Schools' guide : How to select providers of road safety education programs for senior school students

Road safety education is not just about safe driving. Best practice road safety education seeks to improve knowledge and change attitudes relating to being safe, and making sure others are safe on the road. Typical topics might include: • Strengthening attitudes toward safe road use behaviours and avoiding risks • Supporting behaviours to ensure others are safe • Promoting knowledge of traffic rules.

Review of the ACT Road Ready and Road Ready Plus Novice Driver Road Safety Education Course Material

This report documents research that was commissioned in order to review the materials used in the Road Ready program for relevancy and acceptability to the target audiences as part of the implementation of the ACT Road Safety Strategy Action Plan. Relevant literature on young driver crash risk and best practice principles in driver education was reviewed as a first step (Section 2). The evidence for effectiveness of driver education programs in Australia was summarised (Section 3) and a separate review of the use of incentives in relation to driver education was performed. The brief called for an expert review of the materials and delivery design for both the Road Ready and Road Ready Plus programs. This is reported in Section 5, along with the overall recommendations for program improvement. More specific comments on individual modules in the Road Ready program are listed at the end of Section 5. Lastly, feedback from stakeholders, specifically the facilitators and teachers of the programs, as well as former students who have completed the Road Ready program, was sought. Interviews and surveys were conducted with these groups. Summaries of the methods and findings are contained in Section 6.

A work-based research assessment of the impact of 'lean manufacturing' on health and safety education within an SME

Globalisation has had a major impact on the engineering industry as pacific Rim countries undercut manufacturing costs and provide a more cost-effective location for many businesses. Engineering in Nortehrn Ireland has mostly declined owing to increased competition from these countries. Engineering companies are now forced to streamline their production processes and employ cost-reducing practices in order to meet customer demands at reduced prices. This article aims to analyse the effects of one such streamlining endeavour which was first introduced after World War II in Japan- 'lean manufacturing' . 'Lean manufacturing' aims to reduce all wasteful activities within the production process in order to improve productivity, while reducing manufacturing costs. The work-based project under consideration was concerned with the impact 'lean manufacturing' may have on health and safety performance and education within an engineering company. The focus of the project was to determine through work-based research, and quantitative analysis, the employee perception on health and safety: has it changed (either positively or negatively), as a consequence of implementing 'lean manufacturing'.

Applications of cognitive theories to children's fire safety education

Children under five have the highest rate of fire-related accidents (Australian Institute of Health and Welfare, 2001). It is therefore essential to develop effective fire safety education programs to prevent casualties due to a fire. At present, there are fire education programs conducted across Australia for primary school children. However, it is vital that these programs get their message across to the children in the most efficient manner to help children retain the information. The present study evaluated the effectiveness of the 'Fire Ed' program conducted in Victoria and assessed the retention of fire safety information in children in preparatory and Grade five levels. The findings suggest that the information is not retained over long periods of time. Suggestions are made to provide fire safety education in line with
theories of cognitive development to make it more effective.

Effectiveness of fire safety education in primary school children

Young children have been identified as a high-risk group in relation to fire-related deaths because of their limited ability to understand the intinsic dangers of fire, to foresee the consequences of playing with fire, or to manage a fire if it were to become out of control.  Children are also not equipped to respond in a meaningful way in the event of a fire.  It is therefore essential that fire safety education be imparted to children in an effective manner so as to equip them to deal with a fire efficiently.  The objective of the present study was to evaluate the 'Fire Ed' program conducted by the Melbourne Metropolitan Fire Brigade for primary school children to determine whether exposure to the curriculum will influence children's knowledge of fire safety behaviours.  Although the program has numerous positive features, its overall effectivenedd has not been evaluated.  It was hypothesised that: a) children will not be aware of essential fire safety information prior to attending the 'Fire Ed' program, and b) children will display a significant gain in fire safety knowledge after participation in the program.  Sixty children from six primary schools participated in the study and they were tested on their level of fire safety knowledge prior to and after partcipation in the 'Fire Ed' program.  Results show that the children's knowledge of fire safety procedures improved significantly after participation in the program when tested after three weeks, however, when their knowledge was examined after five weeks, a significant decline was seen.  The findings show that regular evaluations of fire safety programs are required and that they could be improved by considering the different stages of cognitive development in children.

Traffic safety education and health promoting school : a metropolitan and rural pilot study

Traffic Safety Education (TSE) is an important part of a school's program; however, it competes with many other components of schooling such as literacy, numeracy and a number of health areas. Hence TSE provision in Victorian schools has been somewhat fragmented and haphazard in its delivery. This small pilot study involved two metropolitan and two rural schools which attempted to link TSE into mainstream school activities through the new Victorian Essential Learning Standards (VELS) utilising the internationally accepted Health Promoting Schools (HPS) framework.
The findings of the pilot study showed that though schools face many demands, understanding and ownership of TSE is possible when administrative support, professional development and adequate planning time are made available. The report outlines several key recommendations to improve the delivery of Traffic Safety Education in Victorian schools.

Clinical risk management and patient safety education for nurses : a critique

Nurses have a pivotal role to play in clinical risk management (CRM) and promoting patient safety in health care domains. Accordingly, nurses need to be prepared educationally to manage clinical risk effectively when delivering patient care. Just what form the CRM and safety education of nurses should take, however, remains an open question. A recent search of the literature has revealed a surprising lack of evidence substantiating models of effective CRM and safety education for nurses. In this paper, a critical discussion is advanced on the question of CRM and safety education for nurses and the need for nurse education in this area to be reviewed and systematically researched as a strategic priority, nationally and internationally. It is a key contention of this paper that without ‘good’ safety education research it will not be possible to ensure that the educational programs that are being offered to nurses in this area are evidence-based and designed in a manner that will enable nurses to develop the capabilities they need to respond effectively to the multifaceted and complex demands that are inherent in their ethical and professional responsibilities to promote and protect patient safety and quality care in health care domains.

Guidelines for a K-12 traffic safety education curriculum. Volume I: procedures and findings. Final report.

National Highway Traffic Safety Administration, Washington, D.C.

Guidelines for a K-12 traffic safety education curriculum. Volume II: curriculum content and instructional approach. Final report.

National Highway Traffic Safety Administration, Washington, D.C.

Analytical methods applications in safety engineering : a training monograph.

"October 1982."

Youth alcohol safety education criteria development. Final report.

National Highway Traffic Safety Administration, Washington, D.C.

Application of hazard evaluation techniques to the design of potentially hazardous industrial chemical processes /

"March 1992."

Good practices guide for bicycle safety education.

"HSA-4/30-02 (5M)QE"--P. [2] of cover.

A work book in citizenship training for children ... with special reference to civics, health, safety education, morals and manners, and thrift.

Mode of access: Internet.