scholarly journals Evidence-based practices of effective fire safety education programming for children

2021 ◽  
Vol 10.47389/36 (No 2) ◽  
pp. 34-41
Author(s):  
Kamarah Pooley ◽  
Sonia Nunez ◽  
Mark Whybro
Keyword(s):  
Fire Safety ◽  
Evidence Based ◽  
Safety Education ◽  
Education Programs ◽  
Evidence Based Practices ◽  
Fire Services ◽  
School Based ◽  
The World ◽  
Evidence Based Guidelines ◽  
Safety Knowledge

School-based fire safety education programs are implemented by fire services organisations around the world to improve children’s fire safety knowledge and skills. Such education is considered the single most modifiable strategy that fire services organisations can implement to reduce the risk that children will misuse fire or be harmed by fire. Despite this, there are no overarching and evidence-based guidelines for the development of new programs or the evaluation and modification of existing ones. To fill this void, a rapid evidence assessment of existing literature was conducted. Results revealed 25 evidence-based practices that held true in a variety of contexts and methodologically diverse studies. These practices inform an empirical framework that can be used to guide fire safety education programs for children.

Evaluation of Pedestrian Safety Education Programs for Young Children: A Review of Methodologies

1995 ◽  
Vol 8 (1) ◽  
pp. 42-47 ◽  
Author(s):  
Chris Gillam ◽  
Mark Stevenson
Keyword(s):  
Young Children ◽  
Selection Bias ◽  
Pedestrian Safety ◽  
Future Research ◽  
Safety Education ◽  
Education Programs ◽  
School Based ◽  
Relevant Variables ◽  
Methodological Difficulties

A review of the research methodologies used to evaluate the effectiveness of pedestrian education programs for children is presented in this paper. Since pedestrian injuries are one of the leading causes of morbidity and mortality among young children it is necessary to identify and evaluate interventions which will reduce the incidence and severity of these injuries. There are, however, many methodological difficulties to be overcome by researchers attempting to establish the merit of such programs. For example, selection bias in school-based programs, lack of strict criteria for follow-up of all subjects, and an inability to control for confounding because relevant variables are not rigorously monitored are just some of the methodological limitations. This paper identifies a number of limitations and aspects of evaluation which are of ten omitted and suggests ways in which these problems may be addressed in future research.

Knowledge of Evidence-Based Practices and Frequency of Selection Among School-Based Professionals of Students With Autism

2020 ◽  
pp. 002246692095868
Author(s):  
Kristi L. Morin ◽  
Ann Sam ◽  
Brianne Tomaszewski ◽  
Victoria Waters ◽  
Samuel L. Odom
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Large Scale ◽  
Descriptive Statistics ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Learning Modules ◽  
School Based ◽  
Students With Autism ◽  
Selection Of

Autism Focused Intervention Resources and Modules (AFIRM) are a set of self-paced, online learning modules designed to disseminate information about the 27 evidence-based practices identified through a large-scale review of focused intervention practices for individuals with autism. In this study, we used descriptive statistics and an analysis of variance to analyze more than 67,000 pre-tests completed by over 22,000 school-based AFIRM users to determine whether there are differences by occupation in the (a) selection of evidence-based practices, (b) knowledge of evidence-based practices, and (c) average number of evidence-based practices selected. Results reveal statistically significant differences between groups and have implications for providers and administrators responsible for designing and delivering professional development for school-based professionals working with students with autism.

Press Report: Who Criticized for Neglecting Evidence

2007 ◽  
Vol 37 (4) ◽  
pp. 783-785
Author(s):  
Maria Cheng ◽  
Jean McMahon
Keyword(s):  
World Health Organization ◽  
World Health ◽  
Evidence Based ◽  
The World ◽  
Press Report ◽  
Health Organization ◽  
Evidence Based Guidelines

A study published in The Lancet reveals that when developing “evidence-based” guidelines, the World Health Organization routinely forgets one key ingredient: evidence. The study is based on interviews with senior WHO officials and analyses of various guidelines to determine how they were produced. The authors found a distinctly non-transparent process.

