الفهرس 
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Abstract
Effect of an Educational Intervention about Occupational Safety on
Knowledge and Practices of Male Students in Technical Mechanical
Secondary Schools in El-Beheira Governorate
Thesis
Submitted to the Faculty of Nursing
Damanhour University
In Partial Fulfillment of the Requirements for the
Degree
Of
Doctor of Nursing Sciences
In
Community Health Nursing
By
Shaimaa Mohammed Amin Hassan
B.Sc.N. Damanhour
M.SC. Community Health Nursing
Faculty of Nursing
University of Damanhour
2020
Effect of an Educational Intervention about Occupational Safety on
Knowledge and Practices of Male Students in Technical Mechanical
Secondary Schools in El-Beheira Governorate
Presented by
Shaimaa Mohammed Amin Hassan
B.Sc.N. Damanhour
M.SC. Community Health Nursing
Faculty of Nursing , Damanhour University
For the degree of
Doctor of Nursing Sciences
In
Community Health Nursing
Examiners’ committee Approved
Prof.Dr.Nazek Ibrahim AbdElGhany ………………
Professor of Community Health Nursing
Faculty of Nursing
Alexandria University
Prof.Dr. Mariam Haggag Soliman ………………
Professor of Community Health Nursing
Faculty of Nursing
Damanhour University
Prof.Dr. Enas Mohamed Ibrahim .……………..
Professor of Community Health Nursing
Community Health Nursing Department
Faculty of Nursing
Damanhour University
Assist. Prof.Dr. Abeer Abdel Aziz Madian .……………
Assistant Professor of Community Health Nursing
Community Health Nursing Department
Faculty of Nursing
Damanhour University
Supervisors’ committee Approved
Prof.Dr. Mariam Haggag Soliman .......................
Professor of Community Health Nursing
Community Health Nursing Department
Faculty of Nursing
Damanhour University
Assist. Prof.Dr. Abeer Abdel Aziz Madian ………………
Assistant Professor of Community Health Nursing
Community Health Nursing Department
Faculty of Nursing
Damanhour University
Dr. Amira Abdelraheem Mohamed Ali ……………...
Lecturer of occupational hygiene and air pollution
Occupational health and air pollution Department
High Institute of Public Health
Alexandria University
i
Acknowledgment
All praises to Allah and his blessing for the completion of this thesis. I
thank God for all the opportunities, trials and strength that have been
showered on me to finish writing the thesis. I experienced so much during
this process, not only from the academic aspect but also from the aspect of
personality. My humblest gratitude to the holy Prophet Muhammad (Peace
be upon him) whose way of life has been a continuous guidance for me.
No words could express my sincere gratitude and appreciation to
Prof.Dr. Mariam Haggag Soliman professor of Community Health
Nursing, faculty of nursing, Damanhour University , who is the chairman
of the supervision committee for all her kind support ,valuable professional
guidance , insight, continuous help and encouragement. She has been a
tremendous mentor for me.The door to Dr .Mariam was always open
whenever I ran into a trouble spot or had a question about my research
writing. She consistently allowed this paper to be my own work, but
steered me in the right direction whenever she thought I needed it. She has
taught me more than I could ever give her credit for here. She has shown
by her example what a good scientist (and person) should be. I have been
extremely lucky to have a supervisor who cared so much about my work,
and who responded to my questions and queries so promptly.
It is a genuine pleasure to express my deep sense of thanks and
gratitude to my mentor, philosopher and guide Assist.Prof.Dr. Abeer
Abdel Aziz Madian Assistant professor of Community Health Nursing,
faculty of nursing, Damanhour University, who is the godmother of this
work, for her endless precious instructions, valuable suggestions, support,
encouragement, generous assistance, and guidance during this work. It is a
great honor to work under her supervision. Her dedication and keen
interest above all her overwhelming attitude to help her students had been
solely and mainly responsible for completing my work. Her timely advice,
meticulous scrutiny, scholarly advice and scientific approach have helped
me to a very great extent to accomplish this task. I have been extremely
lucky to have an active supervisor who cared so much about my thesis, and
who responded to my questions so quickly.
I owe a deep sense of gratitude to Dr.Amira Abdelraheem Mohamed
Ali Lecturer of occupational hygiene and air pollution, High Institute of
Public Health, Alexandria University for her keen interest on me at every
ii
stage of my research. Her prompt inspirations, timely suggestions with
kindness, and enthusiasm have enabled me to complete my thesis. I am
extremely grateful for her assistance and suggestions throughout the period
of the study. She opened the door of literature to me, and I will never
forget her benevolence. Her immense knowledge and plentiful experience
have encouraged me throughout the study. Moreover, her proven
experience and constructive criticism in respect of supervision assisted me
in completing the work on schedule. I have been so lucky to have a decent
supervisor like Dr Amira who keen so much about my thesis, and who
responded to my questions and queries so promptly.
iii
contents
page
Chapter
I. INTRODUCTION………………………...............................1
II. REVIEW OF LITERATURE……………………………….4
Magnitude of the problem globally……………………………………..4
Magnitude of the problem in Egypt ……………………………………5
Technical education in Egypt…………………………………………..5
Challenges currently facing vocational education and training in Egypt 6
The current situation of the technical secondary education………….....7
Global trends of developing technical secondary education……………7
Occupational safety and health……………………………………….....8
Elements of the work environment ……………………………….9
The principles of occupational health……………………………..9
Scope of occupational health…………………………………….10
Classification of occupational hazards ………………………......10
a) Physical hazards………………………………………….10
b) Chemical hazards ………………………………………..12
c) Mechanical hazards………………………………………12
d) Ergonomic Hazards………………………………………13
e) Psycho-social hazards……………………………………13
i.
List of Contents
ii
.
List of Tables
iii
.
List of Figures
iv
.
List of Abbreviations
iv
Prevention
and
control
of
occupational
hazards
(Safety
measures)…………………………………………………………14
School safety…………………………………………………………..16
School health programs ……………………………………………….17
Safety in school workshops …………………………………………..18
Barriers to safety in school……………………………………………23
Healthy lifestyle of adolescents……………………………………….23
Sustainable developmental goals (SDGs) related to Occupational
health…………………………………………………………………..24
Egypt vision 2030 for technical and vocational education ……………25
Role of nurse in industrial schools…………………………………….27
III. MATERIALS & METHODS ……………………............32
IV. RESULTS………………………… ……………................47
V. DISCUSSION……………………………………………...107
VI. CONCLUSION&RECOMMENDATIONS……………129
VII. SUMMARY………………………………………… … 133
VIII. REFERENCES……………………………………....... 141
IX. ARABIC SUMMARY…………………………………...164
X. APPENDICES
Appendix I Protocol
Appendix II Tools
Appendix III Educational intervention
Appendix IV Approval letters for data collection
Appendix V Professors of Jury
Appendix VI List of technical schools in El-Beheira governorate
v
LIST OF TABLES
Page
Title
Table
05
Distribution Of The Studied Sample According To Their Personal
And Socio -Demographic characteristics
1.
05
Distribution Of The Studied Sample According To Their Health
Status
2.
05
Distribution Of The Studied Sample According To Their Life Style
Pattern
3.
26
Distribution Of The Studied Sample According To Their Knowledge
Level Regarding Occupational Safety In School
4.
20
Distribution Of The Studied Sample According To Their Knowledge
Level Regarding Occupational Hazards (Pre- immediate -Follow up)
5.
26
Distribution Of The Studied Sample According To Their Knowledge
Level Regarding School Accident
6.
55
Distribution Of The Studied Sample According To Their Knowledge
Level Regarding Safety Measures In Workshops
7.
66
Distribution Of The Studied Sample According To Their Knowledge
Level Regarding First Aid
8.
65
Distribution Of The Studied Sample According To Their Knowledge
Mean Score
9.
26
Distribution Of The Studied Sample According To Their Total
Knowledge Score Before And After Program
10.
20
Relation Between The Students’ Knowledge Level And Their Socio
Demographic characteristics
11.
25
Relation Between The Students’ Knowledge Mean Score And Their
Socio-Demographic characteristics.
12.
055
Availability of environmental safety measures in different mechanical
workshops
13.
056
Safety Measures Adopted In Different Workshops During Work
Process
14.
055
Protective Devices In Different Mechanical Workshops
15.
052
Distribution Of The Observed Workshops According To Their Total
Occupational Safety Mean Score
16.
vi
LIST OF FIGURES
Figure
Name of figure
Chapter
Page
2.1
Proportion of pupils joined technical
schools in 2017/2018
Review
of
literature
6
2.2
Hierarchy of controls
Review
of
literature
14
4.3
Distribution of the students according the
school workshop department
Results
52
4.4
Distribution
of
the
studied
sample
according to first aid training
Results
84
4.5
Distribution
of
the
studied
sample
according to their overall total mean score
of knowledge
Results
89
4.6
Study group overall knowledge scores
before and after program implementation
Results
93
4.7
Distribution of the study group according
to
overall
score
of
knowledge
by
department
after
the
educational
intervention
Results
98
vii
List of Abbreviations
OHS
Occupational Health & Safety
OHN
Occupational Health Nurse
ILO
International Labor Organization
WHO
World Health Organization
EU
European Union
TVET
Technical Vocational Education and Training
USA
United States of America
OSH
Occupational Safety & Health
dB
Decibel
NIOSH National Institute of Occupational Safety & Health
PTD
Prevention Through Design
PPE
Personal Protective Equipment
SDGs
Sustainable Development Goals
Dedicated TO
My
Beloved Mother
My Lovely father
My Sincere Husband
My Dear Sister & Brother
And
To My Friends
INTRODUCTION
Introduction
1
INTRODUCTION
Adolescence is an age of opportunity for children, and an essential time to concentrate
on their advancement in the second decade of life to help them to explore dangers and
vulnerabilities.(1,2) Globally there are 1.2 billion people aged 10–19 years.(3) It is also a time to
develop knowledge, skills, and learn to manage emotions. In addition to acquire attributes and
abilities that will be important for enjoying the adolescent years and assuming adult roles.(4, 5)
Young people spend an expansive extent of their day in school or seeking after school-
related exercises. Whereas, the essential reason of school is the scholastic advancement of
students, its impacts on youths are distant broader. Moreover, enveloping their physical and
mental wellbeing, security, civic engagement, and social development.(6)A secure
environment is a prerequisite for successful learning, so there must be school programs in
place to diminish levels of injuries as part of its wider plan to improve academic
performance.(7)
Technical education is the cornerstone for all advancement efforts at any society. It
plays a critical part in pushing up the advancement wheel and in accomplishing its maximum
rates.(8)Whatever the improvement plans quality is, they couldn’t accomplish their goals and
their targeted rates without the existence of scientifically and technically qualified human
cadres in all production fields.(9)
Vocational Secondary School is one of the branches in which the students will acquire
the potential of technical talent from the technical field. To produce the potential of this
professional future, specialized training is essential. In producing students who are
exceedingly talented, they ordinarily utilize the practical training workshop more frequent for
their technical practices. This is to reinforce the knowledge gained by students before they
enter the real working environment.(10)
A secure school is one where the entire school environment enables students, teachers,
administrators, and staff to communicate in a favorable, non-threatening way that reflects the
educational mission of school while fostering positive relationship and personal
development.(11) Safety at school includes identifying and implementing suitable policies and
programs to ensure the health of students and staff.(12)
Creating a healthy school environment requires the inclusion of virtually everyone in
the school students, administrators, teachers, guardians , school counselors, and nurses .Hence
Introduction
2
safe and supportive schools refers to the provision of an environment that protects the
emotional , psychological and physical prosperity of students.(13)
Students in technical school face risks at their work stations in schools and
furthermore at their work such as physical, chemical and psychosocial hazards. Since the
scheme of the technological and vocational education is career oriented, the mentality of the
students usually emphasizes specialized subjects and overlooks the overall curricula.(14)
Occupational Health and Safety (OHS) training is a principal component in work
environment risk control programs. Various safety and health standards for hazard control
contain requirements for training pointed at diminishing risk factors for injury, disease or
death. Combined with management responsibility, which is fundamental, training is a vital
portion of a comprehensive risk control program. Improving the effectiveness of OHS training
efforts and other interventions is vital particularly as workplaces and workforces change.(15,16)
Unintentional injuries are harmful acts that occurred without any intention of causing
damage to oneself or others. Unintended accidents amongst teenagers and young adults are
ongoing public health issue.(17) Nearly 18.1 million young workers under age 24 comprised
about 13% of the workforce in the U.S. in 2013. In 2017, 375 young U.S. workers died from
work-related injuries. Several researches published that there have been high occurrence of
injuries amongst young people due to knowledge deficit about occupational fitness and safety,
in addition to lack of training about occupational dangers.(18-20)
Occupational health and protection is the concern of human wellbeing. Nowadays
industrialization and service giving sectors development is accelerating resulting in enormous
occupational health problems. Occupational safety and health hazards currently regarded as a
driving force toward finding solutions how to prevent it from the manufacturing industries
worker bad consequence.(19)In latest years, the quality, health, knowledge and protection
necessities in several countries have been greater stringent than was the case seen before.
Several studies concluded that pressures from communities have led to the enactment of a
range of safety legislations and safety standards in different regions for several industries.(20-
22)
The Occupational Health Nurse (OHN) performs an important role in assisting to
defend the fitness of workers. The role of OHN is to authorize workers to make informed
health decisions while also overseeing the fitness dangers and costs linked with the
Introduction
3
employment relations between employees and the enterprise.(21)The main functions of the
occupational health nurse are to keep employees healthy, prevent illness and ensuring a safe
working environment. The occupational health (coaching for employees who choose to
enhance their health.(22)
A study carried out in United States (2016)(23) revealed that extra than half (57%) of
the study group of students had experienced injury during training in the mechanical
workshops. The most commonly injured body parts had been hands, fingers, and legs .The
most commonly reported injury kind was cuts/lacerations. Moreover, the study revealed that
these injuries have been due to lack of knowledge about occupational fitness and safety.
Another study conducted in Egypt 2014(24) reported that only 12.2% of students have reported
a previous training on occupational hazards and 26.5% were wearing personal protective
devices.
There are limited studies either on prevalence of injuries among technical education
students or effect of educational intervention about occupational safety on knowledge and
practices of students in technical mechanical secondary schools.(23,24) Therefore, the intent of
the present study is to evaluate the effect of an educational intervention about occupational
safety on knowledge and practices of male students in technical mechanical secondary
schools in El-Beheira Governorate in order to improve their knowledge, practices toward
occupational safety, hence improve their health.
OF
REVIEW
LITERATURE
Review of Literature
4
REVIEW of LITERATURE
Throughout the universe, majority of adults and children spend a remarkable deal of
their
waking
hours
at
work.
The
work
gives
a
number
of
financial
advantages.(25)Simultaneously; people at work face various risks due to chemicals, biological
factors, physical agents, unfavorable ergonomic conditions, a complex network of safety
hazards, and different psychosocial agents.(26)In addition to injuries, more than one hundred
occupational diseases have been sorted according to the tenth revision of the international
rating of diseases and related health problems.(27) Generally, these includes respiratory,
musculoskeletal, cardiovascular, reproductive, neurotoxin, skin and psychological disorders,
hearing loss and cancers.(27,28)
Magnitude of the problem globally
The International Labor Organization (ILO) estimated that occupational accidents and
work-related diseases result in more than 2.3 million deaths annually, of which over 350.000
results from occupational accidents and close to 2 million from work- related diseases. In
addition to these fatalities, it is judged that there were over 313 million non-fatal
occupational accidents.(29) Furthermore, the World Health Organization (WHO) stipulated
that workplace conditions reckoning for over 30% of back pain, 16% of hearing loss, nearly
10% of lung cancer; and that 8% of the burden of depression. Moreover, every three-and a
half minutes, somebody in the European Union (EU) dies from workplace-associated
injuries. This means nearly 167.000 deaths a year in Europe alone, as a moment of either
work-related accidents (7.500) or occupational ailments (159.500).(30)
The safety in the workplace in the technical schools is one of the vital issues that
needed to be taken seriously. There were a lot of studies done in many countries to measure
occupational hazards. A study conducted in Ethiopia (2019)(31) revealed that more than less
than half (48.1%) of the welders never heard about occupational hazards. With respect to fire
hazards more than half (56%) of the study subjects didn’t have knowledge about fire hazards,
whereas more than three quarters (78%) of the respondents didn’t have knowledge about
electrical hazards. However, less than one third (28%) of the study subjects didn’t have
knowledge about accident prevention.
Moreover, a study carried out in the United States (2018)(32) published that slightly
more than three quarters (77%) of the study group of pupils had experienced injury at some
point of training in the mechanical workshops. The most frequently injured body parts had
been hands and fingers, and the most many times reported injury sort was cuts/lacerations.
Review of Literature
5
As well, a study conducted by Croatian institute for health protection and safety in
2015 (33) revealed that there was positive impact on reduction of the number of injuries at
work of pupils and young workers due to raising the awareness of the pupils about the
importance of safety and health at work. Nearly 39 % of the pupils confirm injuries during
practical training, while half of the pupils expressed an interest in additional education about
safety measures.
Furthermore, a study conducted in Sweden (2014)(34) concluded that vocational
education pupils had poor knowledge regarding occupational risks and protective measures.
Post program implementation about occupational safety, the majority (95%) of the pupils had
good knowledge concerning occupational health and personal protective equipment.
Another study conducted in Nepal (2014)(35) illustrated that the majority of welders
(90%) were not aware of occupational hazards of welding. Additionally, more than three
quarters (79%) of the study subjects didn’t have knowledge about personal protective
equipment.
Magnitude of the problem in Egypt
The injuries that occur in the school environment can cause serious effect to the
pupils, so the awareness of safety and health should be educated to each pupil to ensure that
their training is effective and efficient, thus prevent injury occurrence in the school place.(36,37)
A study conducted in Tanta (2015)(38) revealed that all technical secondary school
pupils have poor knowledge and practices regarding first aid and basic life support before the
implementation of the training program. Post program more than half of them had good
knowledge and practices concerning first aid.
Technical education in Egypt
With rising promise for investment in manufacturing sector and the introduction of
new industries to Egypt, the need for qualified labor arises. The function of technical
vocational education and training (TVET) in Egypt is essential as it taking initiatives to
provide technical education for workers, equipping them with markets required skills to help
sustain human progress and economics.(39,40)
Secondary education in Egypt has two routes; general secondary that leads to
university and technical secondary that ends with a vocational diploma or leads to technical
Review of Literature
6
higher institutions.(41,42)If pupils complete obligatory basic education (primary & preparatory)
with high scores , they proceed to general secondary schools; but if they fail to get high
results, they pursue the technical track to study a 3 years technical diploma or a 5 years
advanced diploma in four specializations: industrial, commercial, agricultural and hospitality
and hotels.(43) According to the statistical yearbook for the academic year 2017/2018, about
40.6% of the pupils who succeed in basic education exam joined technical schools in the four
specializations as depicted in Figure (2.1)
Figure (2.1) Proportion of pupils joined technical schools in 2017/2018 (39)
Egypt system of technical education is very complicated with 17 ministries engaged
including Ministry of Education and Ministry of Higher Education; which creates resources
incoordination and misuse. Technical school teachers complain about low wages, low status
and inferior picture of technical educators. Additionally, lack of practical training equipment’s
and resources. As well, big class sizes, insufficient development of teachers in terms of
content and practicality. In addition, lack of career support and adequate coaching mainly for
technical educators and practical trainers. Moreover, technical education pupils complained
from lack of professional teachers, obsolete curriculum, gap between their capabilities and the
demands of the labor market, and outdated teaching strategies.(44)
Challenges currently facing vocational education and training in Egypt
The first main challenge is the huge population growth in Egypt. Around 2 million
adolescent enter secondary education annually, and about 50% join technical and vocational
19.6
15.3
4.5
1.2
Industrial
Commercial
Agricultural
Hospitality & Hotels
Review of Literature
7
education. Solving this problem require a joint action from both the government and the
private sector .(45)
The second challenge is the prevailing mindset that education is separated from work.
