Objective to assess the identification of health disorders as self-reported by apprentices of welding and to analyze the strength of the relationship between age and time of experience with self-reported health disorders before and after a socio-environmental nursing intervention. Method this quasi-experimental, non-randomized, before-and-after study was conducted with 86 welding apprentices from a private entity. Results the results show a significant difference for the pre- and post-test means and an increase in the post-test mean score for the cardiovascular, respiratory and cutaneous systems. There was also a negative correlation between the apprentices' ages and the identification of health disorders. Conclusion the socio-environmental nursing intervention enabled obtaining information on health disorders related to welding. In turn, such information enabled the apprentices to assess information and self-report health disorders.
The present study has aimed to identify the perceptions of apprentice welders about physical, chemical, biological, and physiological risk factors to which they are exposed; identify types of occupational accidents involving apprentice welders; and report the development of a socioenvironmental education intervention as a tool for risk communication for apprentice welders. A quantitative study was performed with 161 apprentice welders in Southern Brazil in 2011. Data collection was performed via structured interviews with the apprentice welders about risk perception, occupational accidents, and time experienced in welding. The data were analyzed using SPSS 19.0. The participants identified the following risk types: physical (96.9%), chemical (95%), physiological (86.3%), and biological (51.5%). In this sample, 39.7% of apprentice welders reported occupational accidents and 27.3% reported burning. The inferential analysis showed that the frequency of risk perception factors increases with the length of experience, and apprentice welders who have experienced accidents during welding activity perceive a higher amount of risk factors than those who have never experienced them. It is concluded that apprentice welders perceive risks and that they tend to relate risks with the occurrence of occupational accidents as an indicator of the dangerous nature of their activity.
Resumo: O presente estudo faz uma análise das respostas fornecidas por uma amostra de 360 graduandos à Escala de Atitudes em relação à Estatística (EAE). Para tanto, o ajuste do Modelo de Resposta Gradual da Teoria de Resposta ao Item foi efetuado no software PARSCALE. A escala apresentou parâmetros de discriminação dos itens (a i ) indo de moderado a alto. Os parâmetros de dificuldade dos itens (b i ) mostraram que a proposição de mais fácil concordância por parte dos alunos foi referente à tensão sentida, pelos mesmos, durante as aulas de estatística. As variáveis que mostraram influenciar no nível de atitudes foram: área de estudo, autopercepção de desempenho na disciplina e reconhecimento da aplicabilidade da estatística. Esses resultados sugerem que sejam adotadas estratégias para desenvolvimento de um ambiente de ensino-aprendizado estimulante, agradável, e que reforce as aplicações da estatística no contexto do curso de cada estudante.Palavras-chave: Educação estatística. Teoria de Resposta ao Item. Abstract:In this study we analyze the responses provided by a sample of 360 students at a private university in a Scale of Attitudes towards Statistics (EAE) test. The fit of the Graded Response Model of the Item Response Theory was made using the software PARSCALE. The scale showed the discrimination of items (a i ) going from moderate to high level. The parameters of difficulty of the items (b i ) showed that the proposition of easy agreement on the part of students was effected by the tension felt doing statistics classes. The variables that showed significance in the level of influence attitudes were: area of study, self-perception of performance in the discipline and the applicability of statistics. These results suggest that strategies have to be adopted to develop an environment for teaching and learning that is exciting and enjoyable, and to enhance the applications of statistics in the context of the subject for each student.
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