• 한국직업건강간호학회지
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• 제29권4호
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• pp.228-234
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• 2020

Purpose: This study aimed to identify the past and present status of occupational safety and health education in Korea and to explore future plans for these fields. Methods: We summarized past empirical or theoretical literature. Results: Occupational safety and health education strive to protect workers' health and create healthy workplaces by solving various problems such as workers' occupational diseases and mental health in the rapidly changing occupational environment. For occupational safety and health education to be effectively utilized in occupational sites, a live education that can be applied to the field should be provided. The need for education to explore and develop the ability to prepare for new hazards, including infectious diseases such as COVID-19, has increased. Conclusion: It is believed that the occupational health education element of the new era will be occupational health education. This focus will develop the ability to closely assess and predict the collective, organizational, and personal responses of affected workplaces and the impact of occupational health sciences.

• 한국산업보건학회지
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• 제26권1호
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• pp.90-98
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• 2016

Objectives: The aim of this study is to analyze the status of implementation of occupational safety and health education and evaluate the relation between the implementation of education and occupational accidents. Methods: This study used data on occupational safety and health education from the 2012 Current Status of Occupational Safety and Health survey by the Korea Occupational Safety and Health Agency. The sample is 7,010 persons working in relation to occupational safety and health in industry. An ANOVA test is used to analyze the status of and need for education. Poisson regression is used to evaluate the relation between education and occupational accidents. Results: The rate of implementation of education is 53.3% for periodic education on workers holding office positions, 68.3% for periodic education for workers not holding office positions, 60.3% for periodic education for persons holding managerial and supervisory positions, 65.5% for education provided upon hiring, 50.5% for education provided upon changes in work activities and 37.2% for special education. In the Poisson regression, these data strongly suggest that the probability of occupational accidents occurring with education implemented is much lower than without the implementation of any kind of safety and health education. Conclusions: It is clear that implementation of education has a positive effect on reducing occupational accidents, although its application in domestic industry is insufficient. Thus, it is concluded that education on occupational safety and health should be strengthened for the prevention of occupational accidents.

• 한국안전학회지
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• 제19권4호
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• pp.129-134
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• 2004

Educational programs for promoting occupational safety and health have widely been established in advanced countries, such as United States and Germany, in the area of disaster prevention Focused attentions and investments for safety and health education have been placed especially for small and medium sized companies. Recently, information technologies have also been applied for the development and management of educational programs in those countries. It is also worth noting that a wide variety of incentive systems has been implemented for managers and workers to voluntarily Participate in safety and health education. Based on the brief survey on incentive systems in advanced countries, this study proposes two different incentive models, such as 'Supervision Exemption Model for Participants in Safety and Health Education' and 'Compensation Program fur Educational Expenses and Losses', which may efficiently be employed in Korea. These incentive models may contribute to revitalizing the occupational safety and health education which has recently been dwindled due to the changes in governmental regulations.

• 한국산업보건학회지
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• 제21권2호
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• pp.103-109
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• 2011

Object: we investigated some factors which can affect workers' comprehension of chemical hazard information and their actions to protect themselves from the hazard. Method: Comprehension score of chemical hazard information and the rate of wearing personal protective equipment (PPE) was surveyed for the 109 workers from 15 factories who were exposed to N, N-dimethylformamide. Difference of the worker's comprehension score of hazard information was analyzed by education interval, work duration and the way of occupational safety and health management between self-managed or sub-contracted. Result: Mean comprehension score of N, N-dimethylformamide hazard, which was given as a short quiz composed of 10 "true" or "false" problems, was 65%. Mean percentage of wearing PPE was improved as the education program was done within a month but decreased after 6 months. Eighty seven % of workers got the chemical hazard information from the material safety data sheet placed at workplace. Conclusion: Education interval and comprehension score affected the rate of wearing PPE. The way of occupational safety and health management self-managed or sub-contracted did not affect the workers' comprehension score on hazard information nor the rate of wearing PPE.