Teaching Fire Safety Education: Strategies to Support Safety

2017 ◽  
pp. 71-82
Author(s):  
David J. Kolko ◽  
Eric M. Vernberg
Keyword(s):  
Fire Safety ◽  
Safety Information ◽  
Fire Prevention ◽  
Teaching Skills ◽  
Safety Education ◽  
Important Addition ◽  
The Subject ◽  
Practical Information ◽  
Safety Knowledge ◽  
In Fire

This chapter continues the subject of fire safety education with practical information on the dangers of fires and ways to avoid it that includes teaching skills to help the child reduce exposure to fire and prevent injuries or other damages by responding effectively to it. It provides additional materials for families to support children in fire prevention, including a home project. Sections include emphasis on fire as a tool, not a toy; reporting a fire, extinguishers, evacuation, and the stop-drop-roll technique. Also discussed is how to review the child’s fire-safety knowledge and provide suggestions to apply what has been learned. An important addition addresses how to prepare a babysitter or other caregiver with all necessary fire safety information.

The safe tweet: social media use by Ontario fire services

2018 ◽  
Vol 7 (3) ◽  
pp. 179-191
Author(s):  
Sharon Lauricella ◽  
Kristy-Lynn Pankhurst
Keyword(s):  
Social Media ◽  
Qualitative Analysis ◽  
Fire Safety ◽  
Fire Service ◽  
Safety Education ◽  
Content Type ◽  
Safety Standards ◽  
The Public ◽  
Fire Services ◽  
Practical Implications

Purpose The purpose of this paper is to examine how fire services use social media to educate the public about safety and fire prevention. Design/methodology/approach Grounded theoretical methods were employed in a rigorous qualitative analysis of five significant fire services’ Twitter accounts in Ontario, Canada. Findings Seven main themes emerged from the data, with an overarching conclusion that tweets made by fire service organisations and professionals do not focus primarily on fire safety. Research limitations/implications This paper addresses a gap in the literature in terms of understanding how social media communicates information about all three lines of defence against fire, with a focus on the first two: public fire safety education, fire safety standards and enforcement and emergency response. Practical implications The authors suggest that fire services need to employ a more segmented approach to social media posts with an objective to engage and educate the public. Originality/value This paper is the first extensive qualitative analysis to consider the particulars of fire services’ social media presence.

scholarly journals 415 Evidence-based fire safety education and training material for social and healthcare service providers

2016 ◽  
Vol 22 (Suppl 2) ◽  
pp. A152.1-A152
Author(s):  
Tarja Ojala ◽  
Satu Pajala ◽  
Markus Grönfors ◽  
Nina Martikainen ◽  
Anne Lounamaa
Keyword(s):  
Fire Safety ◽  
Healthcare Service ◽  
Service Providers ◽  
Education And Training ◽  
Evidence Based ◽  
Safety Education ◽  
Training Material ◽  
And Training

scholarly journals Evidence-based education: A strategic approach to improving the Human Development Index (HDI) of West Borneo

2019 ◽  
Vol 5 (1) ◽  
pp. 44-51
Author(s):  
Nurmala Elmin Simbolon ◽  
Donald Marua Kalimaintan
Keyword(s):  
Vocational Education ◽  
Human Development ◽  
Human Development Index ◽  
Local Governments ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Development Index ◽  
Strategic Approach ◽  
High Urgency ◽  
The World

West Borneo's rank of human development index (HDI), which currently is one of the five ithe lowest position of all of Indonesia, requires attention from all parties. Education, one of the indicators assessed in this HDI, certainly has an important role. Vocational education, which produces skilled and ready-to-work graduates, has a big role in accelerating West Borneo's human development. This article aims to examine the importance of implementing evidence-based education or orginally evidence-based practices (EBPs) especially in vocational education. The implementation of evidence-based education can bridge the gap between the findings of research in the field of education and the practice of education in the field or school. The study in this article is qualitative research, which uses documents as information or data to be analyzed. Findings show that the mapping of the number of vocational education institutions and existing industries was very necessary to conduct. In addition, collaboration between local researchers and academics, the world of industry and local governments has a high urgency to do.

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