Knowledge and Experiences of Risks among Pupils in Vocational Education

Ing-Marie Andersson,Kristina Gunnarsson,Gunnar Rosèn,Marie Moström Åberg 한국산업안전보건공단 산업안전보건연구원 2014 Safety and health at work Vol.5 No.3

Background: Young male and female workers are over-represented in statistics concerning negativeoutcomes of poor work environment and risky work. Young workers often have low awareness of risk, alack of safety training, and inadequate introduction to the work. The aim of this study was to identify theknowledge and experiences of pupils of vocational schools concerning potential work environment risksin their future work. Methods: The study design was a dual one, and included a questionnaire and focus group interviews. Thestudy group consisted of 239 pupils from 10 upper secondary schools, who were graduating pupils infour vocational programs: the Industrial Technology Programme, the Restaurant Management and FoodProgramme, the Transport Programme, and the Handicraft Programme (in which students specialize inwood products). The upper secondary schools were located in the central region of Sweden. Results: The pupils had limited knowledge that employers must, by law, conduct risk analyses andprevent risks. Many felt that they themselves are mainly responsible for performing their tasks safely. Pupils in all programs mentioned acute risk as the greatest risk at work. The theoretical education aboutsafety at work was provided in the 1st year of the 3-year vocational programs. Conclusion: A systematic approach to pupils’ training in work environment, which is a basis for a safe andhealthy workplace, is lacking. The study findings indicate that pupils are offered knowledge far from thatintended by laws and by state-of-the-art occupational health risk research.

Role of Headmasters, Teachers, and Supervisors in Knowledge Transfer about Occupational Health and Safety to Pupils in Vocational Education

Ing-Marie Andersson,Kristina Gunnarsson,Gunnar Rosèn 한국산업안전보건공단 산업안전보건연구원 2015 Safety and health at work Vol.6 No.4

Background: Young people are at an increased risk for illness in working life. The authorities stipulate certain goals for training in occupational health and safety (OHS) in vocational schools. A previous study concluded that pupils in vocational education had limited knowledge in the prevention of health risks at work. The aim of the current study, therefore, was to study how OHS training is organized in school and in workplace-based learning (WPL). Methods: The study design featured a qualitative approach, which included interviews with 12 headmasters, 20 teachers, and 20 supervisors at companies in which the pupils had their WPL. The study was conducted at 10 upper secondary schools, located in Central Sweden, that were graduating pupils in four vocational programs. Results: The interviews with headmasters, teachers, and supervisors indicate a staggered picture of how pupils are prepared for safe work. The headmasters generally give teachers the responsibility for how goals should be reached. Teaching is very much based on risk factors that are present in the workshops and on teachers’ own experiences and knowledge. The teaching during WPL also lacks the systematic training in OHS as well as in the traditional classroom environment. Conclusion: Teachers and supervisors did not plan the training in OHS in accordance with the provisions of systematic work environment management. Instead, the teachers based the training on their own experiences. Most of the supervisors did not receive information from the schools as to what should be included when introducing OHS issues in WPL.

Knowledge and Experiences of Risks among Pupils in Vocational Education

Andersson, Ing-Marie,Gunnarsson, Kristina,Rosen, Gunnar,Aberg, Marie Mostrom Occupational Safety and Health Research Institute 2014 Safety and health at work Vol.5 No.3

