Before compiling educational plan, the assessment of the work site took place. The assessment was particularly focused on recently hired young employees. Such an orientation is based on the lack of practical knowledge about hazardous material exposure among young workers. The recent statistics suggest that workplace incident rate in healthcare is equal to 38.2 per 10,000 employees. This rate is 90% greater than in all other private industries taken together (Tweedy, 2015, p.39). The assessment was conducted through a self-report survey, in which the workers described their empirical knowledge regarding public health considerations of hazardous substance exposure (Sharma & Romas, 2012). As a result, the majority of young employees expressed a general doubt about own practical workplace security skills. Therefore, a preliminary willingness to change was detected. That is why a subsequent brainstorming as training method was chosen in order to generate change initiatives (Sharma & Romas, 2012). On a separate note, such tendency is quite natural in communities of inexperienced nurse personnel. Education, training, and health promotion are justified in that regard, especially under circumstances of the fact that the local communities also need to revise and comprehend new public health policy. Hence, the main expected outcomes of the education program are a careful behavior with hazardous materials, the implementation of a comprehensive preventive system, and the establishment of revised public health policy.
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A large volume of literature has been published on a subject of health promotion, but the concept suggested by Allender, Rector, and Warner (2014) is worth discussion. The authors argue that promotion of health comprises of three levels: primary prevention via health education and health protection, secondary that is guaranteed by early diagnosis and prompt treatment, and third, which is rehabilitation and primary prevention. This concept is applicable to the case since basic considerations of hazardous material exposure should be implemented within the group of recently hired employees. They are expected to obtain education and training concerning differentiating, handling hazardous materials, and eacting to the accidental exposure. Also, the employees will be taught to promote their knowledge in local communities using a designed public policy. Likewise, Tweedy (2015) assumes that a more simplified system of signs and languages for hazardous materials should be used in the clinical environment. In such a way, development of conspicuous warning symbols and language system should be deployed to a three-level concept suggested by Allender, Rector, and Warner. It will facilitate training and education of new employees and establish the foundation for a further public health policy promotion.
For the educational plan to be effective, it is necessary to contextualize results of the survey. The discussion of them is essential to orient the employees towards the adequate objectives of education. A group brainstorming is an important step as it allows finding a flexible, empirical, and workplace-tailored solution (Sharma & Romas, 2012). It is fair to mention that social learning theory can also be applied as the imitation is reported to contribute to 63% of success regarding learning in the clinical environment (Sharma & Romas, 2012, p. 261). Then, the identification of objectives and assignment of specific tasks need to take place. Tasks and objectives, however, cannot create a comprehensive framework; thus, a specific but basic policy should be designed for the learners (Pender, Murdaugh, & Parsons, 2011). This policy is expected to become public to promote healthy behavior in relation to using hazardous materials. As soon as these issues are addressed, the official announcement of the policy is required. That step should followed by actual enactment of the policy and new standards of practice.
Since the educational process has to consider patient-centric approaches, collaborative model is suggested. Such approach can be justified with the interdisciplinary vision of the problem enabling the representatives of different teams to be involved (Ignatavicius & Workman, 2016). The exchange of knowledge and expertise among colleagues is especially important to decrease the cases of inappropriate reaction to hazardous substance exposure. All employees will follow common learning objectives for the educational outcomes to obtain a public form. This aspect is pivotal because the knowledge gained by the workers should be transformed into a public health policy for local communities (Pender et al., 2011). Such collaboration also deploys culturally sensitive approach. That is why warning system may need translation to several languages popular within local communities. Warning symbols should be unbiased as well, so that the representatives of any population layer could properly interpret them.
The workers are expected to gain new skills within three months. The costs required are those for the development of warning sign systems only. One may argue that the workers should receive specific bonuses for such education, but the employees should perceive this education as a part of their professional practice (Pender et al., 2011). Nonetheless, resistance may become a considerable barrier; therefore, the adequate human resource management will be needed. The refusal to adopt hazardous material exposure policy will mean a rejection to complete the primary job task. The evaluation of the education may require designing specific metrics and official certification of organization. They would ensure low incident rate and positive results in regular testing. The measurement of the personnel reaction during simulated hazardous exposure is relevant to check knowledge. As for local communities, their knowledge can be measured with public surveys.
Eventually, self-help groups should become an educational method. The employees have to learn in a team in order to apply system thinking and create a community-based approach to the enactment of public health policy (Pender et al., 2011). The workforce is supposed to use acquired knowledge in their daily performance as well as deliver it to the local communities. Self-help groups are an empirically-driven educational method because the personnel have to react to arising problems in their workplace. In such a way, actual workplace situations will contribute to skills developing at all three levels of health promotion and education. The practice-driven education facilitates further implementation of public health policies and their promotion (Pender et al., 2011).