School is for learning and companies are for working. This approach is addressed within the
dual system that learning and workings are just two sides of the same coin, and that they
belong together. In this aspect, there are two learning locations: school and company. The
benefit is that pupils learn in a real working environment. The current youth employment
crisis and the evident skills mismatch between the needs of labor market and vocational
education is one of different consequences of the strict separation of learning and
working.(45,46)
Another challenge is educators training requirements, especially in technical education.
There is hardly a good pre-service teacher training program in TVET with real exposure to
practical teaching and the implementation of innovative teaching strategies. University
graduates of technical subjects would rather wait for an appropriate job as engineers than
become teachers because salary and fame are particularly very low in the governmental
sector.(45)
The current situation of the technical secondary education
Improving secondary technical education in Egypt has become a critical issue
nowadays, due to the high rate of unemployment. Approximately 40 percent of the young
people are unemployed .Egypt must create every year close to 700.000 new jobs because up
to 700.000 new people enter the labor market annually. Egypt needs to be able to beat global
competition via improving its industry. The most important approach to carry out that is
through developing vocational education and training, as it reflects on the country’s industrial
capacity. Nowadays the Egyptian government is giving special attention to the improvement
of the quality of vocational education because the present situation illustrate that the ratio is
37.7% for pupils in general secondary education, compared with 62.7% for pupils in technical
secondary. (45,46)
Global trends of developing technical secondary education
There are several innovative approaches in the area of developing education system
and linking technical education with the society needs and using it in developing the social
Review of Literature
8
and economic sides. The competitiveness grows in technical education to construct the
progress and to gain power.(47,48)
Building curricula and courses according to competencies approach
required for the labor market:
The recent approaches of technical schooling aiming to develop the human capital and
linking it with the society development process, employment process and the increasing of the
individual productivity through emphasizing on recent competencies linked with the labor
market. Hence, a universal approach emerges toward re-building and designing technical
education curricula focusing on high academic and professional skills according to the
measures of the labor market and through using programs for discovering the pupils’
professions awareness and usage of pupils guiding programs.(48)
Technical education in U.S.A vary from one state to another but at all it is focusing on
raising the self-awareness of the personal abilities of the pupil and it is focusing on
developing positive attitudes towards technical work, raising the positive understanding of the
social status of the technical work in the daily life, the role of the technicians in all work
positions. from school to work law focuses on linking academic with technical classes related
with crafts.(49)
Technical education in Germany depends on the professions classification frame guide
that decided the competencies for every profession. The training and educational programs
were decided according the needed competencies of those profession by the specialists and
university staff .(50)
Technical schooling in United Kingdom depends on the regional benchmarks of the
professional qualifications for the technical and vocational education specialty called
competency standards .Those standards were prepared according to the work requirements in
the working places and used as indicators for directing education and training in technical
education in all its levels and in preparing its curriculum.(49,50)
Occupational Safety and Health (OSH)
Occupational safety and health is a multidisciplinary field concerned with
the safety, health, and welfare of people at occupation.(51,52) Also, it is the science of the
anticipation, recognition, assessment and control of risks emerging from the workplace that
could disable the health and well-being of laborers, considering the possible effect on the
surrounding communities and the general environment.(53-55)
Review of Literature
9
Elements of the work environment
a. The workers
Workers are at higher risk of occupational hazards for several reasons such as: low
education, low literacy rates, unfamiliarity with work processes and exposures. In addition,
inadequate training, high prevalence of endemic (mainly infections) diseases and
malnutrition. Moreover, insufficient infrastructure and finally human resources to diagnose,
treat, and prevent work-related diseases and injuries .(56,57)
b. The Tool
Tools in the training workshops can vary from very primitive tools like a hammer, chisel,
and needle, to automated equipments .( 58)
c. The work environment
The term work environment is used to describe the surrounding conditions in which an
employee operates.(58)It also means the sum of external conditions and influences which
prevail at the place of work and which have a bearing on the workers’ health. Basically, there
are three factors in a working environment: firstly man and physical agents as noise,
humidity, dust, vibration and lighting. Additionally man can interact with chemical substances
like chemical dust, mists, fumes and liquids. Moreover, man could interact with biological
agents such as presence of insects and rodents, microorganisms, poisonous plants and
animals. (59)
The second factor is man and machine .An industry or factory uses power driven
machines for the purpose of mass production.(60) Unguarded machines, protruding and
moving parts, poor electrical and machinery installation of the plant, and lack of safety
measures are the causes of accidents. Working for long hours in an awkward postures or
positions is the causes of fatigue, backache, diseases of joints and muscles and impairment of
the workers’ health and efficiency. (59,60)
The third one is man and psychosocial environment in which there are several
psychosocial factors, which operate at workplace. These are human relationships among
workers themselves and those in authorities. Examples of psychosocial factors include the
type and rhythm of work, work stability, service conditions, job satisfaction, leadership style,
Security, workers` participation, communication, motivation and incentives. (57-59)
The principles of occupational health
Occupational safety and health is an extensive multidisciplinary field, invisibly touching
the health and wellbeing of workers. Despite the variety of concerns, certain basic principles
Review of Literature
01
can be identified including; all people are given the highest level of health and safety
protection that is reasonably practicable, those who manage or control activities that give rise
to risks to health and safety are responsible for eliminating or reducing health and safety
risks.(61)Also, employers and self-employed people should be proactive and take reasonably
practicable measures to ensure health and safety in their business activities.As well,
employers and employees should exchange information about risks to health or safety and
measures that can be taken to eliminate or reduce those risks. Lastly, employees are entitled
and should be encouraged to be represented on health and safety issues .(61-63)
Scope of occupational health
It is important to promote and provide good standards for occupational health and safety
in every workplace to make it safe and healthy for workers.(62) The scope of occupational
health and safety is three-folds: Firstly, anticipation and recognition of workers’ health
problems, the causes of these problems may be chemical, physical, biological, psychological,
and ergonomical environments. Secondly, evaluation of the recognized problem, which
encompasses mainly data collection, analysis, interpretation, and recommendations.(63) Lastly,
development of corrective actions to eliminate or limit the problem. Generally, the work
frame of occupational health and safety is wide and needs multidisciplinary approach. It
requires the knowledge of physics, biology, chemistry, ergonomics, medicine, engineering,
and related sciences. It also requires public health management skills for proper
communication and decision making. (64,65)
Classification of occupational hazards
According to American Board of Occupational Health Nurses (2014)(66) hazard is
defined as the presence of a material or condition that has the potential for causing loss or
harm. Work-related hazards are defined as the risk to the health of a person usually arising out
of employment. Occupational hazards are brought about by unsafe work conditions and
unsafe work behaviors. In other words, risk is the likelihood that harm or injury will occur to
specific individuals or groups exposed to hazard. Occupational risks and hazards are the
health problems employees’ face in their work environment and how those health problems
affect the health status of the workers and their family. Occupational health hazards are
classified into physical, chemical, mechanical, ergonomics and psychosocial.(67)
A. Physical hazards
The physical hazards are those that cause adverse health effects through the transfer of
physical energy. Physical factors that contribute to the occurrence of injury include the
Review of Literature
00
structure of the work environment, the equipment used, workplace temperature, the presence
of radiation, the lighting, electricity and noise levels.(67,68)
The most commonly reported injuries due to physical agents are strains, sprains,
lacerations, contusions, scratches and abrasion. Physical hazards may cause death, disease, or
disability. (69,70)
Major dangers in metal workshops particularly of the welding, cutting, forging, and
lathing include exposure to radiation, noise, heat, and chemical agents such as corrosive
chemicals, industrial solvents, and welding fumes. The hazards of fire and explosion also
exist in theses workshops from flame, arc, molten metal, and heated surfaces.(71-73)
1. Heat stress
Temperature and humidity are vital factors contributing to human performance and may
lead to serious health consequences at the extremes. Temperature extremes may influence
school populations particularly in foundry, cores and welding workshops. The hot stuffy
conditions in the workshop may result in heat stroke.(70-74)
2. Illumination
The school lighting system provides a visual environment in which staff and pupils can
function efficiently in comfort, safety and security. Commonly observed issues in school were
associated with glare, shadowing, and bright or dark areas caused by differences in light
intensity from one area to another. Lighting issues may cause several accidents during the use
of machines as lathes or during welding operations.(75-78)
3. Radiation
Radiation has gotten much consideration in latest years. Radiation is most frequently a
result of unprotected exposure over an extended period of time.(75-78) Welding process either
gas or arc welding is perceived to be a radiation hazard to the eye causing irritation to
conjunctiva, cornea or kerato-conjunctivitis due to repeated exposure without protection.(73)
4. Noise
Noise is any unwanted sound. It is a form of vibration which may be conducted
through solids, liquids, or gases. Exposure to boisterous noise in the working environment is
regularly associated with hearing impairment that may progress to hearing loss.(67)
Exposure to the boisterous noise, from all sources, has been connected to adverse
psychological effects. These incorporate anxiety, depression, exhaustion and restlessness. It
has been found to influence memory and decision-making and to increase post-work
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irritability and annoyance .Some of these impacts can have further consequences as fatigue
and sleeplessness that can aggravate the risk of occupational accidents .(79,80)
Some or all of the following factors will influence the effects of noise exposure are
vibration in individual susceptibility, the total energy of the sound, the frequency distribution
of the sound, other characteristics of noise exposure such as whether it is continuous,
intermittent, or made up of a series of impacts, the total daily time of exposure; and the length
of employment in the noise environment. Sound levels in metal workshops should range from
90-110 dB exceeding the threshold limit value. Other studies stated that there is a high
incidence of hearing loss in older high school pupils that is most likely caused by exposure to
high noise levels. (79,80)
B. Chemical hazards
Chemical hazards generally include the toxic effects of substances that may lead to burn,
tissue inflammation, and allergies responses. Chemical hazards are classified as solids,
liquids, or gases that may enter the body by inhalation, ingestion, or absorption through the
skin. Some authors emphasized that human reaction to a chemical depends upon its toxicity,
concentration, to which the person is exposed, length of exposure, and the individual
responsibility.(77)
Many potential sources of chemical dangers exist in industrial workshops as in foundry
and welding process. Carbon monoxide and metal oxides can be liberated during melting,
pouring, mold cooling, and at shake out representing an acute chemical hazard in the foundry.
(78)
The associated health hazards will be influenced by the size of the foundry, the products
manufactured and the specific casting and manufacturing process used.(70)Welding may
produce fumes or toxic gases hazardous to health. Fumes are formed from vaporization of
molten metal. They are very fine in size, generally one micron or smaller, and may join
together to form larger particles. The adverse health effects of overexposure to welding fumes
and gases include chronic or acute systematic poisoning, metal fume fever, pneumoconiosis
and irritation of the respiratory tract. (70,71)
C. Mechanical hazards
A broad range of mechanical risks are available in mechanical workshops. Examples
include lathes, drills, power presses and grinders. The most repeated injuries are those caused
by foreign bodies usually splinters or metal. Every time metal strikes metal there is a hazard
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from flying splinters. This equipment can cause sprains and strain, open wounds, fracture,
amputation and death.(68)
The most common injuries resulted from mechanical equipment are to hands and fingers,
which may be cut, dislocated, crushed or severed by machinery or tools. Eye injuries include
being hit by an object, heat and radiation or falls.(81)Grinding and polishing and all forms of
metal entail some risks for eye injuries. Moreover, hand tools are responsible for many
accidents, although a percentage of these are not serious; the potential of serious injury is
there. Dropping tools on the floor , leaving them lying around where they may walked on or
even run over may result in not only damage to the tool ,but also serious damage to another
person.(81,82)
D. Ergonomic Hazards
Ergonomic factors include all interactions between the person and the demands of the job,
the work setting, and the overall environment.(67) These factors can include physical
conditions in workspace such as design of necessary tools, equipment, physical positions and
motions they make to do the work. If the individual has difficulty reaching operating
equipment or suffers from poor posture, discomfort, or emotional strain, then physical illness
or accidents may result.(83) Ergonomic risks impact the health as it may induce or contribute to
a staggering number of cumulative trauma disorders. Several authors described categories of
ergonomic intervention as worker training, worker selection, job redesign and using of both
engineering and administrative methods.(,84)
E. Psycho-social hazards
Job insecurity, difficult working hours, poor work-life balance, constant pressure by top
management for increased productivity, poor career opportunities, discrimination, lack of
communication, and low pay result in workplace stress.(85) Stress results in different reactions
among workers depending on age, sex, social support and different processing styles. At
individual level it manifests in two ways. Psycho-behaviorally it shows up as time pressure,
hostility, aggression, anxiety, depression, decreased job satisfaction, insecurity, interpersonal
conflicts, tension, alcohol, drug abuse, workplace violence, bullying and sleep disorders. (86-
88)
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Prevention and control of occupational hazards (Safety measures)
Controlling exposures to occupational hazards is the fundamental method of protecting
workers. Traditionally, a hierarchy of controls has been used as a means of determining how
to implement feasible and effective control solutions. (89) One representation of this hierarchy
is as follows:
Figure (2.2): Hierarchy of controls
Source : Centers for Disease Control& Prevention 2015 (CDC) (89)
The idea behind this hierarchy is that the control methods at the top of graphic are
potentially more effective and protective than those at the bottom. Following this hierarchy
normally leads to the implementation of inherently safer systems, where the risk of illness or
injury has been substantially reduced. (89)
NIOSH leads a national initiative called Prevention Through Design (PTD) to prevent or
reduce occupational injuries, illnesses, and fatalities through the inclusion of prevention
considerations in all designs that impact workers. Hierarchy of controls is a PTD strategy.(89)
1) Elimination and Substitution
Elimination and substitution, while most effective at reducing hazards, also tend to be
the most difficult to implement in an existing process. If the process is still at the design or
development stage, elimination and substitution of hazards may be inexpensive and simple to
implement. For an existing process, major changes in equipment and procedures may be
required to eliminate or substitute for a hazard. (89,90)
2) Engineering Controls
Engineering controls are favored over administrative and personal protective
equipment (PPE) for controlling existing worker exposures in the workplace because they are
designed to remove the hazard at the source, before it comes in contact with the worker. Well-
designed engineering controls can be highly effective in protecting workers and will typically
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be independent of worker interactions to provide this high level of protection. The initial cost
of engineering controls can be higher than the cost of administrative controls or PPE, but over
the longer term, operating costs are frequently lower, and in some instances can provide a cost
savings in other areas of the process. (89-91)
3) Administrative Controls and PPE
Administrative controls and PPE are frequently used with existing processes where
hazards are not particularly well controlled. Administrative controls and PPE programs may
be relatively inexpensive to establish but, over the long term, can be very costly to sustain.
These methods for protecting workers have also proven to be less effective than other
measures, requiring significant effort by the affected workers. (89-92)
When exposure to hazards cannot be minimized totally from normal operations or
maintenance work, and when safe work practices and other administrative controls cannot
provide sufficient additional protection, a supplementary method of control is the use of
protective equipment. In order to be effective, personal protective equipment must be
individually selected, properly fitted, and periodically refitted; it must be conscientiously and
properly worn, regularly maintained, and replaced whenever necessary. The employees must
know why and how to use it and how to maintain it.(,90-92)
Usage of Personal protective equipment is less desirable than other approaches due to
difficulty in ensuring that it both utilized and effective.(89) Several researchers agreed that
protection of the individual in the school workshop through the use of personal protective
devices should be considered as ”back-up” defense and never as substitute for elimination of
the hazard. Defective personal protection may be more hazardous than no personal
protection.(90-97)
1) Protective clothes
The wearing of protective clothing for school workshop work has not generally been made
compulsory, but pupils should be encouraged to provide themselves with type of special
clothing for their own physical protection.(91)Loose or ragged clothes should never be worn
around power driven machines. Many serious accidents have occurred when loose garments
become enrolled in rotating equipment.(98)Aprons are acceptable for use as wearing apparel in
workshops.( 99)
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2) Eye and face protection
Eye injuries may happen in many different ways. The only safe rule to follow in avoiding
such injuries is a possibility that an eye injury might occur. In general pupils who are enrolled
in operations as grinding, using machine tools, foundry, and welding should be protected by
goggles, glasses, face masks, or shields.(99-101)
3) Ear protection
It refers to devices used to protect the ear. One example of ear protection is earplug. Some
earplugs are disposable, to be used one time and then thrown away. The non- disposable type
should be cleaned after each use for protection. Another example is ear muffs which is ear
protection fits around the person’s external ear .Helmet can be used also to cover various
parts of the head including ears. (101)
4) Arm and hand protection
There is a broad range of gloves for protection against various dangerous situations.(90-
93)The protective device should be selected to fit the job. Protective equipment for arm and
hand includes gloves, finger guards and arm coverings. There are many types of gloves
available today to protect against wide variety of hazards. The variety of potential hand
injuries makes selecting the right pair of gloves challenging. In general gloves include four
categories; leather that protect against cuts, burns, and punctures; fabric gloves, it made of
cotton or fabric and protect against dirt, and abrasions. Moreover, rubber gloves that used for
protection against electrical hazards. Finally, chemical and liquid resistant gloves when
working with chemicals with high toxicity and corrosive materials.(100,101)
5) Foot and leg protection
For protection of feet and legs from falling or rolling objects, sharp objects, molten metal,
hot surfaces, and wet slippery surfaces workers should utilize appropriate foot –guards,
safety shoes, or boots. Leggings protect the lower leg and feet from molten metal or welding
sparks.(99,100)
School safety
School safety is condition or a state of being which results from modification of human
behavior and or designing of the environment in order to reduce possibility of hazards
thereby reducing accidents.(100-105) It is also a legal concern as schools can be held liable if
they don’t make good-faith efforts to provide a safe and secure school environment. On the
other hand, many of the so called minor injuries could develop or result into more serious ill
health, hence for one to be in a safe condition wherever, the person should be less prone to
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accidents and develop an understanding of their responsibilities in accidents prevention and
control; there should be a well-planned programs for safety education. (106,107)
Safety education is defined as education to facilitate the acquisition of capabilities to
predict and avoid danger and capabilities to contribute to the safety of self and others.(107,108)
It is important to encourage safety education, to help reduce accidents and then promote
health. However, when people are taught safety education, the rates of accidents will be
reduced greatly; moreover, safety education highlights the safety precautions provided for all
hazardous conditions.(105-107)
School health programs
Many health problems facing pupils today are both interrelated and preventable. Through
coordinated school health programs, schools have the opportunity to help young people
acquire the knowledge and skills necessary to make healthy choices.(108,109) A comprehensive
school health program is an integrated set of planned, sequential, school- affiliated strategies,
activities, and services designed to promote the optimal physical, emotional, social, and
educational development of pupils. It is coordinated by multidisciplinary team and is
accountable to the community for program quality and effectiveness, the components of
school health programs are: (105-108)
School health services: services provided for pupils to appraise , protect and promote
health
School health education :(which include physical, mental, emotional and social
dimension of health ) , physical education (that teaches the knowledge and skills
necessary for lifelong physical fitness ) and other curricular areas ( which promote
healthful behavior and an awareness of health issues as a part of their core instruction )
Healthful school environment :which includes physical environment (involving proper
building design , lighting, ventilation, safety, cleanliness, freedom from environmental
hazards that foster infection , safe transportation polices , and having emergency plans in
place) , the policy and administrative environment ( consisting of policies to promote
health and reduce violence ) , psychosocial environment ( including a supportive and
nurturing atmosphere , a cooperative academic setting , respective for individual
differences , and involvement of families ) .