Background: Young male and female workers are over-represented in statistics concerning negative outcomes of poor work environment and risky work. Young workers often have low awareness of risk, a lack of safety training, and inadequate introduction to the work. The aim of this study was to identify the knowledge and experiences of pupils of vocational schools concerning potential work environment risks in their future work. Methods: The study design was a dual one, and included a questionnaire and focus group interviews. The study group consisted of 239 pupils from 10 upper secondary schools, who were graduating pupils in four vocational programs: the Industrial Technology Programme, the Restaurant Management and Food Programme, the Transport Programme, and the Handicraft Programme (in which students specialize in wood products). The upper secondary schools were located in the central region of Sweden. Results: The pupils had limited knowledge that employers must, by law, conduct risk analyses and prevent risks. Many felt that they themselves are mainly responsible for performing their tasks safely. Pupils in all programs mentioned acute risk as the greatest risk at work. The theoretical education about safety at work was provided in the $1^{st}$ year of the 3-year vocational programs. Conclusion: A systematic approach to pupils' training in work environment, which is a basis for a safe and healthy workplace, is lacking. The study findings indicate that pupils are offered knowledge far from that intended by laws and by state-of-the-art occupational health risk research.

Role of Headmasters, Teachers, and Supervisors in Knowledge Transfer about Occupational Health and Safety to Pupils in Vocational Education

Andersson, Ing-Marie,Gunnarsson, Kristina,Rosen, Gunnar Occupational Safety and Health Research Institute 2015 Safety and health at work Vol.6 No.4

Background: Young people are at an increased risk for illness in working life. The authorities stipulate certain goals for training in occupational health and safety (OHS) in vocational schools. A previous study concluded that pupils in vocational education had limited knowledge in the prevention of health risks at work. The aim of the current study, therefore, was to study how OHS training is organized in school and in workplace-based learning (WPL). Methods: The study design featured a qualitative approach, which included interviews with 12 headmasters, 20 teachers, and 20 supervisors at companies in which the pupils had their WPL. The study was conducted at 10 upper secondary schools, located in Central Sweden, that were graduating pupils in four vocational programs. Results: The interviews with headmasters, teachers, and supervisors indicate a staggered picture of how pupils are prepared for safe work. The headmasters generally give teachers the responsibility for how goals should be reached. Teaching is very much based on risk factors that are present in the workshops and on teachers' own experiences and knowledge. The teaching during WPL also lacks the systematic training in OHS as well as in the traditional classroom environment. Conclusion: Teachers and supervisors did not plan the training in OHS in accordance with the provisions of systematic work environment management. Instead, the teachers based the training on their own experiences. Most of the supervisors did not receive information from the schools as to what should be included when introducing OHS issues in WPL.

Skin Barrier Function Assessment: Electrical Impedance Spectroscopy Is Less Influenced by Daily Routine Activities Than Transepidermal Water Loss

Huygen Lisa,Thys Pauline Marie,Wollenberg Andreas,Gutermuth Jan,Krohn Inge Kortekaas 대한피부과학회 2024 Annals of Dermatology Vol.36 No.2

Background: Skin barrier function assessment is commonly done by measuring transepider- mal water loss (TEWL). An important limitation of this method is the influence of intrinsic and extrinsic factors. Electrical impedance spectroscopy (EIS) is a lesser-established method for skin barrier function assessment. Some influential factors have been described, but no guidelines exist regarding the standardization of these measurements. Objective: To evaluate the effect size of daily routine activities on TEWL and EIS, as well as their correlation with age and anatomical differences. Methods: Healthy participants (n=31) were stratified into three age groups (18–29, 30–49, and ≥50 years). In a climate-controlled room, EIS and TEWL measurements were performed on the left and right volar forearm and abdomen. Results: Body cream application decreased TEWL and EIS values after 15 and 90 minutes. Skin washing decreased TEWL for 15 minutes and EIS values for at least 90 minutes. TEWL was in- creased 5 minutes after moderate to intense exercise. Coffee intake increased TEWL on the ab- domen after 60 minutes. TEWL and EIS values did not correlate with participants’ age and no anatomical differences were obser ved. No correlation was obser ved between TEWL and EIS. Conclusion: Body cream application and skin washing should be avoided at least 90 minutes prior to measurements of TEWL and EIS. Exercise and coffee intake should also be avoided prior to TEWL measurements. EIS may be a promising tool for skin barrier function assess- ment as it is less affected by daily routine activities than TEWL.