This assessed players' attitudes (four items), subjective norms (four), perceived behavioural control (four) and intentions (one) around the safety behaviour of learning correct landing technique at netball training.
The implications of the research methods adopted in the 88 papers are discussed in terms of their relationship with the kinds of safety knowledge, safety learning processes, and safety management practices that they inform and/or generate.
As the results of the questionnaires have not been reported so far, we present the according results with regard to the self-reported evaluation of user acceptance, system safety and judgment of learning.
With the increase of concern about and focus on patient safety these ways of learning are today significantly diminished and medical students learn and rehearse their skills away from real patients using mannequins, standard patients and simulation.
During these discussions questions of safety were debated, moments of learning and awareness emerged, and were connected with the question of how to video record a safe process.
Above we have outlined how a collaborative digital-material learning environment has been constituted through one example of an innovative initiative in the construction industry – an industry where safety presents a great challenge, where conventional text-based methods of learning about safety tend to be difficult to effect, in part because embodied knowing and learning tend to take precedence.
Provided that good design of components and systems is critical for safe operation of the plants, understanding what influences the process of learning for safety in design activities is of utmost importance.
Railtrack, the Association of Train Operating Companies and the safety body Railway Safety issued a joint statement talking of "learning the lessons" of Paddington.
Against this background, the aim of this study was to review the contents of SEA reports submitted by GPs and in doing so to identify the range of quality and safety issues analysed, the types of learning needs raised and the purported actions implemented by health care teams.
Many showed great concern for food safety (64%) and expressed desire of learning more in the following aspects: food-borne diseases (68%), food preparation and storage (59% respectively), junk food (50%) and how to grow their own food in an urban context (50%) (See Fig. 2).
