Farm Safety Research to Practice: The Long Road From the Laboratory to the Farm

Abstract

Research to Practice is a critically important component in the Centers for Disease Control and Prevention/National Institute for Occupational Safety and Health (CDC/NIOSH) mission of conducting applied research in support of worker health and safety. All of the excellent research in the world will not help workers if the products of that research are not effectively integrated into widespread use in industry. For this reason, Research to Practice has been a major program emphasis within NIOSH. Although success stories can be found, few come from agriculture, the authors maintain, because of a range of unique economic and regulatory factors present in this sector. The purpose of this commentary is to discuss the major factors standing in the way of bringing proven agricultural safety innovations into commercial production, and to outline a range of possible solutions to these structural challenges.

Factors associated with protective eyewear use among cocoa farmers in Ghana

“…For example, unavailability of PEW can be changed by making them more easily available through key stakeholders such as optometrists, the Ghana Cocoa Board and the Ministry of Food and Agriculture 23. Similarly, ignorance/lack of training can be changed by training farmers on the benefits and importance of PEW 24 25. The study also highlights economic reasons as one of the leading barriers to the use of PEW.…”

Measuring Links Between Awareness and Implementation of Engineering Education Research in Practice

“…The emphasis on RTP has been primarily attributed to policymakers, who fund research and set expectations for scholars leading research projects to evaluate and specify how their projects are relevant and make an impact in practice (Daley & Shinton, 2014). Accordingly, various fields and disciplines (e.g., farming, construction, linguistics, geriatrics, psychology, disabilities, health, and education) are concerned with the phenomenon of RTP, specifically improving RTP pathways and reducing the RTP gap (Bradley, Danielson, & Hallahan, 2002;Chang, Nixon, & Baker, 2015;Chun, 2002;Dingfelder & Mandell, 2011;Fiske & Earle-Richardson, 2013;Gillen, 2010;Jensen & Foster, 2010;Langberg et al, 2018;Li et al, 2016;Marschark, Lang, & Albertini, 2002 R., 2002).…”

“…In disciplines outside of engineering, scholars demonstrate particular approaches to promoting RTP in their respective fields, such as providing overviews of relevant empirical literature with recommendations about practical applications of theories and research (Bradley et al, 2002;Chun, 2002;Marschark et al, 2002); describing specific examples of researchinformed interventions and initiatives that demonstrate RTP in their field of interest (Chang et al, 2015;Gillen, 2010;Langberg et al, 2018); and a comprehensive approach that acknowledges the RTP gap in their field of interest, identifies the barriers that hinder RTP, and provide practical solutions for addressing these barriers and facilitating a RTP pathway in the field (Dingfelder & Mandell, 2011;Fiske & Earle-Richardson, 2013;Jensen & Foster, 2010;Li et al, 2016 , 2002). While other fields have examined the RTP phenomenon in these ways, the field of engineering education is significantly lacking in understanding the factors that obstruct and promote RTP.…”