• Safety and Health at Work
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• 제6권3호
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• pp.211-217
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• 2015

Background: E-learning-based programs have recently been introduced to the occupational safety and health (OSH) education for migrant workers in Korea. The purpose of this study was to investigate how the factors related to migrant workers' backgrounds and the instructional design affect the migrant workers' satisfaction with e-learning-based OSH education. Methods: The data were collected from the surveys of 300 migrant workers who had participated in an OSH education program. Independent sample t test and one-way analysis of variance were conducted to examine differences in the degree of learning satisfaction using background variables. In addition, correlation analysis and multiple regression analysis were conducted to examine relationships between the instructional design variables and the degree of learning satisfaction. Results: There was no significant difference in the degree of learning satisfaction by gender, age, level of education, number of employees, or type of occupation, except for nationality. Among the instructional design variables, "learning content" (${\beta}=0.344$, p < 0.001) affected the degree of learning satisfaction most significantly, followed by "motivation to learn" (${\beta}=0.293$, p < 0.001), "interactions with learners and instructors" (${\beta}=0.149$, p < 0.01), and "previous experience related to e-learning" (${\beta}=0.095$, p < 0.05). "Learning environment" had no significant influence on the degree of learning satisfaction. Conclusion: E-learning-based OSH education for migrant workers may be an effective way to increase their safety knowledge and behavior if the accuracy, credibility, and novelty of learning content; strategies to promote learners' motivation to learn; and interactions with learners and instructors are systematically applied during the development and implementation of e-learning programs.

• 한국직업건강간호학회지
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• 제6권2호
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• pp.144-155
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• 1997

In December 1990, Occupational Safety and Health Law was amended to reinforce employer's responsibilities on employees' health and safety. Among the amended law it was important to expand the role of an occupational health nurse to the role of an occupational health manager. An occupational health manager should take charge of coordinating periodic health examination and environmental hazard evaluation, providing primary care, monitoring employees' health status, giving the workplace walk-through, selecting safe protection equipment, providing health information, counseling and health education, independently. This position of occupational health nurse is equivalent to the role of doctors or occupational hygienists. In 1991, government made a master plan to prevent occupational disease and injury. Under the plan, Korea Industrial Nursing Association (KINA) was established in 1994 with the purpose of improving health services and upgrading career opportunities for members. Therefore, this study was designed to analyze the transition of occupational health nursing education with the changes of law and policy in Korea between 1991 and 1996. In details, it was to analyze the rate of school providing occupational health nursing practice based lecture, lecture hours, lecture contents in undergraduate curriculum, program contents of graduate school, kinds of continuing education, etc. For this purpose, we conducted survey two times. In February 1991, baseline study was conducted with all nursing programs in Korea (19 BSN programs and 43 nursing departments of junior college). From April to May in 1996, the second survey was conducted with all nursing programs (38 BSN programs and 69 junior colleges). The first response rate was 66.1% and the second was 40.6%. Structured questionnaires were mailed to the deans or the community health nursing faculties. In the case of graduate school, telephone survey was conducted with 10 school of public health or environmental health area. Data from the yearbook of Industrial Safety Training Institute (ISTI), the history of Korea Industrial Health Association, and the journals of KINA were also included in the analysis. As the results, we found that there were remarkable improvement in undergraduate and graduate programs, obligatory as well as voluntary continuing education in terms of occupational health nursing expertise between 1991 and 1996. 1) The number of school providing occupational health nursing practice-based lecture was increased with the rate from 7.3% to 25.6%. The rate of school giving over 15 class-hours was increased from 33.3% to 46.6%. 2) Content areas were composed of introduction of occupational health, occupational epidemiology, industrial hygiene, occupational disease and injury, law and policy, health education, concept of occupational health nursing, role of occupational health nurse, occupational health nursing process, etc. Of content areas, occupational health nursing process was more emphasized with the increased rate from 43.9% to 88.4%. 3) In the case of graduate school, occupational health programs were increased from 4 to 10. One of them has developed occupational health nursing program as an independent course since 1991. 4) The law increased educational hours from 28 hours to 36 hours for introductory course at the time of appointment, and from 14 hours to 24 hours every 2 years for continuing education. Course contents were Occupational safety and health law, introduction of occupational health, health education methodology, planning and evaluation, periodic health exam, occupational disease care, primary care, emergency care, management, industrial environment evaluation, etc. In 1996, Korea Industrial Nursing Association has begun to provide continuing education after Industrial Safety Training Institute. 5) Various educational programs in voluntary base were developed such as monthly seminar, CE articles, annual academic symposium, etc. It was shown that changes of law and policy led rapid growth of occupational health nursing education in various levels. From this trend, it is expected that occupational health nurse expertise be continuously to be enhanced in Korea. Legal and political supports should proceed for the development of occupational health nursing in early stage.

