Education and Training to Build Capacity in Total Worker Health®

Newman, Lee S.; Scott, Joshua G.; Childress, Adele; Linnan, Laura; Newhall, Wilbert J.; McLellan, Deborah L.; Campo, Shelly; Freewynn, Sabrina; Hammer, Leslie B.; Leff, Maija S.; Macy, Gretchen; Maples, Elizabeth H.; Rogers, Bonnie; Rohlman, Diane S.; Tenney, Liliana; Watkins, Cecilia

doi:10.1097/jom.0000000000001906

Cited by 20 publications

(34 citation statements)

References 88 publications

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“…Transdisciplinary efforts are those that cross multiple disciplines and professions and result in a broader and more holistic approach to problems solving strategies [ 17 ]. It is therefore likely that there will be a need for new disciplines and specialties in OSH or, at a minimum, a broader skill set and expanded training of traditional OSH professions to include occupational health psychology, human resource management, and TWH [ 18 ]. The model for this expanded focus for OSH was modified from Schulte et al [ 9 , 19 ] and is presented in Figure 1 .…”

Section: Resultsmentioning

confidence: 99%

How Will the Future of Work Shape the OSH Professional of the Future? A Workshop Summary

Felknor

Streit

Chosewood

et al. 2020

IJERPH

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Rapid and profound changes anticipated in the future of work will have significant implications for the education and training of occupational safety and health (OSH) professionals and the workforce. As the nature of the workplace, work, and the workforce change, the OSH field must expand its focus to include existing and new hazards (some yet unknown), consider how to protect the health and well-being of a diverse workforce, and understand and mitigate the safety implications of new work arrangements. Preparing for these changes is critical to developing proactive systems that can protect workers, prevent injury and illness, and promote worker well-being. An in-person workshop held on February 3–4, 2020 at The University of Texas Health Science Center (UTHealth) School of Public Health in Houston, Texas, USA, examined some of the challenges and opportunities OSH education will face in both academic and industry settings. The onslaught of the COVID-19 global pandemic reached the United States one month after this workshop and greatly accelerated the pace of change. This article summarizes presentations from national experts and thought leaders across the spectrum of OSH and professionals in the fields of strategic foresight, systems thinking, and industry, and provides recommendations for the field.

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Section: Resultsmentioning

confidence: 99%

How Will the Future of Work Shape the OSH Professional of the Future? A Workshop Summary

Felknor

Streit

Chosewood

et al. 2020

IJERPH

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“…Therefore, a unified approach involving a fusion of academic education, technical training, and hands-on experience [Heinrich 2015, McCarthy 2015]-ingrained with safety and health competencies [Occupational Hygiene Training Association 2021]is pivotal for meeting the needs and ensuring the overall well-being of the future workforce. Such an approach should also consider learning methods more readily acceptable to workers (such as not requiring a return to school for a supplementary and costly degree) [Felknor et al 2021]; skills for leadership reflecting the changing dynamics in business and workplace management; training for OSH and allied professionals and practitioners who have a hand in any aspect of workforce development [Newman et al 2020]; and active participation by communities who can help with certain OSH-related challenges both on-and off-the-job.…”

Section: Objectivesmentioning

confidence: 99%

“…Within these industries, women, younger workers, and those with lower socio-economic status or in temporary employment may be impacted even further [Organisation for Economic Co-operation and Development 2016, Bureau of Labor Statistics 2020].Many employers have already shown interest in supporting and investing in workforce development, with 30% temporarily re-assigning workers to different tasks; 35% accelerating the implementation of up-skilling and re-skilling programs; and 42% increasing the use of online, digital, or new methods of education and training[World Economic Forum 2016]. Still, such measures will survive only if employers perceive economic and other benefits by way of a return on investment (ROI) or value on investment (VOI) and if they are equipped for workforce development[Newman et al 2020]. Employers and businesses are largely open to some form of continued education, re-training, re-skilling, or up-skilling as they adapt to incorporate new technologies (Goal 6…”

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confidence: 99%

The NIOSH Future of Work Initiative Research Agenda.

2021

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“…Eight recommendations were identified including setting priorities, developing a consensus conceptual framework, listing a set of core measures and outcomes, using a transdisciplinary process, including a range of worker population and settings, using rigorous methodologies, disseminating findings to a wide audience, and using research to develop TWH research laboratories (Bradley et al, 2016). In addition to prioritizing a unified approach to TWH research, Newman et al (2020) proposed a set of TWH competencies to standardize education and training, further supporting the knowledge needs of OHPs.…”

Section: Introductionmentioning

confidence: 99%

Exploring Occupational Health Professionals Understanding and Needs in Regard to Total Worker Health (TWH)

Olszewski

Wolf

Wenskovitch

2021

Workplace Health Saf

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Background: Occupational health professionals (OHPs) are in a unique position to impact the health and well-being of employees at work and outside of work. One way of achieving this holistic health goal is to integrate the concept of Total Worker Health® (TWH) into the organization’s culture. It is critical for OHPs to develop the ability to incorporate TWH into their practices, yet there are gaps in our understanding of OHP’s attitudes toward change and toward TWH, their level of TWH knowledge, and the number of OHPs who have adopted TWH. Methods: An electronic survey was administered to a national sample of 4,777. This cross-sectional study used Qualtrics to record survey responses measuring knowledge of TWH, attitude toward change, resistance to change, transformational leadership ability, perception of organizational readiness, and leadership commitment. Findings: The total sample size was 253 (5.3%). Most respondents were bachelors prepared nurses (75.1%) with greater than 10 years’ experience (71.5%) and employed in manufacturing (42.6%). Approximately 74% ( n = 125) of respondents knew about TWH, but did not have a program in place or were unsure of the existence of one. A high percentage (74.0%) were open to implementing TWH, had favorable attitudes toward change ( M = 3.9 on a 5-point Likert-type scale), but needed education on how to move forward (56.0%). Conclusions/Application to Practice: Findings suggest that most OHPs know about TWH, but generally have not adopted the TWH concept at their worksites. However, they are open to implementing TWH programs and have favorable attitudes toward change.

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Education and Training to Build Capacity in Total Worker Health®

Cited by 20 publications

References 88 publications

How Will the Future of Work Shape the OSH Professional of the Future? A Workshop Summary

How Will the Future of Work Shape the OSH Professional of the Future? A Workshop Summary

The NIOSH Future of Work Initiative Research Agenda.

Exploring Occupational Health Professionals Understanding and Needs in Regard to Total Worker Health (TWH)

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