Health promotion for staff: in order to help staff members to become positive role
models and increase their commitment to pupil’s health .In addition to help them to
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improve their health status through such activities as health assessment, health education,
and health related fitness activities. (110)
Safety in school workshops
Workshop safety is the aspect that should be the main focus in doing practical work in
the workshop. It should be concerned not only when doing practical work but also at any time
when pupils are in the workshop. Safety can be regarded as a habit or as a form of positive
attitude. It will not be obtained by itself but the human himself has to form his own whether to
consider it as a priority or not.(111)
Teachers have a vital part to play in school workshops safety by their ability to
anticipate a dangerous situation and to act before it develops.(110)Teachers can by their
manner of handling tools and equipment create care and confidence in their pupils. High
standards of ability in both teaching and craftsmanship are very important. Methods of
control will differ from teacher to teacher but a teacher must be fully aware of the hazards
and must plan his work and organize his workshop and his teaching so that risks are as far as
possible eliminated. Whatever methods are adopted, there is no substitute for the cultivation
of vigilance and a sense of responsibility in the pupil.(111-113)
I. General safety measures
1) Workshop Lay out
The prevention of accidents in the school workshop depends to a great extent on the
good design and layout of the room.(114) A workshop that has been planned for convenient
and efficient working conditions is a place where the first conditions for safe working have
been established.(115)Machines and work benches must be kept clean and tidy. When new
rooms or alterations to existing rooms are being planned the following factors should be
considered; First of all, the workshop must be big enough to allow the safe layout of
equipment and to provide adequate working spaces at benches and machines so that pupils do
not impede each other’s movements or disturb each other. Additionally, there should be
enough space between benches to allow pupils to move without interrupting other pupils at
work. Gangways and working spaces should at all times be kept free from obstructions; they
should never be used for storing materials or work in progress. (114-116)
Moreover, machines should be sited so as to reduce the amount of unnecessary
movement of the operator. An adequate free area around the machines is required giving the
operator freedom from interference, and the machines should be arranged so as to eliminate
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risks to others from any flying particles, tools, or work which could be ejected accidentally.
Screens can sometimes be helpful but it is essential that nothing should interfere with the
teacher’s full supervision of the room. Furthermore, it is desirable that all school workshop
floors should be at one level. The floor surface needs to be provided and maintained in a non-
slip condition and free from risks of tripping. In woodwork rooms it should be noted that
sawdust may have a burnishing effect on wood floors. Spilt oil or water should be removed at
once.(117-119)
2) Electrical safety
Most electrical accidents could be prevented if the necessary precautions were taken to
eliminate unsafe electrical conditions. Numerous factors affect the results of electrical
accidents. Bodily contact with the hazards of electricity may result in nervous shock, severe
burns, fire damage and physical injuries.(120) Electrical accidents might be controlled by a
program directed toward preventing the development of hazards and eliminating present
hazards. A positive program of action must include education and training.(121) Students
should be taught the basic concepts necessary for an adequate understanding of electrical
energy. Identification of existing and potential electrical hazards requires frequent and
systematic inspection of all equipment. Attention should be directed toward damaged or
broken materials.(122)
Once identified electrical hazards can be readily eliminated. This may involve such actions
as grounding equipment, replacement of parts or simply cleaning equipment. Moreover,
extreme care should be taken, when purchasing electrically operated equipment for school
workshops, to ensure that all control switches can be reached by the student from the normal
operating position.(123,124)
3) Lighting
A good standard of both natural and artificial light is essential. Supplementary lighting to
individual machines is sometimes necessary. This should be of a low voltage. It should not be
regarded as a substitute for a satisfactory standard of general lighting. If possible illumination
should be obtained by natural light, artificial light being used to supplement the natural light
as necessary and to replace it during hours of darkness. (113,116)
4) Storage
Storage is required for bulk supplies, sundries, and partly constructed work. Good
cupboard space can often be provided within the workshop for many of the sundries, but it is
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essential to have adequate space outside the workshop for other items. Proper racking
facilities are required. Storage of metal bars in a vertical position can be dangerous, unless a
safety chain or bar is used.(116)
5) First aid
A suitably equipped first aid box, fixed to a wall, should be easily accessible in every
workshop.(125) The contents of the box should be checked frequently.(126) It is not sufficient
that there should be first aid equipment in another part of the school. Workshop staff should
have sufficient knowledge of first aid to be able to cope with injuries arising from ordinary
workshop accidents, including electrical shock, with confidence and speed.(127,128)
6) Fire precaution
Fire service installations and equipment should be inspected by a registered fire service
installation contractor of the appropriate class at least once in every twelve months in
accordance with fire service (installations and equipment) regulations. Portable fire
extinguishers installed in school workshops located in government premises are to be
inspected periodically by fire services department. Additionally, the school staff and the
pupils should be trained on the correct method of usage.(113)
7) Ventilation
In the event of practical sessions where gas appliances or chemicals will be used, and/or
where a significant quantity of harmful dust or fume will be generated, the following safety
precautions should be followed; the windows should be opened, the exhaust fans should
turned on and all air conditioners should be switched off. (116)
II. Hand tools
Contrary to popular belief, most workshop accidents in schools occur when hand tools
are being used. The safety precautions regarding the use of hand tools are interlinked with
sound teaching.(116) The teacher therefore must strive to develop and teach a technique which
combines safety with efficiency. This applies not only to tools actually in use but also to tools
which are being carried, laid down, stored, sharpened or adjusted. In addition, it is the
teacher’s responsibility to ensure that all tools and equipment are in proper working order. The
prevention of injury from hand tools depends on the careful instruction of the pupils in their
use and on the maintenance of a high standard of tidiness and of good discipline in the
workshop. During demonstrations by the teacher every opportunity must be taken to illustrate
and point out safety precautions which should be practiced by the pupils when carrying out
the exercise. (113-116)
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III.The installation and use of machine tools and associated equipment
1) General Installation
The machines installed in a workshop should be related to the scope of the work being
attempted. Unnecessarily complex or large machines when used by inexperienced operators
can increase the danger factor. Conversely, smaller and less robust machines can also
introduce danger if they lack stability and adequate power. Besides, in the choice of machines,
the weight of accessories must be considered in relation to the pupils using them. Pupils must
not be left unaided to handle accessories which are too heavy for them. All machines must be
used within the capacity for which they are designed and no accessories larger than those
recommended by the manufacturer should be used. (116)
2) Electrical Installation
Each machine should be individually controlled by a starter mounted, where possible, on
the machine and fitted with START and STOP push buttons, overload trip and no-volt
release; the START/STOP switch should be positioned so that the pupil does not reach across
moving parts to operate it An isolating switch should also be provided on or near to each
machine. (120,121)
3) Gas Installation
The gas installation in a workshop should be carried out in consultation with the gas
supply company and tested by a registered gas contractor on completion.(116,117)The whole of
the gas installation should be controlled by an easily accessible master valve.(118) Furthermore,
non-return valves approved by the gas supply company should be fitted to the supply to
brazing hearths, forges, crucible furnaces and other similar gas-air pressure equipment or
alternatively to the main supply to the shop. Flexible tubing should be kept to a minimum and
when used should be of a type approved by the gas supply company. (119-121)
4) Mechanical Safety
All machines should be provided with efficient guards properly secured. In particular
pulley wheels, driving belts and all revolving components should be satisfactorily guarded.
Also, belts and pulley guards should be made of imperforated material whenever practicable.
While adequately protecting the user, the guards should be so designed as to allow access for
inspection and maintenance. (118)
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IV.Ancillary processes
1) Forging
When installing a forge the following considerations are of major importance; the floor in
the area of the forge should be fireproof materials. It is desirable that the hot areas which may
contain equipment for forging, heat treatment, brazing and casting should be less strongly lit
than the main workshop area so that the color of the heated metal can be seen. Additionally,
as dust and fumes are a potential source of danger. It is vital that the flue be properly designed
to conduct efficiently any fumes to the outside atmosphere. The electricity supply to any
extractor fan should be arranged independently of any emergency control to other
equipment.(113,114)
2) Oxyacetylene Welding and Cutting
This apparatus should only be used under the control of a teacher properly trained in its
use and nothing less than a recognized certificate of training issued after a course of
instruction in this subject should be accepted as evidence of such training. Besides, copper
distribution tubes must not be used for acetylene gas, since copper will react with acetylene
under pressure and give rise to an explosion. Cylinders and pipes should be colored in
accordance with the recommendations of the suppliers. Each welding torch should be
provided with its own individual regulator. (113-116)
3) Electric Welding
Electric welding is not suitable for general use in schools, but if used should be under the
control of teachers properly trained in the use of electric welding apparatus. Nothing less than
a recognized certificate issued after a course of instruction in this subject should be accepted
as evidence. Moreover, for teaching purposes electric arc welding must be housed in its own
room or arc welding bay which must be adequately screened from any pupils not taking part
in the actual welding process because of the possibility of “arc eye” or “eye flash”. If portable
screens are used they should be durable, fireproof, and completely stable. The walls of the
welding compartment should be non-reflective and, ideally, painted black.(113)
4) Casting and Foundry Work
Casting and foundry work in schools is usually limited to aluminum or zinc based
alloys.(113,114)When the work necessitates degassing processes being undertaken, the resulting
fumes make the provision of exhaust ventilation essential. Exhaust gases from furnace should
always be vented to the outside atmosphere. Also, prominently posted instructions as well as
verbal instruction on the danger of moisture in the presence of molten metal is vital.(115) A fire
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smothering blanket should always be available. Furthermore, Pouring should only take place
either by or under the direct supervision of a competent teacher and a clear space around the
center of operations should be insisted upon. The crucible should be rested on sand after
pouring, not on a stone or concrete floor. Moreover, when pouring, the moulding box should
be adjacent to the furnace. The mould should be placed at floor level on dry sand which
should also form a dam round it in case of spilled metal whilst pouring is in progress.(116-118)
Barriers to safety in school
Sustaining a safe environment for pupils and staff is or at least should be a key priority
for all school districts.(110) However, without a comprehensive plan in place, this can be a
challenging endeavor. from managing ever-changing regulatory compliance requirements
and ensuring the proper communication channels are in place, to training staff and creating
an overall school culture rooted in safe practices.(111,112) However, there are a lot of obstacles
for maintaining safe school such as ineffective supervision of materials and individuals,
overcrowding of human and materials, lack of alertness to potential hazards, non-
involvement of pupils themselves in accident prevention, lack of data base about injuries
among pupils in technical mechanical schools, irregular maintenance and repairs of
materials, lack of safety education and creation of awareness ,and absence of trained teachers
in charge of health promotion program.(129)
Healthy lifestyle of adolescents
Many adolescent school pupils are unable to access appropriate resources for recognition,
support, and treatment.(130) Many health risk behaviors are established during adolescence,
which often continue into adulthood, affecting their health, well-being in later life.(131-135) For
instance, alcohol habits during adolescence increase the likelihood of heavy consumption in
adulthood, as well as food consumption in adolescence is a predictor of intake in adulthood.
For this reason, several chronic diseases may have their origin, and disease progression,
during adolescence. (132,133)
To improve adolescents’ health, it is important to promote healthy behaviors at an early
age, especially during adolescence. Healthy behaviors are a determinant of health; positive
changes can have an impact on the overall health outcomes.(133-136) The main behaviors
associated with adolescents’ health are physical activity, less time engaging with multi-media,
healthy diet, and absence of alcohol and tobacco consumption, as well as caffeine/stimulant
use, sleep deprivation, drug use, and unhealthy relationships.(58)During the transition into
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adolescence and throughout it, there is an increase in desiring novelty, along with the courage
and curiosity to experiment with new and often unhealthy behaviors. (134,135)
Since adolescence is a critical time to establish the foundations of a person’s health, it is
important to understand the behavioral practices during the transition from early to late
adolescence.(137,138) Studies on adolescents’ healthy habits have focused on the relationship
between individual behaviors and their outcome on health. Attempts to combine several
health behaviors to create a solution to express a healthy lifestyle are sparse.(139-142)Such
measure could be important to the public health policy by influencing the way in which
programs set up to promote healthy lifestyles are developed. Thus, there is a need to
understand how healthy behaviors, and a healthy lifestyle, change during this stage of life. (140-
143)
Gaps in knowledge about healthy and risky behaviors for adolescent population hinder
successful health promotion strategies.(144) So, health promoting behaviors such as adequate
exercise and sleep, eating breakfast, maintaining a healthy weight, and not smoking are
associated with positive health outcomes during adolescence and higher levels of healthy
behaviors during adulthood. These healthy behaviors are major contributors to preventable
illnesses and chronic conditions during adulthood, such as cardiovascular disease, onset of
disability, type-II diabetes, obesity, and some cancers. (140-144)
Sustainable development goals (SDGs) Related to Occupational Health
In September 2015 the United Nations general assembly formally adopted the 2030
agenda for sustainable development, 17 goals are the blueprint to achieve a better and more
sustainable future for all. Goal 8 from 17 goals was related to occupational health.(145,146)
Goal 8: Promote sustained, inclusive and sustainable economic growth, full and productive
employment and decent work for all.
Target 8.2: Achieve higher levels of economic productivity through diversification,
technological upgrading and innovation, including through a focus on high-value added and
labor-intensive sectors
Target 8.3: Promote development-oriented policies that support productive activities,
decent job creation, entrepreneurship, creativity and innovation, and encourage the
formalization and growth of micro-, small- and medium-sized enterprises, including through
access to financial services
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Target 8.5: By 2030, achieve full and productive employment and decent work for all
women and men, including for young people and persons with disabilities, and equal pay
for work of equal value.
Target 8.8: Protect labor rights and promote safe and secure working environments for all
workers, including migrant workers, in particular women migrants, and those in precarious
employment
Egypt vision 2030 for technical and vocational education
In addition to the education development programs, policies and initiatives included in the
government’s 2016-2018 plans, below are the chosen programs aiming at accomplishing the
pillar’s vision, targets and performance indicators. (147)
a) Programs addressing implementation mechanisms:
1) Encouraging private sector’s contribution to technical education development
This program aims at increasing the technical education pupil and trainee’s share of
complete spending on education. It additionally targets offering highly efficient equipped
schools through creating non-traditional resources for financing. This program is included
within low-cost programs and its execution is expected to commence in 2015 and be carried
out by year 2020. (147,148)
2) Enhancing the quality of educational and training facilities.
This program targets growing the effectiveness of educational and training facilities.
This will be achieved through activating the quality system and setting approved quality
standards through which such educational and training facilities would be accredited. This
program is included within medium-cost programs and its execution is anticipated to start in
2015 and be executed by the year 2020.(147,148)
3) Adopting a professional development program for teachers and trainers:
This program aims to increase the efficiency and creating one of the most essential
elements of technical and vocational education; the human factor. This shall be carried out
through enhancing the teachers and trainers’ skills as well as developing a comprehensive
system for teacher assessment. This program is included within medium-cost programs and its
execution is predicted to start in 2015 and be finished by the year 2020.(147,148)
4) Implementing the ”attractive school project”
This program aims at enlarging the efficiency of technical and vocational education
facilities through improving those schools and ensures providing the required equipment and
tools necessary for ensuring high quality education. This program is involved within high-cost
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programs and its achievement is anticipated to begin in 2020 and be accomplished by the year
2025. (147,148)
b) Programs related to specific topics:
1) Raising awareness and enhancing social perception
This program aims at increasing the national awareness concerning the necessity of
technical and vocational education and its positive effect on the several economic sectors. The
program will result in improving the social perception of the technical and vocational pupil.
This program is involved within medium-cost programs and its accomplishment is expected
to begin in 2020 and be completed by the year 2025. (147,148)
2) Applying an efficient and integrated labor market information system
This program aims to link the labor market needs to the curriculum of technical and
vocational education through the creation of a data base for the Egyptian labor market. This
program is included within medium-cost programs and its execution is expected to start in
2015 and be completed by the year 2020. (147,148)
3) Establishing and applying the ”Egyptian national qualifications framework ”for
technical education and vocational training.
This program is tailored to create an integrated system, ensuring connecting vocational
and technical education with labor market needs, in addition to the development of programs
and educational curriculum in line with national objectives. This program is included within
medium-cost programs and its accomplishment is expected to begin in 2015 and completed
by the year 2020. (147,148)
4) Establishing an academy for technical and vocational education (specialized
faculties).
This program aims at qualifying teacher specialized in their fields and acquainted with
their specializations that are able to provide the pupils with real value. This program is
included within high-cost programs and its execution is expected to commence in 2020 and
completed by year 2025.(147,148)
5) Adopting professional practicing license program for vocational and technical
education graduates:
This program aims to emphasize the necessity for the graduates of vocational and
technical education to obtain the professional license; to enhance their efficiency, guarantee
their competency and ensure that they are matching the needs of labor market. This program
also works on regulating labor market itself and limiting the informal sector. This program is
Review of Literature
17
involved within high-cost programs and its accomplishment is expected to start in 2020 and to
be completed by the year 2025. (147,148)
Role of nurse in industrial schools
School nursing is one of various traditional roles for community health nurses. Early
school nursing focused on preventing the spread of communicable disease and treating illness
related to compulsory school attendance.(149) In the 21st century the focus had shifted to
preventive and promotive activities including case finding, integration of health concepts into
school curricula and maintenance of a healthful school environment. it is now recognized that
the school nurse has an important contribution to make in all aspects of the total school
health program. The American nurse’s association standards of health also illustrate the
complexity of school nursing, these standards confirm that the purpose of school nursing is to
enhance the educational process by the modification or removal of health related barriers to
learning and by promotion of an optimal of wellness.(149,150)
The national association of school nurses has developed in 1990 standards of clinical
school nursing practices these standards emphasize that school nursing practices incorporates
three functions: health services, health education and improvement of the school environment.
Health services include programs such as vision and hearing screening, emergency care and
referrals.(149-151 )
Health education function of school nursing practices involves planned and incidental
teaching of health concepts. The third function of school nursing practices is the promotion of
healthful school living including proper selection, design, organization, operation, and
maintenance of the physical plant. It also emphasizes planning for environment monitoring
and to promote the physical and emotional health of school personnel by being accessible as a
resource to teachers and staff regarding their own health and safety.(152)
The role of school nurse, in general differs from school to school and from country to
country. The school nurse working in industrial schools has an essential role in ensuring
safety for pupils and school personnel .The school health nurses have several opportunities to
provide accident prevention programs to their pupils. The role descriptions of school nursing
are categorized into the following:(153)
As a clinician
In school, the nurse provides direct care in the form of first aid, providing emergency
services, and conducting screening programs. In industrial school many emergencies occur,
Review of Literature
18
and the school nurse must be knowledgeable about first aid, management of emergencies,
community resources and referral. In case of injury or accident, the nurse should assess the
degree of injury, the place and the causes of injury, and report it to the school administration
and safety committee. New pupils are assessed by the nurse and the physician. Routine
physical examinations and screening programs that are typically provided include vision,
hearing, and motor disturbances. Follow up by the school nurse involves interpreting of
results, making arrangements for further diagnostic assessment or treatment. (153,154)
As a clinician, the nurse not only assesses the health of individuals, but also holds a
significant role in assessing the health of the environment and the health of pupils as a group.
