Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/113802
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dc.contributor.authorRothmore, P.en
dc.contributor.authorSaniotis, A.en
dc.contributor.authorPisaniello, D.en
dc.date.issued2018en
dc.identifier.citationInternational Journal of Environmental Research and Public Health, 2018; 15(7):1-12en
dc.identifier.issn1661-7827en
dc.identifier.issn1660-4601en
dc.identifier.urihttp://hdl.handle.net/2440/113802-
dc.description.abstractImprovement 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.en
dc.description.statementofresponsibilityPaul Rothmore, Arthur Saniotis and Dino Pisanielloen
dc.language.isoenen
dc.publisherMDPIen
dc.rights© 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/).en
dc.subjectSafety; university curricula; educationen
dc.titleA multi-stakeholder perspective on the integration of safety in university nursing, education, and engineering curriculaen
dc.typeJournal articleen
dc.identifier.rmid0030094693en
dc.identifier.doi10.3390/ijerph15071429en
dc.identifier.pubid431912-
pubs.library.collectionPublic Health publicationsen
pubs.library.teamDS10en
pubs.verification-statusVerifieden
pubs.publication-statusPublisheden
dc.identifier.orcidRothmore, P. [0000-0002-5780-3440]en
dc.identifier.orcidPisaniello, D. [0000-0002-4156-0608]en
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