增加，而且往往相互矛盾，教师能否以可持续的方式忠实地在课堂上实施奥什课程仍然是一个问题。通过对338名接受过安全谈话课程培训的高中教师进行电话访谈，我们将实现以下具体目标：1）确定接受过安全谈话课程培训的教师是否采用了该课程（即，在课堂上使用过），如果使用过，请描述其可持续性水平（即继续使用）和忠实于课程活动和材料; 2）描述教师在采用课程、持续使用课程和忠实使用课程时所面临的障碍，以及他们建议的克服这些障碍的策略;（3）识别与教师的课程采用相关的个人、课堂和机构层面的因素：a）初始采用，B）持续采用，以及c）对课程活动和材料的忠诚。该项目的最终目标是了解如何通过了解教师普遍面临的日常现实和挑战，成功地实现未来的努力，将谈话安全课程转化为高中。这项研究的重点是两个国家职业研究议程的优先事项：创伤性伤害和年轻工人作为一个特殊的风险人群。根据NIOSH的研究实践倡议，这项研究将是第一个提供建议，将奥什课程翻译成高中课堂，从而有助于将预防战略付诸行动，并最终有助于减少青少年职业伤害。