The responsibilities of this role are conducted through health assessments, physical
examinations, medical monitoring and through direct nursing care. The nurse also strives to
deliver health promotion programs that focus on the needs of groups within the school. Based
on the identification of need, therapeutic plans for intervention are established and
implemented with a focus on enhancing the overall health of the pupils. (155,156)
As a health promotion specialist
As a health promotion specialist, the nurse participates in the development and
management of a multidimensional, broad-range health promotion program that supports the
business objectives of the organization. Health promotion and injury prevention is a function
that the nurse performs along a continuum for the pupil’s population. The objective is to create
an environment for the pupils that provides a sense of balance among work, family, personal,
health and psychosocial concerns. (156)
The nurse has a unique opportunity to contribute toward the current healthy people
prevention agenda. Leading health indicators and national occupational health and safety
objectives can be used to assess the status of the school setting. This information is useful for
identifying prevention objectives and implementation of specific interventions and action
plans.(157)
As an advocator
It is fitting for the school nurse to advocate for the health rights of pupils and school staff.
The school nurse is involved to protect, improve and maintain the health of pupils because
health and learning are hand in hand. As an advocate, the school nurse identifies the hazards
facing the pupils in workshops and assist in seeking out the best approaches to control it.
(156,157)
Review of Literature
19
As a manger
In some cases, the nurse may act as the director of the multidisciplinary health team,
coordinating and planning the work of other health professionals. The nurse supervisor may
have management duty regarding the entire of the health team or the nursing staff or
management responsibility for particular programs. The nurse manager might be the
spending holder of the department and would have the skills necessary to sit close by other
line directors in the organization and contribute to organizational development. (157)
Moreover, the nurse plays an important role in administering, keeping up medical and
nursing records, monitoring expenditure, staffing levels and skill mix within the department
and may have duty regarding overseeing staff included in the administration.(155)
As a coordinator
The nurse acting as a coordinator can draw together all of the professionals involved in
the health team. In numerous occurrences the nurse will be the main individual in the team
who is permanently employed by the enterprise or present on a specific site. Subsequently,
they have an extraordinary position and have access to important data that can be used to
shape and direct the health program. In this role the nurse would exercise skills in
communication, planning, involvement, management and in organizing the professional
team. (156,157)
The nurse plays an important role in pupil’s education. This might be within existing
training programs or those programs that are produced particularly by nurse, for instance to
inform, instruct and train pupils in how to shield themselves from occupational hazards,
workplace preventable ailments or to bring issues to the light of the significance of good
environmental health management practices.(153)
As a researcher
A specialist school health nurse will need to be well skilled in undertaking a nurse-
based health needs assessment at both the individual and the organizational level. This type
of assessment can be used as the basis for individual case management or occupational health
program planning. School health nurses may use research based skills in carrying out the
assessment in handling the data generated in the assessment and in interpreting the results
and advising management acting as a member of the multidisciplinary team. (153-155)
Nurses are becoming increasingly familiar with both quantitative and qualitative
research methodologies and can apply these in school health nursing practice. School health
Review of Literature
11
nurses working at the enterprise level are more likely to use simple survey techniques or
semi-structured interviews and to use descriptive statistical techniques in their presentation of
the data.(153-155)
Increasingly all health care providers are using an evidence-based approach to practices
that requires the professional to seek the best available information on which to base their
practice. School health nurses are skilled in searching the literature, reviewing the evidence
available which may be in the form of practices guidelines or protocols and applying these
guidance documents in a practical situation. School health nurses should be well skilled in
presenting the evidence, identifying gaps in current knowledge and allowing others to review
critically the implementation of care plans based on their assessment of the evidence. (154)
As a consultant
The school nurse should act as a consultant to the school system regarding pupil health
problems and their solution. The nurse should be a member of the safety committee of her
school, help review accident reports, she can inform members of the committee about the
possible long-range effects of specific injuries. She can also arrange with them for the training
or retraining of selected personnel in the area of first aid. It is also the nurse who usually
observes safety hazards in the school building that should be reported to the committee for
action. As consultant to teachers, school nurses participate in assessment, implementation and
evaluation of the health education curriculum, and have an active role in the selection of
materials for instruction.(150-155)
As a health educator
Safety education is of concern to the school health nurses as health education is an
essential component of any school health program. School nurses can play a very significant
role in ensuring that this component is not neglected. Safe education should be integrated into
the overall curriculum. This will never happen if the school nurse continually teaches sporadic
health classes. Several authors suggest that helping teachers to assume responsibility for safe
education activities is a much more beneficial approach. While others insist that the school
nurse has a unique opportunity within the educational setting to facilitate maintenance or
change in health attitudes, values, beliefs and behavior of pupils. The school nurse working in
industrial school should teach their pupils about good health and safety and motivates them to
improve their health and safety practices.(156,157)
Review of Literature
10
As an evaluator
If the nurse does not become familiar with the school environment but remains within the
four walls of her unit, she is severely limiting the scope of her activities and cannot hope to
provide a comprehensive school health service. The nurse should assess several aspects of the
school environment including fire hazards, sanitation, ventilation, lighting, noise levels, and
toilet facilities. Other areas of concern are the safety of industrial workshops present in
schools; inspection of theses workshops is the best source of directly relevant data about
health hazards. (155-157)
The nurse must visit the work areas regularly in order to become knowledgeable about the
work process and materials, the work practices of the pupils and the presence of actual or
potential hazards and measures existing to protect them. This assessment help the nurse to
identify health hazards, develop control methods to prevent the hazards, carry out health
surveillance, give information and training about hazards, supervise and train people in first
aid and maintain routine records. (157)
Finally, nurses play a range of diverse roles in their contributions of occupational
health among school pupils and the aim of each of these roles is to ensure their health and
wellbeing. In addition, occupational health nurses services provided at the workplace to
address health care needs of pupils have been identified as an important component of the
public health strategy. However, occupational health nurses as the largest single group of
health care professionals involved in delivering health care at the workplace, hence
responded to these new challenges. They should have raised the standard of the professional
education and training, modernized and expanded their role at the workplace, and in many
situations have emerged as the central key figure involved in delivering high quality
occupational health services to the pupils.(154-157)
Occupational health nurses working independently or as a part of a larger multi
professional, are at the fronting in helping to protect and promote health of pupils. Therefore,
it is important to develop assessment of pupils and school environment, in addition to
formulate educational training to raise their awareness regarding health and injury
prevention. (157) So, this study aims to evaluate the effect of educational intervention
about occupational safety on knowledge and practices of male students in technical
mechanical secondary schools in El-Beheira governorate.
MATERIALS
& METHODS
Materials and Methods
23
MATERIALS AND METHODS
Materials
Research design:
Quasi experimental (pre-posttest) study design was carried out to demeanor this study.
Setting:
The study was conducted in Four schools out of 13 schools (around one quarter) harvesting
the highest numbers of students at the second level namely; Damanhour Technical
Mechanical Secondary School, Kafr-El-Dawar Technical Mechanical Secondary School,
Abo Homos Technical Mechanical Secondary School, and Hosh Eisa Technical Mechanical
Secondary School .The second level students were selected to have enough experience in
clinical training as well as to have a chance to follow them at the subsequent year.
Table (1). Numbers of technical mechanical secondary schools male
students affiliated to the second year in El-Beheira Governorate
School Name
Total number
of students
1
Damanhour Technical Mechanical Secondary School
300
2
El-Shahid Ali Abdel Nabi El-Far Technical Mechanical Secondary
School (Itay El Barowd )
64
3
Kafr-El-Dawar Technical Mechanical Secondary School
300
4
El-Dalngat Technical Mechanical Secondary School
106
5
Abo Homos Technical Mechanical Secondary School
270
6
Edco Technical Mechanical Secondary School
176
7
Rashid Technical Mechanical Secondary School
151
8
El-Mahmoudia Technical Mechanical Secondary School
147
9
Kom Hamada Technical Mechanical Secondary School
37
10
Badr Technical Mechanical Secondary School
174
11
Abo El Matmir Technical Mechanical Secondary School
147
12
Hosh Eisa Technical Mechanical Secondary School
234
13
El Nobria Technical Mechanical Secondary School
32
Source: Ministry Of Education Academic Year (2018-2019)(158 )
Subjects:
The target population of this study was the male students in the technical mechanical
secondary schools who meet the following inclusion criteria:
Enrolled in the second academic year
Free from chronic disease
Free from disability
Materials and Methods
22
Sample size
The sample size was calculated by using EPI info7software based on the total
population of 1104 and an expected frequency of 50% of hazards with margin error of 5% and
confidence interval of 95%. This resulted in minimum required sample size of 280 students.
140 students were selected as an experimental group and 140 students were randomly selected
as control group (every odds number assigned to experimental group and every even number
assigned to control group) from each of the previously selected settings according to the
following table (Table 2);
Table (2). Sample size estimation table
School
Total number of
students at the 2nd
level
Proposed
sample size
Damanhour Technical Mechanical Secondary
School
300
76
Abo Homos Technical Mechanical Secondary
School
270
69
Kafr-El-Dawar Technical Mechanical Secondary
School
300
76
Hosh Eisa Technical Mechanical Secondary
School
234
59
Total
1104
280
Source: Ministry Of Education Academic Year (2018-2019)( 158 )
Materials and Methods
23
Table (3) Number of Students selected from Different Departments
School
Workshops
Department
No
of
study
sample
Welding
Lathing
Foundry
Cases
Control
Cases
Control
Cases
Control
Damanhour
Technical
Mechanical
Secondary
School
13
13
13
13
12
12
76
Abo
Homos
Technical
Mechanical
Secondary
School
34
35
69
Kafr-El-Dawar
Technical
Mechanical
Secondary
School
19
19
19
19
76
Hosh
Eisa
Technical
Mechanical
Secondary
School
10
10
10
10
10
9
59
Sampling technique
By using multi stage sampling technique, the following steps were done:
El-Beheira governorate was classified into 18 educational directorates. only 13 directorate
have technical mechanical secondary schools
Four schools (constituted 25%) having the highest numbers of students were purposively
selected.
from each school, the students enrolled in the second academic year were included in the
study using systematic random sampling technique to select the required sample size of
280 students.
The study sample was randomly assigned to one of two groups, either the experimental
group (n=140 students) or control group (n= 140) students, every odds number assigned to
experimental group and every even number assigned to control group. The experimental
Materials and Methods
23
group received the occupational safety program, while the control group received the
routine instructions from their teachers.
Tools for data collection:
In order to collect the required data from the study sample, the following tools were
developed by the researcher after reviewing recent literature in order to assess students’
knowledge and practices toward occupational safety in technical mechanical secondary
schools at pre, immediate and 3 months post educational intervention, and they were as the
following:
Tool (I): structured self-administered questionnaire: (Appendix II)
It included three parts as following:
Part (1): Socio-demographic characteristics of the students
This part included the following data: age, academic department, residence, crowding index,
family income, father& mother education and occupation.
Part (2): Assessment of student’s general health status
This part included the following data: presence of health problems in the last 6 months,
medication used, lab investigation done before, presence of vision or hearing problems.
Part (3): Life style of students
This part included the following data such: physical exercises, sleeping patterns, eating habits,
risk taking behaviors such as smoking, alcohol consumption, and drug abuse.
Tool (II): Students’ knowledge regarding occupational safety (Appendix II)
It was concerned with the following items:
Occupational safety in schools (definition, occupational safety committee in schools,
activities of occupational safety committee )
Possible environmental hazards present in school from their point of view
Accidents hazards and their prevention
Safety measures needed and adopted to overcome these hazards
Personal protective equipment, and importance of using it
First aid measures
Fire hazards and their prevention
Scoring system:
The students’ knowledge regarding occupational safety were calculated for each item. It
consists of 62 items. A score of (2) will be given to the complete and correct answer, a score
of (1) for correct but incomplete answer and a score of (0) for the wrong or missed answer.
Materials and Methods
23
The total knowledge score was calculated and ranged from (0-124) which further categorized
into three levels as follows:
Classification
Score
Good
75%-100% (93-124 points )
Fair
< 75%-50% (62- < 93 points)
Poor
< 50% (< 62 points )
Tool (III): Observation check list regarding safety measures practices in the
training workshops (Appendix II)
An observational checklist was developed by the researcher after reading the recent literature
in order to assess safety measures utilized in the mechanical workshops. It included the
following three parts:
Part I: Workshops Environmental safety measures
This part included data about : housekeeping, ventilation, noise control, lighting system, fire
protection, electrical safety and workshop design .This part included 64 items each item took
either zero (no) or one (yes).The total score of this part can range from 0 to 64.
Part II: Work process safety measures
This part included safety measures adopted in various departments like
Welding, lathing, and foundry. This part included 23 items each item took either zero (no) or
one (yes).The total score of this part can range from 0 to 23.
Part III: Protective devices used by students
This part included different personal protective equipment utilized by students in different
departments of workshops such as safety glasses, mask, ear plug, gloves, apron, safety
shoes…etc. This part included 13 items each item took either zero (no) or one (yes).The total
score of this part can range from 0 to 13.
Scoring system:
Safety measures adopted in training workshops composed of 100 items and was calculated for
each one. Every item was scored (1) if present and (zero) if not present. The total
observational score was calculated and ranged between 0-100 and categorized into two levels
as follows:
75% or more items of safety measures was considered as having complete safety measures
( ≥ 75 points )
Less than 75% items of safety measures was considered as having incomplete safety
measures (˂ 75 point)
Materials and Methods
23
Methods
I.Administrative process:
1.An Official letter from the Faculty of Nursing Damanhour University was directed to the
director of the technical education in El-Beheira governorate to inform about the study
aim and to obtain permission to conduct the study in the selected setting.
2.An official letter from the faculty of nursing was directed to the director of the selected
schools to facilitate conducting of the study
II. Development of the study tools:
Tool I structured self-administered questionnaire: It was developed by the researcher
after reviewing of the recent literatures to assess socio-demographic characteristics and life
style of the students.
Tool II Students’ knowledge regarding occupational safety
It was developed by the researcher after reviewing the recent literature to assess students’
knowledge regarding occupational safety.
Tool III Observation check list regarding safety measures practices in the training
workshops. It was constructed by the researcher after reviewing the recent literature to
assess safety measures used in the mechanical workshops.
Tools validity, all the study tools (I,II,III) were examined for content validity by a jury
of five experts in the field of community health nursing from the Faculty of Nursing
(Damanhour and Alexandria university) and the necessary modifications were done such as
clarifying some questions ambiguous to them and needs more clarifications .
Tool reliability, the reliability of tool III was conducted using test-retest and the result was
0.9 and the tool seems to be reliable.
III. Pilot study
Twenty-eight students (10% of the estimated sample) were piloted to ascertain the clarity,
applicability and feasibility of the tools and to detect the obstacles that might impede the data
collection process (not included in the original sample) consequently, all needed
modifications were done such as simplifying some questions related to first aid .
IV. Data collection Process:
1) The overall data collection process took about seven months (from September 2019 to
March 2020).
2) Students were selected by systemic random sampling from the different departments
Materials and Methods
23
3) The interviews were carried out individually after a brief explanation of the purpose of
the study to gain their cooperation.
4) Each interview took approximately 20 minutes using tool II.
5) After completion of the interview, the researcher observed the safety measures practices
adopted in different workshops of various departments using tool III.
6) Educational intervention was carried out through the following phases
First Phase: preparation of the educational intervention:
I.Assessment phase
The researcher visit the study setting and explain the questionnaire to both the study and
control group
Pre intervention assessment for the students’ knowledge and practices about occupational
safety was done by the researcher after distributed tool II to be completed by both groups
as pretest and to detect their learning needs in the first week before starting the program in
each school.
The observational assessment was conducted by the researcher for both study and control
groups to assess safety measures practices in the training workshops by using tool III.
II. Planning phase
The intervention of occupational safety was developed by the researcher for the study group
according to student’s needs assessment and review of literature as to the following steps:
a) Setting the program objectives
General objective
To improve the knowledge and practices of male students regarding occupational safety
Specific objectives
By the end of this educational intervention, the students were able to:
Define occupational safety
List activities of occupational safety
Mention the possible environmental hazards present in their schools
Mention prevention of accidents and hazards
Apply safety measures needed to overcome the occupational hazards
Apply personal protective equipment and mention its importance
List first aid measures
Apply prevention of fire hazards
Materials and Methods
23
b) Preparation of the content
The content of the educational intervention of occupational safety was designed by the
researcher to cover all the predetermined objectives .it was developed based on review of
relevant recent literature, results of pre-assessment as well as characteristics of students.
The content was comprised and formulated as regard to numbers of sessions and teaching
methods
Different educational strategies were utilized as interactive lecture s, brain storming, group
discussion , and role play
Different teaching aids were used to facilitate and illustrate teaching such as posters,
handout, slide data show and videos.
Second Phase: Implementation of the Educational Intervention
1) This phase included the implementation of the planned educational intervention.
2) The students were divided into groups at each school, each group was contain around (15-
20) students. There were two groups of students in each school and the sessions were
given at the training workshops and the class rooms according to the student’s schedule.
3) At the beginning of the first session, students were oriented to the aim of the study, phases
and the educational intervention sessions (time, duration, and contents).The researcher
focused on the importance of continuous attendance and active participation. In each
session students questions were answered, then handout were distributed to them.
4) Timetable of the educational intervention regarding occupational health and safety at the
following :
Materials and Methods
34
Days
Contents
Teaching methods
Media
Time
Evaluation
First day
Session 1
Orientation of the participants
Explain the purpose and nature of the study for them
Introduction (Technical education in Egypt and its
importance )
Overview about school safety ( definition of school safety
,type of hazards in school, safety precautions in school ,
the role of school safety committee )
Discussion
Interactive
lecture
Brain storming
Brochure
Data
show
1 hour
Pretest
Post test
Second
day
Session 2
Occupational health (definition of occupational health,
objectives of occupational health , definition of
occupational hazard , different types of occupational
hazards )
Discussion
Interactive
lecture
Brain storming
Data
show
Brochure
Poster
1 hour
Pretest
Post test
Materials and Methods
34
Days
Contents
Teaching methods
Media
Time
Evaluation
Third day
Session 3
Safety
precautions
in
mechanical
workshops
(occupational hazards and protective measures in
welding ,lathing and foundry workshops ,
identification of safety precautions that must be taken
during working in the workshop )
Discussion
Interactive lecture
Brain storming
Data show
Brochure
Video about
occupational
hazards
1 hour
Pretest
Post test
Fourth day
Session 4
Personal
protective
equipment
(
definition,
importance and different types of personal protective
equipment)
Discussion
Interactive lecture
Brain storming
Data show
Brochure
Video about
personal
protective
equipment
1 hour
Pretest
Post test
Fifth day
Session 5
First aid ( definition, first aid box contents ,
principles of first aid , priorities of first aid , first aid
survey
Heart attack first aid measures
( definition, signs and symptoms , application of
first aid )
Burn ( definition, causes of burn , degrees of burn,
application o first aid)
group discussion
Interactive lecture
Brain storming
Role play
Demonstration and
re-demonstration
Data show
Brochure
Video about
heart attack
first aid
Video about
burn first aid
1 hour
Pretest
Post test
Materials and Methods
33
Days
Contents
Teaching methods
Media
Time
Evaluation
Sixth day
Session 6
Wounds (definition, types of wounds , application of
first aid )
Bleeding ( definition, causes, types, complications,
application of first aid
Fractures ( types, application of first aid )
Convulsion ( definition, signs and symptoms ,
application of first aid )
Poisoning ( definition, signs and symptoms, application
of first aid )
Bites and stings ( definition, different types of bites and
stings
Eye injuries ( definition, application of first aid)
Amputation ( definition, application of first aid )
Discussion
Interactive lecture
Brain storming
Role play
Demonstration
and
re-demonstration
Data show
Brochure
Video about
wound first
aid
Video about
bleeding first
aid
Video about
fracture first
aid
Video about
Convulsion
first aid
Video about
eye injuries
first aid
Video about
poisoning first
aid
2hours
Pretest
Post test
Materials and Methods
32
Days
Contents
Teaching methods
Media
Time
Evaluation
Seventh
day
Session 7
Emergency evacuation drill ( definition, objectives,
duties of emergency team, measures that must be
available in school , duties of firefighting teams in
schools , evacuation exercises in school )
Discussion
Interactive lecture
Brain storming
Role play
Demonstration
And re-
demonstration
Data show
Brochure
Video about
emergency
evacuation
drill for fire
1hour
Pretest
Post test
Eighth
day
Session 8
Types of common accidents in mechanical workshops
and protective measures (definition of accident,
different types of accidents inside the mechanical
workshops, causes of accidents, and protective
measures .
