Lessons learned from co‐designing a high school beach safety education program with lifeguards and students

Koon, William; Brander, Robert W.; Alonzo, Dennis; Peden, Amy E.

doi:10.1002/hpja.664

Cited by 12 publications

(16 citation statements)

References 46 publications

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“…The consensus throughout the rip survivor interviews was that rip‐current education is important, yet it remains unknown what educational approaches or messages are potentially more effective due to an overall lack of evaluation of any existing beach and rip current education strategies and interventions. There are only a few examples of published research and these have focussed on public and school beach safety presentations 72,73 . Recently some of the authors of this study (RB, AP) were involved in an evaluation report assessing the potential effectiveness of a ‘Float to Survive’ beach safety message 74 .…”

Section: Discussionmentioning

confidence: 99%

“…It is well understood that being involved in a natural haz- beach safety presentations. 72,73 Recently some of the authors of this study (RB, AP) were involved in an evaluation report assessing the potential effectiveness of a 'Float to Survive' beach safety message. 74 Overall, however, a significant research gap exists in relation to rip current education, both in Australia and globally, that should be addressed by future studies.…”

Section: Risk Factor Interviewee Reflections Implications For Beach S...mentioning

confidence: 99%

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‘I actually thought that I was going to die’: Lessons on the rip current hazard from survivor experiences

Cornell

Brander

Roberts

et al. 2023

Health Prom J of Aust

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BackgroundRip currents are strong, narrow, fast‐flowing currents of water that occur on many beaches and in Australia contributing to 26 drowning deaths and several thousand lifeguard/lifesaver rescues each year. Educating the public about the rip current hazard is a primary focus of beach safety practitioners, but there has been a lack of qualitative research exploring the firsthand experiences of being caught in a rip current to assist in this regard. The aim of this study was to analyse interviews of rip current survivors to understand more about how people react when unintentionally caught in a rip current in order to help guide future public education to mitigate rip current drowning.MethodsSemi‐structured interviews were conducted with 56 individuals (primarily Australian‐born) about their experience of being caught in a rip current. Interviewees were recruited via an online survey and varied in age and self‐reported swimming ability.ResultsThematic analysis revealed three key temporal elements to the rip current experience: Before the Rip in which lack of awareness and knowledge, complacency, over‐confidence, and attitude were prevalent themes; During the Rip which identified panic and temporary inhibition of decision‐making, physical response, prior experience, and relationships with other beach users as themes; and After the Rip where post‐rip effects and rip safety messaging and education were key themes. The importance of experiential immersion was a prevalent thread throughout all phases of the thematic analysis.DiscussionOur research shows that being caught in a rip current can be an intense and traumatic experience and that lessons learned from survivors have significant implications for improving existing and future rip current education efforts. In this regard, we provide several recommendations based on evidence‐based insights gained from our interviews including the development of immersive rip current experience using virtual reality.So WhatDespite the prevalence of rip currents causing drowning deaths and rescues, there has been a lack of qualitative research on firsthand experiences to aid in public education. These interviews emphasise the intense and traumatic nature of being caught in a rip current, underscoring the need for improved rip current education to aid in prevention of this, often harrowing, experience.

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Section: Discussionmentioning

confidence: 99%

Section: Risk Factor Interviewee Reflections Implications For Beach S...mentioning

confidence: 99%

‘I actually thought that I was going to die’: Lessons on the rip current hazard from survivor experiences

Cornell

Brander

Roberts

et al. 2023

Health Prom J of Aust

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“…Swim teaching techniques tailored to each participant Barriers such as facility availability, language, travel time, transportation, local water ways and weather taken into account [45,48,50,64,73,85,92] Use data experts (c3_03) 0 Use data warehouse techniques (c3_04) 0 Train and educate stakeholders (c5) 12…”

Section: Keymentioning

confidence: 99%

“…Description of collaboration and partnerships and various roles of organizations throughout the intervention [46,48,50,63,64,67,75,84] Conduct local consensus discussions (c4_03) 5…”

Section: Keymentioning

confidence: 99%

Using ERIC to Assess Implementation Science in Drowning Prevention Interventions in High-Income Countries: A Systematic Review

Della Bona,

Crawford,

Royce

et al. 2023

IJERPH

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This systematic review identifies and describes the use of the Expert Recommendation for Implementing Change (ERIC) concepts and strategies using public health approaches to drowning prevention interventions as a case study. International calls for action have identified the need to better understand the implementation of drowning prevention interventions so that intervention design and implementation is improved. In high-income countries (HICs), interventions are sophisticated but still little is known or written about their implementation. The review was registered on PROSPERO (number CRD42022347789) and followed the PRISMA guidelines. Eight databases were searched. Articles were assessed using the Public Health Ontario Meta-tool for quality appraisal of public health evidence. Forty-nine articles were included. Where ERIC strategies were reported, the focus was on evaluative and iterative strategies, developing partnerships and engaging the target group. The review identified few articles that discussed intervention development and implementation sufficiently for strategies to be replicated. Findings will inform further research into the use and measurement of implementation strategies by practitioners and researchers undertaking work in drowning prevention in HICs and supports a call to action for better documentation of implementation in public health interventions.

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“…To optimise effectiveness, we have chosen to adopt a participatory research approach, working alongside adolescents using a co-design process. Co-design has been shown to be effective in the development of a diversity of interventions for adolescents (Björling & Rose, 2019; Clark et al, 2022; Dietrich et al, 2017; Koon et al, 2023). This extends to the involvement of teachers in curriculum development (Hundal et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Co-Designing a Farm Safety Gamified Educational Resource With Secondary School Students and Their Teachers: Qualitative Study Protocol

Peden

Alonzo

McMillan

et al. 2023

International Journal of Qualitative Methods

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Unintentional injuries are a leading cause of preventable harm among adolescents. Adolescents also experience an increased risk of farm injury, and in Australia, injury-related farm fatalities among adolescents have remained largely unchanged over the past two decades. A third of all incidents involve farm visitors, indicating the need for population-level safety information. This project uses qualitative data to inform a co-design process with adolescents, and their teachers, to develop a game-based farm injury prevention online educational resource. This protocol describes the multi-phase co-design project. Focus group discussions regarding farm injury prevention will be held with students (Year 7 & 8; ∼12–14 years of age) and teachers at high schools with an agricultural focus across two Australian states. Inductive thematic analysis of discussion transcripts, and analysis of farm injury data, will inform the development of the modules and content of the game. User experience testing of the prototype will form the final phase of the project. This process is supported by a Stakeholder Advisory Group, which includes representatives of youth farming organisations, agricultural educators, and national child safety organisations. This group will assist in interpretation and dissemination of findings and promoting the resultant educational resource in schools. Ethical approval has been granted by the University of New South Wales Human Research Ethics Committee. Results will be disseminated through peer-reviewed publications, mass media releases, academic conferences, and the agricultural education sector in Australia via the stakeholder advisory group. This study will provide useful insights into co-designing injury prevention resources for adolescents using gamification and result in a co-designed farm injury prevention educational resource for schools and the general community via mobile and web-based applications.

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Lessons learned from co‐designing a high school beach safety education program with lifeguards and students

Cited by 12 publications

References 46 publications

‘I actually thought that I was going to die’: Lessons on the rip current hazard from survivor experiences

‘I actually thought that I was going to die’: Lessons on the rip current hazard from survivor experiences

Using ERIC to Assess Implementation Science in Drowning Prevention Interventions in High-Income Countries: A Systematic Review

Co-Designing a Farm Safety Gamified Educational Resource With Secondary School Students and Their Teachers: Qualitative Study Protocol

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