A eficiência de oficinas em ações educativas na saúde auditiva realizadas com trabalhadores expostos ao ruído

Abstract

A eficiência de oficinas em ações educativas na saúde auditiva realizadas com trabalhadores expostos ao ruídoAline Carlezzo Moreira, Claudia Giglio de Oliveira Gonçalves (2)Regional Reference in Worker's Health Centre of the Alto Uruguai -CEREST, Curitiba, PR, Brazil.Post-graduation Program of the Tuiuti University of Paraná, Curitiba, PR, Brazil. Conflict of interest: non existentAs a result, it becomes essential to establish Health Programs, in the industrial context, which emphasizes the adoption of preventive measures for preservation of workers' hearing, avoiding NoiseInduced Hearing Loss (NIHL) 3,4 . The goal of a Hearing Prevention Program -HPP, in work, is to establish actions so the work environments become healthier, safer and more pleasant, and it has as primary goal to reduce, and even eliminate the NIHL [5][6][7] . Among the aspects that compound a Hearing Prevention Program in work are the actions to control the oto-aggressive agents, to monitor hearing and educational actions, the focus of this study, which the proposition aims the awareness of workers and employers about the consequences INTRODUTIONAlthough noise is present in a lot of occupational environments, its effects are difficult to notice because they are not immediate, but increase through time and may cause irreversible damages to hearing. At present, noise is one of the most potential risks to workers' health, either in industry facilities and other labor activities 1,2 . ABSTRACT Purpose: the effectiveness' analysis of workshops on hearing health as proposed educational actions in health workers exposed to noise. Methods: intervention study of 15 male worker exposed to noise in a food industry. Stages: (1) assessment of hearing profile, (2) application of the questionnaire" Beliefs and attitudes about hearing protection" (NIOSH, 1996) -version A; (3) formulate and conduct three workshops covering some aspects of participatory methodology, with the following themes: anatomy-physiology of hearing, effects of noise, prevention, diagnosis of had noise induced hearing loss, consequences of PAIR, noise and its control, use of ear protections. (4) questionnaire application -version B for workshops evaluation. They were compared with seizure or retention of knowledge through the differences in scores found in questionnaires version A and version B. Results: among investigated workers (15), the average working average working time was 31,5 years, all males showed that 40% had noise induced hearing loss bilaterally. After application of the workshops there was a statistically significant improvement in tree thematic areas, namely: a) Perception of susceptibility to developing a hearing loss, b) Perceived benefits of preventive action and c) Changes in behavioral intentions. Conclusion: the pedagogical design of the Participatory type contributed to the reflection of the workers about preserving your hearing and health in the noise. Using the questionnaire of beliefs and attitudes led to the identification of issues that need to be addressed in...

Avaliação de intervenção educativa voltada à preservação auditiva de trabalhadores de uma lavanderia hospitalar

“…The greatest difficulties of the workers verified in Questionnaire A, with mean scores <3 (inappropriate), occurred in the following themes: Intention of preventive behavior (question 17), Self-efficacy of hearing protection use (questions 9 and 12), Habits harmful to hearing (questions 23 and 24), Knowledge about the effects of noise on health and hearing (questions 28, 29, and 31), Knowledge about hearing diagnosis (questions 33 and 34), and Knowledge about actions of the Hearing Preservation Program (HPP) (questions 35 and 36). Other studies that analyzed workers' knowledge regarding prevention of hearing loss corroborate the findings of this research (12,(25)(26)(27) . For some authors, when noise is not perceived as a harmful environmental factor, little will be done to avoid exposure and its consequences, such as NIHL (6,22,25) .…”

“…In Questionnaire A, 17 questions in the SG and 14 in the CG presented mean scores considered inadequate (<3), which confirm negative attitudes, behaviors, and knowledge about occupational hearing health. Other authors have corroborated such findings (12,25,26) . The greatest difficulties of the workers verified in Questionnaire A, with mean scores <3 (inappropriate), occurred in the following themes: Intention of preventive behavior (question 17), Self-efficacy of hearing protection use (questions 9 and 12), Habits harmful to hearing (questions 23 and 24), Knowledge about the effects of noise on health and hearing (questions 28, 29, and 31), Knowledge about hearing diagnosis (questions 33 and 34), and Knowledge about actions of the Hearing Preservation Program (HPP) (questions 35 and 36).…”

“…Educational level is determinant of the effectiveness of an educational program (4) . Nevertheless, a research on the relationship between schooling and workers' knowledge about hearing loss prevention found no association between these variables for workers evaluated prior to the educational intervention (12) . It is possible to observe that the instrument used (Questionnaire A and B) was able to measure the effectiveness of the intervention, which will assist with the planning of future Educational Actions; however, recommendation of this instrument in other studies would depend on determination of its reliability and validity (30) .…”

“…Development of educational actions that promote awareness and knowledge about how to preserve hearing at the workplace is among these actions (4,5) . The specific scientific literature presents several studies on the development of interventions aimed at raising awareness of hearing protection in workers from different sectors, namely, (6,7) , carpentry (8) , hospitals (9,10) , civil defense -firefighters (11) , and food producing companies (12) . Hospital laundries, which are the object of the present study, are another occupational setting that presents risks to hearing (13) ; however, no studies describing educational actions in this segment have been observed.…”

Untitled

“…17 Researchers believe that the key to improving knowledge and intensifying protective and preventive actions against noisy environments falls under the scope of the field of Environmental Education. 11,18 Environmental Education refers to processes through which the individual and society as a whole build social principles, knowledge, skills, attitudes, and competencies directed toward environmental conservation, an important asset for a community's well-being and its sustainable development. 19 Environmental Education belongs to the field of Geography, which investigates the causes, effects, and prevention methods of noise pollution.…”