Discussion
Interactive lecture
Brain storming
Role play
Demonstration and
re-demonstration
Data show
Brochure
Poster
1hour
Pretest
Post test
Materials and Methods
33
Days
Contents
Teaching methods
Media
Time
Evaluation
Ninth
day
Session 9
Principles of proper nutrition (benefits of
proper
nutrition,
food
groups,
factors
affecting food group’s requirements, well
balanced diet).
Discussion
Interactive lecture
Brain storming
Role play
Demonstration and
re-demonstration
Data show
Real objects
Brochure
1
hour
Pretest
Post test
Tenth day
Session 10
Health maintenance importance ( definition,
factors affecting health , ways of health
maintenance, benefits of health maintenance
)
Discussion
Interactive lecture
Brain storming
Role play
Demonstration and
re-demonstration
Data show
Brochure
1hour
Pretest
Post test
Materials and Methods
33
5) Educational booklet was given to the study group at the end of each session and to the
control group at the end of the program.
Third Phase: Evaluation of the Educational Intervention
Evaluation of the intervention was done two times: immediately and after 3 months of the
completion of the intervention for the study group through posttest structured questionnaire
using tool II.
Posttest was done for the control group at their school immediately and three months after
the intervention completion by using the same tool.
The researcher conducted the observational assessment of the study group’s occupational
safety practices (tool III) during posttest.
The effectiveness of the intervention on student’s knowledge and practices were measured
through comparing the variance between pre-posttest mean total score between the study
and control groups.
V. Statistical analysis
Data were coded and transferred into specially designed formats to be suitable for
computer feeding. Following data entry, checking and verifying process were carried out to
avoid any errors during data entry. Frequency analysis, cross tabulation and manual revision
were all used to detect any errors.
Data was analyzed using personal computer (PC) with statistical package for social
science (SPSS) version 20.
The level of significance selected for this study was P value equal or less than 0.05.
The next statistical procedures were employed:
1.Descriptive: count, percentage, arithmetic mean, standard deviation.
2.Inferential: the mean change in the overall score of the studied variables was employed for
comparison at baseline and follow-up after the educational intervention based on the total
maxing allowable score for each variables using :
•Chi-square test:For categorical variables, to compare between different groups
•Fisher’s Exact or Monte Carlo correction: Correction for chi-square when more than 20%
of the cells have expected count less than 5
•Student t-test: For normally distributed quantitative variables, to compare between two
studied groups
Materials and Methods
33
•ANOVA with repeated measures: For normally distributed quantitative variables, to
compare between more than two periods or stages, and Post Hoc test (Bonferroni adjusted)
for pairwise comparisons
•Pearson coefficient: To correlate between two normally distributed quantitative variables
3.Graphical presentation included bar graph and pie chart
VI. Ethical consideration:
Permission was obtained from ethical committee in the Faculty of Nursing Damanhour
University
Permission was obtained to collect the data from the selected settings.
Written consent was obtained from every student participated in the study after
explanation of the aim of the study and participants were assured that collected data will
be used only for the study purpose.
Confidentiality and anonymity of students were guaranteed by statement in the cover page
A code number was used instead of names
Educational intervention was given to the control group at one session after completion of
the study.
The educational booklet was given to all students (either experimental or control group) at
the end of the study.
Limitations of the study
No difficulties had been encountered through this study
RESULTS
Results
74
RESULTS
The results of this study were presented in three parts:
Part (I): General characteristics of the Studied Sample
a) Socio demographic characteristics of the studied sample
b) General health status of the studied sample
c) Life style of the studied sample
Part(II):Students’ Knowledge Regarding Different Aspects of Occupational
Safety
a) School safety
b) Exposure to risk at school
c) School accidents
d) Safety measures at school workshops
e) First aid
Part (III): Safety Measures Practices in the Training Workshops
a) Environmental safety measures
b) Safety measures adopted during work process
Results
74
Part (I): general characteristics of the studied sample
a) Socio demographic characteristics of the studied sample
Table (1) displays distribution of the studied sample according to their personal
and socio demographic characteristics. The total number included in the study was 280
(140 cases and 140 control). Concerning age, it ranged from 15-19 years with a mean age of
16.39 ± 0.71 among the study group whereas among the control group 16.21 ± 0.71. Less than
half (46.4%, 47.9%) of both the study and the control group respectively were aged between
16 to less than 17 years. While, a minority (3.6%) of both groups were aged from 18 to less
than 19 years. No statistical significant difference between both groups (x2=4.974 , MCp=
0.174).
Regarding the place of residence, less than two thirds (63.6%) of the study group were
living in urban areas compared to two thirds (66.4%) of the control group, whereas the rest
(36.4%, 33.6%) of both groups were living in rural areas .No statistical significant difference
between both groups (X2= 0.251, MCp= 0.616).
With respect to family income, the vast majority of both groups (90%) had not enough
income to meet the demands of their lives, and the minority of both groups (10%) had enough
income. No statistical significant difference between both groups (X2=0.000 , MCp =1.000 ).
In relation to crowding index, it ranged from 1 to 10 persons/bed room among the study
group and from 1-5 among the control group with a mean of (2.4+0.9) and (2.1+0.6)
respectively. It was found that around less than three quarters (71.5%) of the study group had
a crowding index of four persons/ room or more compared to around two thirds (67.8%) of
the control group. On the other hand, a crowding index of less than 2 persons/room
constituted (7.1%,3.6%) of both groups respectively, with a statistical significant difference
between both groups (X2=11.497, MCp= 0.001).
As regard to mothers’ level of education, the table portrays that nearly half (49.3%) of
the study group mother’s had secondary education compared to nearly two fifth (39.3%) of the
control group. On the other hand, a minority of the study group and control group mother’s
(2.1%) could read and write. No statistical significant difference between both groups ( X2
=4.225, MCp =0.524 ) .
With respect to fathers’ level of education, the table shows that more than half (51.4%)
of the study group father’s had university education, compared to less than two thirds (60.7%)
of the control group, whereas the minority (0.7%, 2.9%) of the study group and control group
father’s respectively had primary education. No statistical significant difference between both
groups ( X2 = 5.839, MCp =0.304 ) .
Pertaining to mothers’ occupation, the table depicts that more than half (52.9%) of the
study group mothers’ and slightly more than two fifth (40.7%) of the control group mothers’
were housewives. On the other hand, a minority (4.3%,2.1%) of both groups mothers’
respectively were teachers . In addition, trades/ business occupation constituted (19.3%,
21.5%) of both groups mothers respectively, with a statistical significant difference between
both groups (X2=23.635, MCp<0.001* ) .
Results
74
In relation to fathers’ occupation, the table shows that half (50%) of the study group’
fathers’ were employee compared to more than half (57.1%) of the control groups’ fathers.
Additionally, less than two fifth (39.3%) and less than one third (27.8%) of the study group
and control group fathers’ were traders. Moreover, a minority (1.5%, 9.3%) of both groups’
fathers were not working /retired, with a statistical significant difference between both groups
(X2 =17.581, MCp<0.001).
Results
05
Table (1): Distribution of the studied sample according to their personal and socio -
demographic characteristics
Study group
(n = 140)
Control group
(n = 140)
Test of
Significance
Socio-demographic & personal
characteristics
No.
%
No.
%
Age in years
15 <16
13
9.3
24
17.1
2=4.974
MCp =0.174
16 < 17
65
46.4
67
47.9
17 <18
57
40.7
44
31.4
≥19
5
3.6
5
3.6
Min. – Max.
15.0 – 18.0
15.0 – 18.0
t=1.948
MCp =0.052
Mean ± SD.
16.39 ± 0.71
16.21 ± 0.71
Residence
Urban
89
63.6
93
66.4
2=0.251
MCp =0.616
Rural
51
36.4
47
33.6
Family income
Enough
14
10.0
14
10.0
2=0.000
MCp =1.000
Not enough
126
90.0
126
90.0
Crowding index
< 2
2-
≥ 4
10
30
100
7.1
21.4
71.5
5
40
95
3.6
28.6
67.8
2=11.497*
MCp =0.001*
Min. – Max.
1 -10
1-5
t=3.627*
p<0.001*
Mean ± SD.
2.4 +0.9
2.1±0.6
Mothers’ level of education
Illiterate
13
9.3
14
10.0
2=4.225
MCp=0.524
Read and write
3
2.1
3
2.1
Primary school
5
3.6
3
2.1
Preparatory school
10
7.1
12
8.6
Secondary school
69
49.3
55
39.3
University education
40
28.6
53
37.9
2: Chi square test
MC: Monte Carlo
t: Student t-test
p: p value for comparing between Study group and control group
*: Statistical significant at p ≤ 0.05
Results
05
Table (1): (CONT.) :
2: Chi square test
MC: Monte Carlo
p: p value for comparing between Study group and control group
*: Statistical significant at p ≤ 0.05
Socio-demographic & personal
characteristics
Study group
(n = 140)
Control group
(n = 140)
Test of
Significance
No.
%
No.
%
Father’s level of education
Illiterate
5
3.6
5
3.6
χ2=5.839
MCp=0.304
Read and write
1
0.7
0
0.0
Primary school
1
0.7
4
2.9
Preparatory school
15
10.7
12
8.5
Secondary school
46
32.9
34
24.3
University education
72
51.4
85
60.7
Mother’s occupation
House wife
74
52.9
57
40.7
χ2=23.635*
MCp<0.001*
Dress maker
3
2.1
0
0.0
Farmer
5
3.5
0
0.0
Trades/business
27
19.3
30
21.5
Teachers
6
4.3
3
2.1
Employee
25
17.9
50
35.7
Father’s occupation
Non-working/retired
2
1.5
13
9.3
χ2=17.581*
MCp<0.001*
Painter
5
3.6
4
2.9
Farmer
5
3.6
0
0.0
Trades/business
55
39.3
39
27.8
Teachers
3
2.0
4
2.9
Employee
70
50
80
57.1
Results
05
Figure (3): Distribution of the students according to school workshops department
Regarding the distribution of students according to the school workshop department, it
was observed that more than half (54.6%) of the students were in welding department. While
nearly one-third (30%) of the students were in lathing department and less than one quarter
(15.40%) were in foundry department.
Figure (3): Distribution of the students according to school workshops department
54.60%
30%
15.40%
Welding
Lathing
Foundry
Results
05
b) General Health Status of The Studied Sample
Table (2) depicts the distribution of the studied sample according to their general
health status. It is clear that, less than one third (30.7%) of the study group received
prescribed medications during the last 6 months compared to slightly more than one quarter (
25.7%) of the control group . No statistical significant difference between both groups (X2=
0.864 , MCp=0.353 ). Concerning the type of prescribed medication, the table illustrates that
more than one quarter (27.9%) of the study group received Bronchicum compared to half
(50%) of the control group. Furthermore, zyrtec was taken by (23.3%, 2.8%) of the study
group and control group respectively. No statistical significant difference between both
groups (X2 =10.212, MCp= 0.069).
Regarding lab investigation done within the last six months, the table shows that less
than half (45%, 48.6%) of the study group and the control group performed lab investigation
respectively. Additionally, it is clear that the highest percent (28.6%) of the study group
performed urine analysis, whereas the highest percent of the control group (32.3%) performed
complete blood counts. On the other hand, the minority (9.5%) of the study group performed
stool analysis while 10.3% of the control group performed urine analysis. No statistical
significant difference between both groups (X2= 7.952, MCp = 0.158) .
It was also noticed from the table that neither the study group nor the control group had
reported auditory or visual problems.
Moreover, the results revealed that less than one tenth (5.7%, 7.8%) of the study group
and the control one had a history of school workshop accident. It was evident that the accident
resulted in injuries in (37.5%, 18.2%) of the study group and the control one respectively.
Results
07
Table (2): Distribution of the studied sample according to their general health status
Health status
Study group
(n = 140)
Control group
(n = 140)
Test of
Significance
No.
%
No.
%
Use of prescribed medications during
the last 6 months
No
97
69.3
104
74.3
χ2=0.864
MCp = 0.353
Yes
43
30.7
36
25.7
Prescribed medications
(n=43)
(n=36)
Congestal cold and cough
9
20.9
10
27.8
χ2=10.212
MCp = 0.069
Bronchicum
12
27.9
18
50
Tussivan-N
12
27.9
7
19.4
Zyrtec
10
23.3
1
2.8
Lab investigations done within the last
6 months
No
77
55.0
72
51.4
χ2=0.359
MCp =0.549
Yes
63
45.0
68
48.6
Lab investigation
n=(63)
n=(68)
Hemoglobin
9
14.2
11
16.2
χ2= 7.952
MCp =0.158
CBC
10 15.9
22
32.3
Lipid profile
10
15.9
17
25
Liver profile
10
15.9
11
16.2
Urine analysis
18
28.6
7
10.3
Stool analysis
6
9.5
0
0.0
Reported auditory problems
No
140
100.0
140
100.0
–
Yes
0
0.0
0
0.0
Reported visual problems
No
140
100.0
140
100.0
–
Yes
0
0.0
0
0.0
School workshop accident
No
Yes
132
8
94.3
5.7
129
11
92.2
7.8
χ2=5.952
MCp =0.147
School workshop accident related
injuries
No
Yes
5
3
62.5
37.5
9
2
81.8
18.2
χ2=6.952
MCp =0.138
2: Chi square test
MC: Monte Carlo
p: p value for comparing between the studied groups
*: Statistical significant at p ≤ 0.05
Results
00
c) Life Style of The Studied Sample
Table (3) illustrates the distribution of the studied sample according to their life
style patterns. Concerning the eating habits, around two thirds of the study group (61.4%)
reported that they had three meals per day compared to more than two thirds (69.3%) of the
control group. No statistical significant difference between both groups (X2= 4.893, MCp =
0.070) .
The table also portrays that nearly two fifths (41.4%) of the study group always had
breakfast daily compared to more than half (52.9%) of the control group. While more than
one tenth (13.6%) of the study group and minority (2.1%) of the control group never had
breakfast. A statistical significant difference was observed between both groups (X2= 13.576,
MCp = 0.001) .
With respect to intake of fast food , it was found that half of the study group ( 50%)
reported always intake of fast food compared to less than two third (63.6%) of the control
group . On the contrary, the lowest percent of both group (12.1%, 1.4%) never had fast food
.A statistical significant difference was observed between both groups (X2= 14. 269, MCp =
0.001).
Pertaining to daily water intake, the table depicts that the highest percent of the study
group (43.6%) drank eight cups of water per day, while the highest percent of the control
group (57.1%) drank less than eight cups of water per day. However, the lowest percent of
both groups (15%, 4.3%) drank more than eight cups of water daily. Moreover, the mean for
the study group was 9.86±3.07, whereas the mean for control group was 10.56 ±3.07. A
statistical significant difference was found between both groups (X2= 12. 267, MCp = 0.002).
Regarding intake of beverages like coffee and tea, it was reported by majority (90%,
100%) of the study group and the control group respectively. In addition, less than half
(42.9%, 46.4%) of them in both groups stated that they were drinking beverages three times
per day, while a minority (13.5%,7.9%) of both groups reported that they were drinking
beverages more than three times daily , with a statistical significant difference between both
groups (X2= 12.267 , MCp =0.002 ) .
Concerning exercise, it was evident that, less than two thirds (60.7%) of the study
group didn’t practice any type of exercise compared to more than three quarters (83.6%) of
the control group, whereas the rest of both groups were practicing exercises. A statistical
significant difference was observed between both groups (X2=18.198, MCp = 0.000)
.Moreover, the majority of the study group who practicing exercise (92.7%) stated that they
were practicing exercises once per week compared to nearly two thirds (65.2%) of the control
group, whereas twice per week reported by (7.3%, 34.8%) of the study group and the control
group respectively. A statistical significant difference was observed between both groups
(X2= 26.039, MCp <0.001 ) .Furthermore, the table depicts that the majority (96.5%,98.3%) of
both groups were not practicing exercises due to lack of time , while a minority (3.5%, 1.7%)
of both groups due to sickness reasons. A statistical significant difference was observed
between both groups (X2= 16.014 , MCp<0.001 ).
Results
05
It is apparent from the table that sleeping hours/night ranged from 4 to9 hours among
the study group and from 4 to 8 hours among the control group with a mean of 5.75 ± 1.68 for
the study group and 5.59 ± 1.40 for the control group, with a statistical significant difference
between both groups (t=0.851, MCp =0.396 ) . The table also reveals that nearly one tenth
(10.7%) of the study group had sleeping problems compared to less than half of the control
group (48.6%). The majority of the study groups (46.6%) were sleeping a lot and the minority
(13.3%) had disturbed sleep, whereas the majority (57.3%) of the control group had difficulty
sleeping and the minority (17.6%) were sleeping a lot. A statistical significant difference was
observed between both groups (X2=51.617 , MCp <0.001) .
With respect to risk-taking behaviors, the table depicts that more than one third
(37.1%) of the study group reported that they were smokers compared to about slightly more
than one fifth (20.7%) of the control group. A statistical significant difference was observed
between both groups (X2= 9.189, MCp =0.002) . Additionally, more than one third (42.3%) of
the study group started smoking two years ago compared to more than half (58.6%) of the
control group. However, more than one third (38.5%,41.4%) of both groups respectively
reported that they started smoking since one year .A statistical significant difference
between both groups (X2=17.547* , MCp=0.001 ) .
Concerning the number of cigarettes smoking per day, it range from 5 to 9 among the
study group and from 5 to 7 among the control group with a mean of (5.91 ±1.27) and (5.55 ±
0.91) respectively. Furthermore, it was found that nearly two thirds (65.4%) of the study
group were smoking from 5 to less than 7 cigarettes per day compared to less than three
quarters (72.4%) of the control group. Moreover, smoking from 7 to less than 9 cigarettes
daily was reported by more than one quarter (26.9%, 27.6%) of both groups respectively. A
statistical significant difference was found between both groups (X2= 13.403* , MCp=
0.003).The table reveals also that neither of the study nor the control group was addicted to
any drug.
Results
04
Table (3): Distribution of the studied sample according to their life style patterns
Life style patterns
Study group
(n = 140)
Control group
(n = 140)
Test of
Significance
No.
%
No.