• Safety and Health at Work
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• 제7권2호
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• pp.143-149
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• 2016

Background: The industrial revolution that took place in the United Kingdom (UK) between 1760 and 1830 led to profound social change. Occupational medicine was concerned with the diagnosis, treatment, and prevention of occupational diseases, that is, diseases directly caused by exposure to workplace hazards. A similar pattern of development has occurred globally. Methods: A review of relevant literature. Results: The international conceptualization and development of occupational health occurred during the 20th century. A new paradigm for occupational health has emerged that extends the classical focus on what might be termed "health risk management" that is, the focus on workplace hazards and risk to health to include the medical aspects of sickness absence and rehabilitation, the support and management of chronic noncommunicable diseases, and workplace health promotion. Conclusion: The future strategic direction for occupational health will be informed by a needs analysis and a consideration of where it should be positioned within future healthcare provision. What are the occupational health workforce implications of the vision for occupational health provision? New challenges and new ways of working will necessitate a review of the competence and capacity of the occupational health workforce, with implications for future workforce planning.

• Safety and Health at Work
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• 제13권4호
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• pp.429-439
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• 2022

Background: The risk observatory (RO) of the German Social Accident Insurance (DGUV) provides strategic support to the German Social Accident Insurance Institutions (GSAII) in proactive prevention. It does so by identifying future challenges and opportunities for occupational safety and health (OSH) resulting from new trends and developments that affect employees as well as children in elementary education, pupils, and students. Methods: The core of the RO is an online survey that relies on a pool of new trends and developments identified via internet and literature research. 865 prevention experts of the GSAII and the DGUV participated in the survey. They rated trends and developments regarding their sector-specific risks and opportunities for OSH in the 5 years to come. Results: Sector-specific and over-all results show that besides well-known OSH risks such as musculoskeletal stress and noise, developments relevant for OSH come to the fore that do not have their origin in work itself, but are strongly influenced by political, social, economic, environmental, or technical developments that accident insurance can only peripherally influence. Shortage of skilled staff was identified as a threat to OSH in almost all sectors. Conclusions: Prevention must find ways to address repercussions of such OSH risks. Cooperation and political awareness are therefore gaining in importance. Also, implementing a prevention culture in society and strengthening individuals' health and safety literacy, e.g., by target-group-specific communication and sensitization, as well as early safety and health education, help to counteract those OSH risks.

• 한국학교ㆍ지역보건교육학회지
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• 제22권1호
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• pp.73-92
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• 2021

Objectives: The purposes of this study was to describe workers' perceived values and the affecting factors (pros and cons) of the experience education for occupational safety and health and to suggest the strategies and future directions to improve the experience educational quality. Methods: A total of 8 male workers taking the safety and health education of the 7 safety experience education centers involved in this study (5 centers managed by Korea Occupational Safety and Health Agency (KOSHA), 2 centers of large commercial companies). This study used Photovoice, a qualitative method, as the study method. We conducted the photovoice-based in-depth interview with the SHOWeD questions and strategy and used the taxonomical analysis. Results: The study participants' perceived values of experience education were strengthening self-efficacy of the safety and health practices, providing practically useful information, and enjoying refreshing experiences different from daily jobs. Positive affecting factors of the experience education (pros) were providing the educational environments and opportunities of direct experiences, teaching practical safety and health contents for the participants, and the trainer's instruction competencies. Negative affecting factors of the experience education (cons) were learner's negative or standing postures during trainer's lecturing, insufficient exercise conditions and facilities for education, and difficult and theory-oriented lecture far from the practical jobs in reality. Conclusions: Major values of exercise education were direct experiences, useful contents and interesting opportunities from the education participants' perspectives. To improve the exercise education quality, overall educational environments such as convenience facilities as well as exercise facilities should be modified altogether. This study partially and conveniently used the photovoice method as the study limitation.

• Safety and Health at Work
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• 제8권2호
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• pp.206-211
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• 2017

Background: Self-reported low back pain (LBP) has been evaluated in relation to material handling lifting tasks, but little research has focused on relating quantifiable stressors to LBP at the individual level. The National Institute for Occupational Safety and Health (NIOSH) Composite Lifting Index (CLI) has been used to quantify stressors for lifting tasks. A chemical exposure can be readily used as an exposure metric or stressor for chemical risk assessment (RA). Defining and quantifying lifting nonchemical stressors and related adverse responses is more difficult. Stressor-response models appropriate for CLI and LBP associations do not easily fit in common chemical RA modeling techniques (e.g., Benchmark Dose methods), so different approaches were tried. Methods: This work used prospective data from 138 manufacturing workers to consider the linkage of the occupational stressor of material lifting to LBP. The final model used a Bayesian random threshold approach to estimate the probability of an increase in LBP as a threshold step function. Results: Using maximal and mean CLI values, a significant increase in the probability of LBP for values above 1.5 was found. Conclusion: A risk of LBP associated with CLI values > 1.5 existed in this worker population. The relevance for other populations requires further study.