%
A. Eating habits
Number of meals per day
One meal
0
0.0
0
0.0
χ2=4.893
MCp=0.070
Two meals
4
2.9
0
0.0
Three meals
86
61.4
97
69.3
More than three
50
35.7
43
30.7
Intake of breakfast meal
Always
58
41.4
74
52.9
χ2=13.576*
MCp =0.001*
Sometimes
63
45.0
63
45.0
Never
19
13.6
3
2.1
Fast food intake
Always
70
50.0
89
63.6
χ2=14.269*
MCp =0.001*
Sometimes
53
37.9
49
35.0
Never
17
12.1
2
1.4
Daily water intake
< 8 cups/ day
58
41.4
80
57.1
χ2=12.267*
MCp =0.002*
8 cups/ day
61
43.6
54
38.6
> 8 cups/ day
21
15.0
6
4.3
Mean ± SD
9.86±3.07
10.56 ±3.07
t=3.627*
MCp <0.001*
Beverages intake
No
14
10.0
0
0.0
χ2=14.737*
MCp <0.001
Yes
126
90.0
140
100.0
Beverages intake frequency
n=(126)
n=(140)
Two times per day
54
42.9
65
46.4
χ2=12.267*
MCp=0.002*
Three times per day
55
43.6
64
45.7
More than three times per day
17
13.5
11
7.9
2: Chi square test
MC: Monte Carlo
p: p value for comparing between the studied groups
*: Statistical significant at p ≤ 0.05
Results
04
Table (3): (CONT.) :
Life style patterns
Study group
(n = 140)
Control group
(n = 140)
Test of
Significance
No.
%
No.
%
B. Exercise
Practicing exercise
No
85
60.7
117
83.6
χ2=18.198*
MCp <0.001*
Yes
55
39.3
23
16.4
Frequency of practicing exercise
per week
(n=55)
(n=23)
χ2=26.039*
MCp <0.001*
Once
51
92.7
15
65.2
Twice
4
7.3
8
34.8
More than twice
0
0.0
0
0.0
Causes of not practicing exercise (n=85)
(n=117)
χ2=16.014*
MCp <0.001*
Lack of time
82
96.5
115
98.3
Sickness reasons
3
3.5
2
1.7
C. Sleeping pattern
Sleeping at night ( per hours)
<6 hours
85
60.7
80
57.1
χ2=0.369
MCp =0.544
≥6 hours
55
39.3
60
42.9
Min. – Max.
4.0 – 9.0
4.0 – 8.0
t=0.851
MCp =0.396
Mean ± SD.
5.75 ± 1.68
5.59 ± 1.40
Presence of sleep problems
No
125
89.3
72
51.4
χ2=48.102*
MCp <0.001*
Yes
15
10.7
68
48.6
Type of sleep problems
(n=15)
(n=68)
χ2=51.617*
MCp <0.001*
Sleeping a lot
7
46.7
12
17.6
Difficulty in sleeping
6
40
39
57.4
Disturbed sleep
2
13.3
17
25
2: Chi square test
t: Student t-test
p: p value for comparing between the studied groups
*: Statistical significant at p ≤ 0.05
Results
04
Table (3): (CONT.) :
Life style pattern
Study group
(n = 140)
Control group
(n = 140)
Test of
significance
No.
%
No.
%
D. Risk taking behaviors
Students’ smoking habits
No
88
62.9
111
79.3
2=9.189*
MCp =0.002*
Yes
52
37.1
29
20.7
Duration of starting smoking
(n=52)
(n=29)
2 years ago
22
42.3
17
58.6
2=17.547*
MCp =0.001*
1 year ago
20
38.5
12
41.4
Three years ago
10
19.2
0
0.0
Number of cigarettes per day
(n=52) (n=29)
5 -
34
65.4
21
72.4
2=13.403*
MCp = 0.003*
7 -
14
26.9
8
27.6
9 +
4
7.7
0
0.0
Min. – Max.
5.0 – 9.0
5.0 – 7.0
t=1.488
p=0.141
Mean ± SD.
5.91 ± 1.27
5.55 ± 0.91
Taking drugs
No
140
100.0
140
100.0
–
Yes
0
0.0
0
0.0
2: Chi square test
t: Student t-test
p: p value for comparing between the studied groups
*: Statistical significant at p ≤ 0.05
Results
55
Part
(II):
Students’
Knowledge
Regarding
Different
Aspects
of
Occupational Safety.
a) School safety
Table (4) presents the distribution of the studied sample according to their
knowledge regarding occupational safety in school. More than three quarters (84.3%) of
the study group didn’t know the definition of occupational safety before the implementation
of the educational intervention compared to the majority (91.4%) of the control group. on the
other hand, a minority of both groups ( 15.7%, 8.6%) defined it correctly, with no statistical
significant difference between both groups (X2=3.348,MCp= 0.067). However, it is clear that
less than three quarters (73.6%) of the study group defined occupational safety correctly
immediately after the implementation of the educational intervention compared to more than
one tenth (12.9%) of the control group, while the rest of both groups respectively (26.4%,
87.1%) didn’t know the definition, with a statistical significant difference between both
groups (X2= 105.151, MCp= <0.001). Moreover, the table also portrays that less than three
quarters (72.9%) of the study group stated the correct definition after 3 months of
implantation of the educational intervention compared to less than one fifth (16.4%) of the
control group .A statistical significant difference was found between both groups (X2=90.193
, MCp= <0.001).
Concerning the existence of occupational health and safety committee in the school ,
the table reveals that the vast majority (97.1%, 94.3% ) of both groups didn’t know it before
the educational intervention, with no statistical significant difference between both groups
(X2=1.393, MCp=0.238) . On the contrary, more than two thirds (67.9%) of the study group
knew it correctly immediately after the educational intervention compared to less than one
fifth (14. 3%) of the control group, with a statistical significant difference was found between
both groups (X2= 90.144, p= <0.001 ).Furthermore, it was evident that after three months of
the educational intervention, nearly two thirds (65.7 %) of the study group knew it correctly
compared to more than one tenth (12.9%) of the control group, with a statistical significant
difference between both groups (X2= 87.725, MCp= < 0.001 ).
Regarding occupational health and safety committee members, the table illustrates that
before the educational intervention; all the study and the control group dint know it.
However, less than two thirds (60.7%) of the study group knew it immediately after
conduction of the educational intervention, whereas all the control group didn’t know it , with
a statistical significant difference between both groups (X2=122.051, MCp=<0.001).
Additionally, after three months of the educational intervention, more than half (59.3%) of the
study group knew the members correctly compared to only 0.7% of the control group, with a
statistical significant difference between both groups (X2= 114.354, MCp= <0.001) .
With respect to activity of the occupational health and safety committee, the table
reveals that all the study group and control group didn’t knew it before the educational
intervention. However, more than half (59.3%) of the study group mentioned it correctly
immediately after the educational intervention and the rest of them didn’t knew it, whereas all
the control group didn’t knew it. A statistical significant difference was found between both
Results
55
groups (X2=117.970, MCp= <0.001). Moreover, it was evident that after three months of the
educational intervention, less than two thirds (62.9%) of the study group stated it correctly
compared to a minority (2.9) of the control group, and the rest of both groups didn’t knew it
correctly. A statistical significant difference was observed between both groups (X2=114.228,
p= <0.001 ) .
Pertaining to availability of occupational safety tools in the school, the majority of
both groups (92.9 %, 91.4%) didn’t knew it before the implementation of the educational
intervention while the minority (7.1%,8.6%) of both group stated correct but incomplete
answer , with no statistical significant difference between both groups (X2=0.197 , MCp=
0.657) . Additionally, immediately after the educational intervention, it is clear that less than
two thirds (61.4%) of the study group mentioned correct but incomplete answer compared to
less than one tenth (8.6%) of the control group and the rest of both groups didn’t knew it. A
statistical significant difference was observed between both groups (X2=85.965, MCp=
<0.001).Furthermore, after three months of educational intervention more than half (59.3%)
of the study group mentioned correct but incomplete answer compared to a minority (8.6%) of
the control group but the rest of both groups (40.7%,90.0%) didn’t knew it . A statistical
significant difference was observed between both groups (X2=86.970, MCp <0.001 ) .
In relation to the ways of achieving school safety, it is apparent that all the study
group and the majority (97.1%) of the control group didn’t knew them before the educational
intervention, with no statistical significant difference between both groups (X2=4.058 ,
FEp=0.122 ) . On the other hand, immediately after the educational intervention, the table
portrays that nearly half (49.3%) of the study group knew them correctly. Although, the vast
majority (97.1%) of the control group didn’t knew them compared to around half (50 .7%) of
the study group, with a statistical significant difference between both groups (X2=115.333,
MCp<0.001) .In addition, after three months of the educational intervention, it is clear that
correct answer constituted (53.6%, 1.4%) of the study group and control group respectively,
while incorrect answer constituted (46.4% , 95.7%) of the study and the control group
respectively. A statistical significant difference was observed between both groups
(X2=113.996, MCp <0.001).
Results
55
Table (4): Distribution of the studied sample according to their knowledge level regarding occupational safety in school
Pre program
Immediate post program
Three months post program
Items
Study group
(n = 140)
Control
group
(n = 140)
Study group
(n = 140)
Control group
(n = 140)
Study group
(n = 140)
Control
group
(n = 140)
No.
%
No.
%
No.
%
No.
%
No.
%
No.
%
Occupational health and safety in the school
Definition of occupational health and safety in school
Don’t know/ incorrect
118
84.3
128
91.4
37
26.4
122
87.1
38
27.1
117 83.6
Incomplete Correct
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Correct
22
15.7
12
8.6
103
73.6
18
12.9
102
72.9
23
16.4
2(p)
3.348(0.067)
105.151*(<0.001*)
90.193*(<0.001*)
Existence of occupational health and safety committee
in school
Don’t know/ incorrect
136
97.1
132
94.3
45
32.1
120
85.7
48
34.3
122 87.1
Incomplete Correct
0
0
0
0
0
0
0
0
0
0
0
0
Correct
4
2.9
8
5.7
95
67.9
20
14.3
92
65.7
18
12.9
2(p)
1.393(0.238)
90.144*(<0.001*)
87.725*(<0.001*)
Members of occupational health and safety committee
Don’t know/ incorrect
140
100.0
140 100.0
55
39.3
140
100.0
57
40.7
139 99.3
Incomplete Correct
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Correct
0
0.0
0
0.0
85
60.7
0
0.0
83
59.3
1
0.7
2(p)
–
122.051*(<0.001*)
114.354*(<0.001*)
2: Chi square test
MC: Monte Carlo
FE: Fisher Exact *: Statistical significant at p ≤ 0.05
p: p value for comparing between Study group and control group
Results
55
Table (4): (CONT.) :
2: Chi square test
MC: Monte Carlo
FE: Fisher Exact *: Statistical significant at p ≤ 0.05
p: p value for comparing between Study group and control group
Preprogram
Immediate Post program
Three months post program
Items
Study group
(n = 140)
Control
group
(n = 140)
Study group
(n = 140)
Control group
(n = 140)
Study group
(n = 140)
Control
group
(n = 140)
No.
%
No.
%
No.
%
No.
%
No.
%
No.
%
Occupational health and safety in the school
Activity of the occupational health and safety
committee
Don’t know/ incorrect
140
100.0
140
100.0 57
40.7
140
100.0
52
37.1
136 97.1
Incomplete Correct
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Correct
0
0.0
0
0.0
83
59.3
0
0.0
88
62.9
4
2.9
2(p)
–
117.970* (<0.001*)
114.228* (<0.001*)
availability of Occupational safety tools in the school
Don’t know/ incorrect
130
92.9
128
91.4
54
38.6
128
91.4
57
40.7
126 90.0
Incomplete Correct
10
7.1
12
8.6
86
61.4
12
8.6
83
59.3
12
8.6
Correct
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
2
1.4
2(p)
0.197(0.657)
85.965*(<0.001*)
86.970*(MCp<0.001*)
The ways to achieve school safety
Don’t know/ incorrect
140
100.0
136
97.1
71
50.7
136
97.1
65
46.4
134 95.7
Incomplete Correct
0
0.0
4
2.9
0
0.0
4
2.9
0
0.0
4
2.9
Correct
0
0.0
0
0.0
69
49.3
0
0.0
75
53.6
2
1.4
2(p)
4.058(FEp=0.122)
115.333*( MCp<0.001*)
113.996*( MCp<0.001*)
Results
57
(b)Exposure to risks at school
Table (5): illustrates the distribution of the studied sample according to their
knowledge level regarding occupational hazards. Regarding physical hazards the table
depicts that more than three quarters (78.6%, 79.3%) of both groups had incorrect knowledge
regarding physical hazards in the preprogram period, with no statistical significant difference
between both groups (X2=0.156, MCp = 1.000). However, the table conveys that drastic
change had occurred whereas slightly less than two thirds (64.3%, 65.7%) of the study group
in the second and third stage of the educational intervention reported correct answers. A
statistical significant difference was found between both groups (X2= 130.688, MCp <0.001,
X2 = 130.541, MCp <0.001) .
Concerning chemical hazards, it is clear that less than three quarters (72.9%, 74.3%) of the
study group and the control one didn’t knew chemical hazards before the implementation of
the program, with no statistical significant difference between both groups (X2= 0.509 , MCp
=0.775 ). On the other hand, less than two third (63.6%) of the study group stated corrected
answers immediately after the educational intervention compared to (8.6%) of the control
group, with a statistical significant difference between both groups (X2= 100.826, MCp =
<0.001) .Moreover, the table depicts that around two-thirds (65%) of the study group
mentioned correct answers three months after the program implementation compared to a
minority (9.2%) of the control group , with a statistical significant difference between both
groups (X2= 99.285, MCp <0.001) .
As regards to biological hazards, the table reveals that more than three quarters (89.3%,
83.6%) of both groups respectively didn’t have knowledge about biological hazards in the
preprogram period, with no statistical significant difference between both groups (X2=2.034,
MCp= 0.403) .A remarkable increase in knowledge level had occurred immediately after
implementation of the program whereas less than two thirds (62.1%) of the study group stated
correct answers compared to a minority (2.9%) of the control group, with a statistical
significant difference between both groups (X2= 118.797, MCp = <0.001) . Furthermore, it was
noticeable that more than two-thirds (67.9%) of the study group reported correct answers
three months after the educational intervention implementation compared to less than one
tenth (6.5%) of the control group . A statistical significant difference was found between both
groups (X2= 117.740, MCp = <0.001) .
Concerning mechanical hazards, more than three quarters (87.1%, 88.6%) of both groups
respectively didn’t have knowledge about these hazards before the educational intervention,
with no statistical significant difference between both groups (X2=0.134, MCp = 0.714) . On
the contrary, less than half (47.1%) of the study group had correct knowledge immediately
after the educational intervention compared to None of the control group, with a statistical
significant difference between both groups (X2=94.626 ,MCp <0.001 ).Similarly, three months
after the educational intervention, more than half (51.4%) of the study group mentioned
correct answers compared to a minority (3.6%) of the control group, with a statistical
significant difference between both groups (X2= 86.646, MCp <0.001).
Results
50
Table (5): Distribution of the studied sample according to their knowledge level regarding occupational hazards (pre- post 1- post 2
program)
Preprogram
Immediate post program
Three months post program
Items
Study group
(n = 140)
Control group
(n = 140)
Study group
(n = 140)
Control group
(n = 140)
Study group
(n = 140)
Control group
(n = 140)
No.
%
No.
%
No.
%
No.
%
No.
%
No.
%
II: Data about the risks to the student
at school
Physical hazards
Don’t know/ incorrect
110
78.6
111
79.3
48
34.3
111
79.3
46
32.9
112
80.0
Incomplete Correct
28
20.0
27
19.3
2
1.4
27
19.3
2
1.4
25
17.9
Correct
2
1.4
2
1.4
90
64.3
2
1.4
92
65.7
3
2.1
2(p)
0.156 (MCp=1.000)
130.688*(<0.001*)
130.541*(<0.001*)
Chemical hazards
Don’t know/ incorrect
102
72.9
104
74.3
51
36.4
104
74.3
49
35.0
109
77.9
Incomplete Correct
28
20.0
24
17.1
0
0.0
24
17.1
0
0.0
18
12.9
Correct
10
7.1
12
8.6
89
63.6
12
8.6
91
65.0
13
9.2
2(p)
0.509(0.775)
100.826*(<0.001*)
99.285*(<0.001*)
Biological hazards
Don’t know/ incorrect
125
89.3
117
83.6
53
37.9
117
83.6
45
32.1
115
82.1
Incomplete Correct
13
9.3
19
13.5
0
0.0
19
13.5
0
0.0
16
11.4
Correct
2
1.4
4
2.9
87
62.1
4
2.9
95
67.9
9
6.5
2(p)
2.034(MCp=0.403)
118.797*(<0.001*)
117.740*(<0.001*)
Mechanical hazards
Don’t know/ incorrect
122
87.1
124
88.6
74
52.9
124
88.6
68
48.6
122
87.1
Incomplete Correct
18
12.9
16
11.4
0
0.0
16
11.4
0
0.0
13
9.3
Correct
0
0.0
0
0.0
66
47.1
0
0.0
72
51.4
5
3.6
2(p)
0.134 (0.714)
94.626*(<0.001*)
86.646*(<0.001*)
2: Chi square test
MC: Monte Carlo
*: Statistical significant at p ≤ 0.05
Results
55
(c) School Accidents
Table (6): illustrates the distribution of the studied sample according to their
knowledge level regarding school accidents. It is clear from the table that similarly less
than three quarters (72.9%) of the study and control group didn’t know the most common
places for injuries in the school in the preprogram period, with no statistical significant
difference between both groups (X2=0.00 , MCp = 1.000) .
There were remarkable changes in knowledge of the study group after the educational
intervention as more than half (57.1%) of them had correct knowledge compared to more than
one quarter (27.1%) of the control group , with a statistical significant difference between
both groups (X2= 25.838 , MCp = <0.001). Furthermore, the table portrays that less than two-
thirds (59.3%) of the study group reported correct answers compared to more than one quarter
(26.4%) of the control group after 3 months post program , with a statistical significant
difference between both groups (X2=30.858, MCp = <0.001).
With respect to causes of accidents that occur within the school, more than three quarters
(82.9%, 87.2%) of the study group and the control one didn’t knew them before
implementation of the educational intervention, with no statistical significant difference
between both groups (X2= 1.536 , MCp = 0.464). However, a drastic change had occurred after
the educational intervention as more than two thirds (67.2%) of the study group mentioned
correct answers compared to less than one tenth (5.7%) of the control group, with a statistical
significant difference between both groups (X2= 114.494, MCp <0.001) .Moreover, three
months after the educational intervention, the table depicts that two thirds (66.4%) of the
study group stated correct answers compared to one tenth (10.7%) of the control group , with
a statistical significant difference between both groups (X2= 98.282, MCp<0.001) .
As regards to types of injuries that can results from accidents, the majority of both groups
(87.1%, 91.4%) didn’t have knowledge about them before the educational intervention , with
no statistical significant difference between both groups (X2= 1.344 , MCp= 0.246).On the
other hand, significant increase in knowledge was observed after the educational intervention
implementation as more than two thirds (69.3%) of the study group had correct knowledge
about these injuries compared to none of the control group, with a statistical significant
difference between both groups (X2=148.930 , MCp = <0.001) .Furthermore, three months after
the educational intervention, it was apparent from the table that less than three quarters
(70.7%) of the study group had correct knowledge compared to a minority (3.6%) of the
control group , with a statistical significant difference between both groups (X2= 135.916,
MCp = <0.001).
With respect to measures taken by school to reduce accidents, it is clear that the majority
of both groups (85.7%, 92.9%) didn’t knew these measures before the educational
intervention , with no statistical significant difference between both groups (X2= 3.733, MCp =
0.053 ).Although, after the educational intervention , it was evident that two fifth (40%) of the
study group and less than one tenth (7.1%) of the control one reported correct answer , with a
statistical significant difference between both groups (X2= 143.345 , MCp <0.001). Likewise,
three months after the educational intervention, more than one third (37.9%) of the study
Results
54
group had correct knowledge compared to one tenth (10%) of the control one. A statistical
significant difference was observed between both groups (X2= 126.136 ,MCp <0.001).
Results
54
Table (6): Distribution of the studied sample according to their knowledge level regarding school accident
Preprogram
Immediate post program
Three months post program
Items
Study group
(n = 140)
Control group
(n = 140)
Study group
(n = 140)
Control group
(n = 140)
Study group
(n = 140)
Control group
(n = 140)
No.
%
No.
%
No.
%
No.
%
No.
%
No.
%
III: Data regarding school accidents
The most common places where school
injuries occur
Don’t know/ incorrect
102
72.9
102
72.9
60
42.9
102
72.9
57
40.7
103
73.6
Incomplete Correct
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Correct
38
27.1
38
27.1
80
57.1
38
27.1
83
59.3
37
26.4
2(p)
0.00 (1.000)
25.838*(<0.001*)
30.858*(<0.001*)
The causes of accidents that occur within the
school
Don’t know/ incorrect
116
82.9
122
87.2
44
31.4
122
87.2
45
32.2
118
84.3
Incomplete Correct
16
11.4
10
7.1
2
1.4
10
7.1
2
1.4
7
5.0
Correct
8
5.7
8
5.7
94
67.2
8
5.7
93
66.4
15
10.7
2(p)
1.536(0.464)
114.494*(<0.001*)
98.282*(MCp<0.001*)
The types of injuries can result from
accidents
Don’t know/ incorrect
122
87.1
128
91.4
41
29.3
128
91.4
40
28.6
126
90.0
Incomplete Correct
18
12.9
12
8.6
2
1.4
12
8.6
1
0.7
9
6.4
Correct
0
0.0
0
0.0
97
69.3
0
0.0
99
70.7
5
3.6
2(p)
1.344(0.246)
148.930*(<0.001*)
135.916*(<0.001*)
Measures taken by school to reduce
accidents
Don’t know/ incorrect
120
85.7
130
92.9
32
22.9
130
92.9
35
25.0
126
90.0
Incomplete Correct
0
0.0
0
0.0
52
37.1
0
0.0
52
37.1
0
0.0
Correct
20
14.3
10
7.1
56
40.0
10
7.1
53
37.9
14
10.0
2(p)
3.733(0.053)
143.345*(<0.001*)
126.136*(<0.001*)
2: Chi square test MC: Monte Carlo
*: Statistical significant at p ≤ 0.05 p: p value for comparing between Study group and control group
Results
54
(d)Safety Measures at School Workshops
Table (7) portrays distribution of the studied sample according to their
knowledge level regarding safety measures in the workshops. Concerning fire protection
measures, it was apparent from the table that in the preprogram period similar high percentage
(84.3%) of the study group and the control one didn’t knew the common places where there is
a strong likelihood of a fire , with no statistical significant difference between both groups
(X2=0.0 ,MCp= 1.000). Significant rise in knowledge level was noticed in the post program
period as less than two thirds (62.1%) of the study group stated correct answers compared to
none of the control group, with a statistical significant difference between both groups (X2=
133.708,MCp<0.001 ). Additionally, three months after the educational intervention, less than
two thirds (62.9%) of the study group mentioned correct answers compared to a minority
(2.8%) of the control group, with a statistical significant difference between both groups (X2 =
120.319 ,MCp <0.001).
The table also represented that the vast majority (92.8%) of the study group and all the
control group didn’t knew how to act in case of fire in the pretest phase , with no statistical
significant difference between both groups (X2 = 0.142,MCp = 0.706) . On the other hand,
there was obvious increase in the study group knowledge in the post test phase as less than
three quarters (74.3%) of them reported correct answers compared to none of the control
group , with a statistical significant difference between both groups (X2 = 176.186 ,MCp
<0.001). Similarly, three months after the educational intervention , less than three quarters
(70.7%) of the study group had correct knowledge compared to none of the control group (X2
=143.551 ,MCp <0.001).
Moreover, it was apparent from the table that more than three quarters (85%, 87.9%
of both groups respectively didn’t have knowledge about the means of prevention and
firefighting that must be available within the workshop in the preprogram phase, with no
statistical significant difference between both groups (X2 =0.663, MCp=0.844 ).However,
remarkable change in knowledge of the study group had occurred in the post program phase
as nearly three quarters (74.3%) of them reported correct answer compared to only 1.4% of
the control group , with a statistical significant difference between both groups (X2 =
158.544 , MCp<0.001 ) . Furthermore, three months after the educational intervention less than
three quarter (72.9%) of the study group stated correct answers compared to a minority
(3.6%) of the control group, with a statistical significant difference between both groups (X2
= 143.661 , MCp<0.001) .
Pertaining to fire extinguisher utilization, it was noticed that the entire study group and
all the control one didn’t knew how to utilize it in the preprogram period, with no statistical
significant difference between both groups (X2 = 0.017, MCp = 0.897).
Significant rise in the study group knowledge was noticed in the post program period as
the majority (85.7%) of them stated correct answer compared to none of the control group,
with a statistical significant difference between both groups (X2 = 41.666, MCp <0.001) .
Furthermore, three months after the educational intervention more than two thirds (67.1%) of
Results
45
the study group had correct knowledge compared to a minority (2.8%) of the control group,
with a statistical significant difference between both groups (x2 = 43.786, MCp <0.001).
In relation to preventing electricity risks, it is clear from the table that more than three
quarters (80%, 77.1%) of the study group and control group had no knowledge regarding how
electricity hazards can be prevented in the pretest stage , with no statistical significant
difference between both groups (X2=6.229, MCp=0.059) .However, in immediately after the
intervention, less than three quarter (71.4%) of the study group had correct knowledge
compared to a minority (4.3%) of the control group ,with a statistical significant difference
between both groups ( X2 = 140.602 , MCp= <0.001). In addition, more than two thirds
(68.6%) of the study group and less than one tenth (4.3%) of the control group reported
correct answer in third phase of the program, with a statistical significant difference between
both groups (X2 = 132.359, MCp= <0.001).
Regarding the ways to prevent the dangers of electricity in the workshop, the table
illustrates that more than three quarters (81.4%, 80%) of both groups respectively didn’t have
knowledge about them before the educational intervention, with no statistical significant
difference between both groups (X2 =0.176, MCp=0.966). On the other hand, less than three
quarters (71.4%) of the study group had correct knowledge immediately after the educational
intervention compared to a minority (2.9%) of the control group ,with a statistical significant
difference between both groups (X2 =143.737, MCp=<0.001). Furthermore, three months after
the educational intervention more than two thirds (68.6%) of the study group reported
correct answer compared to less than one tenth (6.4%) of the control group, with a statistical
significant difference between both groups (X2 = 117.93, MCp=<0.001).
Concerning workshop design, the table portrays that in the preprogram period, more
than three quarters (82.8%, 78.6%) of the study and the control group respectively didn’t
have knowledge about precautions that should be met in the ceilings and walls , with no
statistical significant difference between both groups (X2 =2.140, MCp=0.380) .However, in
the post program period it is clear from the table that less than two thirds ( 61.5%) of the
study group had correct knowledge compared to only 1.4% of the control group , with a
statistical significant difference between both groups (X2=123.481, MCp=<0.001). Moreover,
three months after the educational intervention, less than two thirds (62.9%) of the study
group had correct knowledge compared to 1.4% of the control group, with a statistical
significant difference between both groups (X2 = 127.211, MCp= <0.001).
With respect to precautions that should be met in the floors and corridors, it was evident
that more than three quarters (77.1%) of the study group and less than three quarters (71.4%)
of the control group didn’t have knowledge about these precautions in the preprogram period,
with no statistical significant difference between both groups (X2 = 1.197 , MCp=0.274)
.However, in the post program period , less than two thirds ( 59.3%) of the study group had
correct knowledge compared to none of the control one , with a statistical significant
difference between both groups (X2 =134.777, MCp=<0.001). Furthermore, less than two thirds
(62.1%) of the study group stated correct answer compared to none of the control group (X2 =
141.438, MCp=<0.001) .
Results
45
Concerning noise, it was apparent that more than three quarters (88.6%, 84.3%) of the
study group and the control one didn’t knew the damage caused by noise before the
educational intervention , with no statistical significant difference between both groups (X2 =
1.096 , MCp = 0.295). Drastic change in the knowledge level of the study group was noticeable
after the educational intervention as more than three quarters (85.7%) of them compared to
less than one fifth (15.7%) of the control group , with a statistical significant difference
between both groups (X2 = 86.982 , MCp= <0.001). Moreover, three months after the
educational intervention, more than two thirds (67.1%) of the study group stated correct
answers compared to more than one tenth (17.9%) of the control group (X2 =72.349, MCp=
<0.001) .
It was observed from the table that similarly in the two groups more than three quarters
(82.9%) didn’t have knowledge about the ways to prevent the effects of noise damage in the
preprogram period, with no statistical significant difference between both groups (X2 =
0.0,MCp= 1.000 ).A remarkable change in knowledge had occurred after the educational
intervention as less than two thirds (64.3%) of the study group stated correct answer
compared to none of the control group (X2 = 136.811 , MCp <0.001).Moreover, significant rise
in the knowledge level of the study group was noticeable three months after the educational
intervention as less than two thirds (65%) of the study group had correct knowledge
compared to none of the control group (X2 = 138.824, MCp<0.001).
With respect to workshop system and cleanliness, it was apparent that in the preprogram
period, more than three quarters (77.1%) of both groups didn’t have knowledge about the
risks that result from lack of hygiene, with no significant difference between both groups (X2
=0.0 , MCp = 1.0). However, there was obvious increase in the knowledge of the study group
after the educational intervention as more than half (53.6%) of them stated correct answers
compared to less than one quarter (22.9%) of the control group , with a statistical significant
difference between both groups (X2 =117.688 , MCp <0.001) . Similarly , three months after
the educational intervention , more than half (54.3%) of the study group stated correct
answers compared to less than one quarter (22.9%) of the control group , with a statistical
significant difference between both groups (X2 = 119.256 , MCp = <0.001)
Regarding safety measures that should be available in the machines, the table reveals that
more than three quarters (83.6%, 85%) of the study group and the control one didn’t have
knowledge about these measures before the educational intervention, with no statistical
significant difference between both groups (X2=0.108, MCp =0.743) .There was obvious
increase in the study group knowledge after the educational intervention as less than two-
thirds (65.7%) of the study group had correct knowledge compared to none of the control
group , with a statistical significant difference between both groups (X2 =143.186,MCp =
<0.001 ) . Likewise, three months after the educational intervention, the same percentage
(65.7%) of the study group had correct knowledge compared to 0.7% of the control group ,
with a statistical significant difference between both groups (X2 = 139.561, MCp = <0.001 ).
Concerning workshop machine maintenance, the table reveals that more than three
quarters (88.6%,78.6%) of the study group and the control one didn’t have knowledge about it
Results
45
before the educational intervention , with a statistical significant difference between both
groups (X2 =5.098 , MCp = 0.024). On the other hand, there was obvious increase in
knowledge of the study group after the educational intervention as less than three quarters
(72.1%) of the study group stated correct answer compared to one fifth (21.4%) of the control
group , with a statistical significant difference between both groups (X2 =72.313, MCp =
<0.001). Similarly, three months after the educational intervention, less than three quarters
(71.4%) of the study group reported correct answers compared to one fifth (20.7%) of the
control group , with a statistical significant difference between both groups (X2 = 72.462, MCp
= <0.001).
With respect to hand tools, the table conveys that more than three quarters (85.7%, 84.3%)
of both groups didn’t knew the conditions that must be met in the manual tools in the
preprogram period , with no statistical significant difference between both groups (X2
=1.483, MCp = 0.476). However, after the educational intervention less than three quarters
(72.2%) reported correct answers compared to a minority (5.7%) of the control group , with a
statistical significant difference between both groups (X2 = 130.678, MCp = <0.001).
Similarly, three months after the educational intervention, less than three quarters (70.7%) of
the study group had correct knowledge compared to only 5.7% of the control group , with a
statistical significant difference between both groups (X2 = 126.144 , MCp = <0.001).
The table also represented that before the educational intervention, more than three
quarters (82.9%, 79.3%) of the study group and the control one didn’t knew when should
hand tools are replaced , with no statistical significant difference between both groups (X2 =
0.582, MCp = 0.446). On the other hand, remarkable changes in knowledge of the study group
had occurred after the educational intervention as less than three quarters (71.4%) of the
study group reported correct answers compared to none of the control group , with a statistical
significant difference between both groups (X2 =162.384 , MCp = <0.001).Likewise, three
months after the educational intervention less than three quarters (70%) of the study group
reported correct answers compared to none of the control group (X2 =158.118 , MCp =
<0.001).
Pertaining to personal protective equipment, the table portrays that in the preprogram
period more than three quarters (86.4%, 82.9%) of the study and the control group
respectively didn’t knew the definition of personal protective equipment , with a statistical
significant difference between both groups (X2 = 0.687 , MCp =0.407).Drastic change in
knowledge of the study group had occurred after the educational intervention as more than
three quarters ( 85.7%) of the study group reported correct answers compared to less than one
fifth (17.1%) of the control group , with a statistical significant difference between both
groups (X2 = 149.274 , MCp =<0.001). Similarly ,three months after the education intervention
, the majority of the study group (92.9%) and less than one quarter of the control group
(21.4%) had correct knowledge (X2 = 151.443 , MCp =<0.001).
With respect to the types of means used for personal protection inside the workshop, the
table reveals that around three quarters (74.3%, 75%) of both groups respectively didn’t knew
Results
45
them before the educational intervention, with no statistical significant difference between
both groups (X2 = 0.019, MCp = 0.891 ).Significant rise in the knowledge level of the study
group was noticeable after the educational intervention as less than three quarters (71.4%) of
the study group had correct knowledge compared to none of the control group, with a
statistical significant difference between both groups (X2 = 155.85, MCp = <0.001) . In
addition, three months after the educational intervention, less than three quarters (72.9%) of
the study group stated correct answers compared to none of the control group (X2 = 160.931 ,
MCp = <0.001).
Regarding usage of personal protective equipment, the table shows that before the
educational intervention , more than three quarters (86.4%, 82.9%) of the study group and the
control one respectively didn’t have knowledge regarding the utility of different personal
protective
equipment
,
with
no
significant
difference
between
both
groups
(X2=0.687,MCp=0.407).Conversely, there was impressive increase in knowledge of the study
group after the educational intervention as less than three quarters ( 70%) of the study group
had correct knowledge compared to less than one-fifth (17.1%) of the control group , with a
statistical significant difference between both groups (X2 = 149.274 , MCp = <0.001). Alike,
three months after the educational intervention, equal percentages (70.7%, 17.1%) of both the
study and the control group stated correct answer, with a statistical significant difference
between both groups (X2 = 151.443 , MCp = <0.001).
Results
47
Table (7): Distribution of the studied sample according to their knowledge level regarding safety measures in workshops
Preprogram
Immediate post program
Three months post program
Items
Study group
(n = 140)
Control group
(n = 140)
Study group
(n = 140)
Control group
(n = 140)
Study group
(n = 140)
Control group
(n = 140)
No.
%
No.
%
No.
%
No.
%
No.
%
No.
%
Safety measures that must be available in the workshop
A. Fire Protection
The places where there is a strong likelihood of a fire
Don’t know/ incorrect
118
84.3
118
84.3
53
37.9
118
84.3
52
37.1
118
84.3
Incomplete Correct
22
15.7
22
15.7
0
0.0
22
15.7
0
0.0
18
12.9
Correct
0
0.0
0
0.0
87
62.1
0
0.0
88
62.9
4
2.8
2(p)
0.0 (1.000)
133.708* (<0.001*)
120.319* (<0.001*)
How to act in case of fire
Don’t know/ incorrect
130
92.8
140
100
36
25.7
140
100
41
29.3
140
100
Incomplete Correct
0
0.0
0
0
0
0.0
0
0.0
0
0.0
0
0.0
Correct
10
7.2
0
0.0
104
74.3
0
0.0
99
70.7
0
0.0
2(p)
0.142 (0.706)
176.186* (<0.001*)
143.551* (<0.001*)
The means of prevention and firefighting within the workshop
Don’t know/ incorrect
119
85.0
123
87.9
34
24.3
123
87.9
37
26.4
122
87.1
Incomplete Correct
19
13.6
15
10.7
2
1.4
15
10.7
1
0.7
13
9.3
Correct
2
1.4
2
1.4
104
74.3
2
1.4
102
72.9
5
3.6
2(p)
0.663 (MCp=0.844)
158.544* (<0.001*)
143.661* (<0.001*)
How to use fire extinguishers
Don’t know/ incorrect
140
100
140
100
20
14.3
140
100
46
32.9
136
97.1
Incomplete Correct
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Correct
0
0.0
0
0.0
120
85.7
0
0
94
67.1
4
2.8
2(p)
0.017 (0.897)
41.666* (<0.001*)
43.786* (MCp=<0.001*)
B. Preventing Electricity Risks
How electricity hazards can be prevented
Don’t know/ incorrect
112
80.0
108
77.1
40
28.6
108
77.1
44
31.4
108
77.1
Incomplete Correct
28
20.0
26
18.6
0
0.0
26
18.6
0
0.0
26
18.6
Correct
0
0.0
6
4.3
100
71.4
6
4.3
96
68.6
6
4.3
2(p)
6.229 (MCp=0.059)
140.602* (<0.001*)
132.359* (<0.001*)
2: Chi square test
MC: Monte Carlo
p: p value for comparing between Study group and control group *: Statistical significant at p ≤ 0.05
Results
40
Table (7): (CONT.) :
Preprogram
Immediate post program
Three months post program
Items
Study group
(n = 140)
Control group
(n = 140)
Study group
(n = 140)
Control group
(n = 140)
Study group
(n = 140)
Control group
(n = 140)
No.
%
No.
%
No.
%
No.
%
No.
%
No.
%
The ways to prevent the dangers of electricity in the workshop
Don’t know/ incorrect
114
81.4
112
80.0
38
27.2
112
80.0
42
30.0
111
79.3
Incomplete Correct
22
15.7
24
17.1
2
1.4
24
17.1
2
1.4
20
14.3
Correct
4
2.9
4
2.9
100
71.4
4
2.9
96
68.6
9
6.4
2(p)
0.176 (MCp=0.966)
143.737* (<0.001*)
117.93* (<0.001*)
C. Workshop Design
Precautions that should be met in the ceilings, and walls
Don’t know/ incorrect
116
82.8
110
78.6
52
37.1
110
78.6
50
35.7
110
78.6
Incomplete Correct
20
14.3
28
20.0
2
1.4
28
20.0
2
1.4
28
20.0
Correct
4
2.9
2
1.4
86
61.5
2
1.4
88
62.9
2
1.4
2(p)
2.140 (MCp=0.380)
123.481* (<0.001*)
127.211* (<0.001*)
Precautions that should be met in the floors and corridors
Don’t know/ incorrect
108
77.1
100
71.4
57
40.7
100
71.4
53
37.9
100
71.4
Incomplete Correct
32
22.9
40
28.6
0
0.0
40
28.6
0
0.0
40
28.6
Correct
0
0.0
0
0.0
83
59.3
0
0.0
87
62.1
0
0.0
2(p)
1.197 (0.274)
134.777* (<0.001*)
141.438* (<0.001*)
D. Noise
The damage caused by noise
Don’t know/ incorrect
124
88.6
118
84.3
20
14.3
118
84.3
46
32.9
115
82.1
Incomplete Correct
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Correct
16
11.4
22
15.7
120
85.7
22
15.7
94
67.1
25
17.9
2(p)
1.096 (0.295)
86.982* (<0.001*)
72.349* (<0.001*)
The ways to prevent the effects of noise damage
Don’t know/ incorrect
116
82.9
116
82.9
48
34.3
116
82.9
47
33.6
116
82.9
Incomplete Correct
24
17.1
24
17.1
2
1.4
24
17.1
2
1.4
24
17.1
Correct
0
0.0
0
0.0
90
64.3
0
0.0
91
65.0
0
0.0
2(p)
0.0 (1.000)
136.811* (<0.001*)
138.824* (<0.001*)
2: Chi square test MC: Monte Carlo
*: Statistical significant at p ≤ 0.05
Results
45
Table (7): (CONT.) :
Preprogram
Immediate post program
Three months post program
Items
Study group
(n = 140)
Control group
(n = 140)
Study group
(n = 140)
Control group
(n = 140)
Study group
(n = 140)
Control group
(n = 140)
No.
%
No.
%
No.
%
No.
%
No.
%
No.
%
E. Workshop system and cleanliness
The risks that result from lack of
hygiene
Don’t know/ incorrect
108
77.1
108
77.1
65
46.4
108
77.1
64
45.7
108
77.1
Incomplete Correct
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Correct
32
22.9
32
22.9
75
53.6
32
22..9
76
54.3
32
22.9
2(p)
0.0 (1.0)
117.688* (<0.001*)
119.256* (<0.001*)
F. Machinery
Safety measures that should be
available in the machines
Don’t know/ incorrect
117
83.6
119
85.0
48
34.3
119
85.0
48
34.3
118
84.3
Incomplete Correct
23
16.4
21
15.0
0
0.0
21
15.0
0
0.0
21
15.0
Correct
0
0.0
0
0.0
92
65.7
0
0.0
92
65.7
1
0.7
2(p)
0.108 (0.743)
143.186* (<0.001*)
139.561* (<0.001*)
Workshop machine maintenance
Don’t know/ incorrect
124
88.6
110
78.6
39
27.9
110
78.6
40
28.6
111
79.3
Incomplete Correct
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Correct
16
11.4
30
21.4
101
72.1
30
21.4
100
71.4
29
20.7
2(p)
5.098* (0.024*)
72.313* (<0.001*)
72.462* (<0.001*)
2: Chi square test
p: p value for comparing between Study group and control group *: Statistical significant at p ≤ 0.05
Results
44
Table (7): (CONT.) :
2: Chi square test
p: p value for comparing between Study group and control group
*: Statistical significant at p ≤ 0.05
Preprogram
Immediate post program
Three months post program
Items
Study group
(n = 140)
Control group
(n = 140)
Study group
(n = 140)
Control group
(n = 140)
Study group
(n = 140)
Control group
(n = 140)
No.
%
No.
%
No.
%
No.
%
No.
%
No.
%
G. Hand Tools:
The conditions that must be met in the
manual tools
Don’t know/ incorrect
120
85.7
118
84.3
37
26.4
118
84.3
39
27.9
118
84.3
Incomplete Correct
16
11.4
14
10.0
2
1.4
14
10.0
2
1.4
14
10.0
Correct
4
2.9
8
5.7
101
72.2
8
5.7
99
70.7
8
5.7
2(p)
1.483 (0.476)
130.678* (<0.001*)
126.144* (<0.001*)
When should hand tools are replaced
Don’t know/ incorrect
116
82.9
111
79.3
40
28.6
111
79.3
42
30.0
111
79.3
Incomplete Correct
24
17.1
29
20.7
0
0.0
29
20.7
0
0.0
29
20.7
Correct
0
0.0
0
0.0
100
71.4
0
0.0
98
70.0
0
0.0
2(p)
0.582 (0.446)
162.384* (<0.001*)
158.118* (<0.001*)
Results
44
Table (7): (cont.):
2: Chi square test p: p value for comparing between Study group and control group *: Statistical significant at p ≤ 0.05
Preprogram
Immediate post program
Three months post program
Items
Study group
(n = 140)
Control group
(n = 140)
Study group
(n = 140)
Control group
(n = 140)
Study group
(n = 140)
Control group
(n = 140)
No.
%
No.
%
No.
%
No.
%
No.
%
No.
%
H. Personal protective equipment
Definition of personal protective
equipment
Don’t know/ incorrect
121
86.4
116
82.9
20
14.3
116
82.9
10
7.1
110
78.6
Incomplete Correct
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Correct
19
13.6
24
17.1
120
85.7
24
17.1
130
92.9
30
21.4
2(p)
0.687 (0.407)
149.274* (<0.001*)
151.443* (<0.001*)
The types of means used for personal
protection inside the workshop
Don’t know/ incorrect
104
74.3
105
75.0
32
22.9
105
75.0
31
22.1
105
75.0
Incomplete Correct
36
25.7
35
25.0
8
5.7
35
25.0
7
5.0
35
25.0
Correct
0
0.0
0
0.0
100
71.4
0
0.0
102
72.9
0
0.0
2(p)
0.019 (0.891)
155.851* (<0.001*)
160.931* (<0.001*)
Usage of personal protective
equipment
Don’t know/ incorrect
Incomplete Correct
Correct
121
0
19
86.4
0.0
13.6
116
0
24
82.9
0.0
17.1
42
0
98
30
0.0
70
116
0
24
82.9
0.0
17.1
41
0
99
29.3
0.0
70.7
116
0
24
82.9
0.0
17.1
2(p)
0.687 (0.407)
149.274* (<0.001*)
151.443* (<0.001*)
Results
44
b) First aid
Table (8): illustrates distribution of the studied sample according to their knowledge
level regarding first aid. It is clear from the table that the majority of both groups (94.3%)
didn’t knew the definition of first aid before the educational intervention , with no statistical
significant difference between both groups (X2 =0.0, MCp = 1.000). Otherwise, notable
increase in knowledge of the study group had occurred after the educational intervention as
less than three quarters (72.9%) of them stated correct answers compared to less than one
tenth (5.7%) of the control group, with a statistical significant difference between both
groups (X2 = 132.304 , MCp = <0.001 ).
As regards to the content of first aid kit, the table reveals that more than three quarters
(85.7%, 86.4%) of the study and the control group respectively didn’t have knowledge about
it in the preprogram period, with no statistical significant difference between both groups (X2
= 0.030 , MCp = 0.863 ).Nevertheless, in the post program period , it was evident that nearly
three quarters ( 74.3%) of the study group reported correct answers compared to more than
one tenth (13.6%) of the control group , with a statistical significant difference between both
groups (X2 =104.759, MCp = <0.001). Correspondingly, three months after the educational
intervention less than three quarters (71.4%) of the study group stated correct answer
compared to more than one tenth (13.6%) of the control group , with a statistical significant
difference between both groups (X2 = 95.886 , MCp = <0.001).
Pertaining to first aid for fracture, the table reveals that before the educational intervention
all the study and the control group didn’t knew them. In contrast, after the educational
intervention, less than two thirds (64.3%) of the study group had correct knowledge compared
to none of the control group, with a statistical significant difference both groups (X2 =
105.759, MCp = <0.001). Comparatively, more than two thirds (67.9%) of the study group
stated correct answers three months after the educational intervention compared to none of the
control group, with a statistical significant difference between both groups (X2 = 103.759 ,
MCp = <0.001 ).
Concerning types of fracture, it was apparent that the majority (92.9%) of study group and
all the control group didn’t knew types of fractures before the educational intervention , with
no statistical significant difference between both groups (X2 = 0.030 , MCp = 0.863). On the
contrary after the educational intervention, more than three quarters (85.7%) of the study
group mentioned correct answers after the educational intervention compared to none of the
control group , with a statistical significant difference between both groups (X2 =198.049 ,
MCp = <0.001). Alike, three months after the educational intervention, more than three
quarters (78.6%) of the study group reported correct answers compared to none of the control
group (X2 =198.049 , MCp = <0.001).
With respect to types of burn, the table reveals that in the preprogram period, all the study
group and the control one didn’t knew these types. However, in the post program period,
more than three quarters (85.7%) of the study group mentioned correct answers compared to
none of the control group, with a statistical significant difference between both groups (X2 =
Results
45
210.0 , MCp = <0.001). Likewise, three months after the educational intervention, the majority
(92.9%) of the study group stated correct answers compared to none of the control group, with
a statistical significant difference between both groups (X2 = 198.049 , MCp = <0.001).
It can also observed from the table that, all the study group and the control one didn’t
knew the first aids for burn before the educational intervention . On the other hand, after the
educational intervention, less than two-thirds (62.2%) of the study group reported correct
answers compared to none of the control one, with a statistical significant difference between
both groups (X2=104.759,MCp= <0.001).Similarly, three months after the educational
intervention, more than three quarters (85.7%) of the study group stated correct answers
compared to none of the control group, with a statistical significant difference between both
groups (X2= 122.967 ,MCp= <0.001).
In relation to first aid for fainting, the majority (88.63%, 84.3) of both groups didn’t have
knowledge about it before the educational intervention, with no statistical significant
difference between both groups (X2=1.096,MCp= 0.295).Nevertheless, after the educational
intervention ,three quarters (75.7%) of the study group mentioned correct answers compared
to less than one fifth (15.7%) of the control group , with a statistical significant difference
between both groups (X2=101.546 ,MCp = <0.001). Additionally, the same percentages
(75.7%, 15.7%) of the both groups stated correct answers three months after the educational
intervention , with a statistical significant difference between both groups (X2= 101.546 ,MCp
= <0.001).
The table also shows that, the majority of both groups (94.3%, 92.1%) didn’t knew first aid
for eye injury in the preprogram period, with no statistical significant difference between both
groups (X2=0.508,MCp = 0.476). Although, in the post program period nearly two-thirds
(65.7%) of the study group had correct knowledge compared to less than one tenth (7.9%) of
the control group, with a statistical significant difference between both groups (X2=
100.767,MCp = <0.001). Likewise , less than two-thirds (64.3%) of the study group reported
correct answers compared to only 7.9% of the control group three months after the
educational intervention , with a statistical significant difference between both groups (X2=
96.658 ,MCp = <0.001).
As regards to chocking first aid, the table reveals that the majority (91.4%, 88.6%) of the
study group and the control one didn’t have knowledge about it before the educational
intervention, with no statistical significant difference between both groups (X2= 0.635 ,MCp =
0.426) .However, after the educational intervention , the table illustrates that after the
educational intervention less than three quarters (70%) of the study group reported correct
answers compared to less than one fifth(11.4%) of the control group , with a statistical
significant difference between both groups (X2= 99.488 ,MCp = <0.001). Comparably, three
months after the educational intervention, more than two-thirds (67.1%) of the study group
had correct knowledge compared to a minority (12.1%) of the control group, with a statistical
significant difference between both groups (X2= 88.497 ,MCp = <0.001).
Results
45
Concerning first aids for nasal bleeding, the table depicts that more than three quarters
(88.6%, 85.7%) of the study group and the control one didn’t have knowledge about it in the
preprogram period, with a statistical significant difference between both groups (X2=
0.510,MCp = 0.475).On the other hand, after the educational intervention , less than three
quarters (72.9%) of the study group reported correct answers compared to more than one tenth
(14.3%) of the control group, with a statistical significant difference between both groups
(X2= 97.672,MCp = <0.001). Comparatively, three months after the educational intervention,
nearly the same percentage (72.1 %, 14.3%) of both groups stated correct answers, with a
statistical significant difference between both groups (X2= 95.487 ,MCp = <0.001 ).
Results
45
Table (8): Distribution of the studied sample according to their knowledge level regarding first aid
Pre program
Immediate Post program
Three months post program
Items
Study group
(n=140)
Control group
(n=140)
Study group
(n=140)
Control group
(n=140)
Study group
(n=140)
Control group
(n=140)
No.
%
No.
%
No.
%
No.
%
No.
%
No.
%
V) First aids
Definition of first aid
Don’t know/ incorrect
132
94.3
132
94.3
38
27.1
132
94.3
42
30.0
132
94.3
Incomplete Correct
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Correct
8
5.7
8
5.7
102
72.9
8
5.7
98
70.0
8
5.7
2(p)
0.0 (1.000)
132.304*(<0.001*)
122.967*(<0.001*)
The contents of the first aid kit
Don’t know/ incorrect
120
85.7
121
86.4
36
25.7
121
86.4
40
28.6
121
86.4
Incomplete Correct
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Correct
20
14.3
19
13.6
104
74.3
19
13.6
100
71.4
19
13.6
2(p)
0.030(0.863)
104.759*(<0.001*)
95.886*(<0.001*)
First aid for fracture
Don’t know/ incorrect
140
100.0
140
100.0
30
21.4
140
100.0
30
21.4
140
100.0
Incomplete Correct
0
0.0
0
0.0
20
14.3
0
0.0
15
10.7
0
0.0
Correct
0
0.0
0
0.0
90
64.3
0
0.0
95
67.9
0
0.0
2(p)
-
105.759*(<0.001*)–
103.759*(<0.001*)
Types of fracture
Don’t know/ incorrect
130
92.9
140
100.0
0
0.0
140
100.0
0
0.0
140
100.0
Incomplete Correct
10
7.1
0
0.0
20
14.3
0
0.0
30
21.4
0
0.0
Correct
0
0.0
0
0.0
120
85.7
0
0.0
110
78.6
0
0.0
2(p)
0.030(0.863)
198.049*(<0.001*)
198.049*(<0.001*)
Types of burn
Don’t know/ incorrect
140
100.0
140
100.0
20
14.3
140
100.0
10
7.1
140
100.0
Incomplete Correct
0
0.0
0
0.0
0
0
0
0.0
0
0.0
0
0.0
Correct
0
0.0
0
0.0
120
85.7
0
0.0
130
92.9
0
0.0
2(p)
-
210.0*(<0.001*)
198.049*(<0.001*)
First aid for burn
Don’t know/ incorrect
140
100.0
140
100.0
24
17.1
140
100.0
20
14.3
140
100.0
Incomplete Correct
0
0.0
0
0.0
0
0
0
0.0
0
0
0
0.0
Correct
0
0.0
0
0.0
87
62.2
0
0.0
120
85.7
0
0.0
2(p)
-
104.759*(<0.001*)
122.967*(<0.001*)
2: Chi square test p: p value for comparing between Study group and control group *: Statistical significant at p ≤ 0.05
Results
45
Table (8): (cont.):
Preprogram
Immediate post program
Three months post program
Items
Study group
(n=140)
Control group
(n=140)
Study group
(n=140)
Control group
(n=140)
Study group
(n=140)
Control group
(n=140)
No.
%
No.
%
No.
%
No.
%
No.
%
No.
%
First aid for fainting
Don’t know/ incorrect
124
88.6
118
84.3
34
24.3
118
84.3
34
24.3
118
84.3
Incomplete Correct
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Correct
16
11.4
22
15.7
106
75.7
22
15.7
106
75.7
22
15.7
2(p)
1.096 (0.295)
)
*
(<0.001
*
101.546
)
*
(<0.001
*
101.546
First aid for eye injury
Don’t know/ incorrect
132
94.3
129
92.1
48
34.3
129
92.1
50
35.7
129
92.1
Incomplete Correct
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Correct
8
5.7
11
7.9
92
65.7
11
7.9
90
64.3
11
7.9
2(p)
0.508(0.476)
)
*
(<0.001
*
100.767
)
*
(<0.001
*
96.658
First aid for chocking
Don’t know/ incorrect
128
91.4
124
88.6
42
30.0
124
88.6
46
32.9
123
87.9
Incomplete Correct
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Correct
12
8.6
16
11.4
98
70.0
16
11.4
94
67.1
17
12.1
2(p)
0.635(0.426)
)
*
(<0.001
*
99.488
)
*
(<0.001
*
88.497
First aid for nasal bleeding
Don’t know/ incorrect
124
88.6
120
85.7
38
27.1
120
85.7
39
27.9
120
85.7
Incomplete Correct
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Correct
16
11.4
20
14.3
102
72.9
20
14.3
101
72.1
20
14.3
2(p)
0.510(0.475)
)
*
(<0.001
*
97.672
)
*
(<0.001
*
95.487
2: Chi square test
p: p value for comparing between Study group and control group *: Statistical significant at p ≤ 0.05
Results
47
Figure (4) Distribution of the studied sample according to their first aid training.
It can be observed from this figure that the majority (90%, 87%) of the study group and the
control one didn’t receive training in first aids.
Figure (4) Distribution of the studied sample according to first aid training.
10%
90%
13%
87%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Yes
No
study group
control group
Results
40
Table (9) depicts distribution of the studied sample according to their knowledge
mean scores. It can be noted from the table that in the preprogram period the mean score of
occupational health and safety in schools for the study groups was (0.44 + 0.82) compared to
(0.39 + 0.98), with no statistical significant difference between both groups (t-test= 0.462,
P=0.644).However, in the post program period, it was evident that the mean score for the
study group rose to 7.50 + 2.73, whereas the mean score for the control group was (0.56 +
1.11), with a statistical significant difference between both groups (t-test=27.844,P= <0.001).
Likewise, three months after the educational intervention, the mean score of the study group
was (7.57+ 2.69) , while the control group was (0.79 + 1.31), with a statistical significant
difference between both groups (t-test= 26.818 ,P= <0.001).
Concerning occupational hazards , the table shows that the mean score of the study group
before the educational intervention was (3.11 + 2.20) compared to (2.64 + 2.14) of the
control group , with no statistical significant difference between both groups (t-test=1.788
,P=0.075 ).Conversely , after the educational intervention , the mean score of the study group
increased to (11.99+ 2.60) whereas the control group remained the same (2.64 + 2.14), with
no statistical significant difference between both groups (t-test= 32.850 ,P= <0.001
).Similarly , three months after the educational intervention , the mean score for the study
group climbed to (12.14 + 2.60) and the control group surged to (2.87 + 2.48) , with a
statistical significant difference between both groups (t-test= 30.546 ,P= <0.001) .
Regarding school accidents, it is apparent from the table that before the educational
intervention, the mean score for the study group was (1.37 + 1.94 ) compared to (1.06 +
1.74) for the control group , with no statistical significant difference between both groups (t-
test=1.427,P=0.155).Otherwise, after the educational intervention, the mean score for the
study group boosted to (6.47 + 2.53), with a statistical significant difference between both
groups (t-test= 20.848 ,P= <0.001). In addition, three months after the educational
intervention, the mean score for the study group rose to (6.48 + 2.46) , compared to (1.28 +
2.03) for the control one , with a statistical significant difference between both groups (t-
test=19.297 ,P= <0.001).
With respect to safety measures that must be available in the workshop, it was evident that
before the educational intervention, the mean score for the study group was (6.21 + 4.69)
compared to (6.79 +4.54) for the control group, with no statistical significant difference
between both groups (t-test= 1.049,P = 0.295 ).On the contrary, after the educational
intervention , the mean score for the study group surged to (34.71+6.19) and the control
group rose to (6.79+ 4.54), with a statistical significant difference between both groups (t-
test=43.050 ,P= <0.001).Furthermore, three months after the educational intervention , the
mean score for the study group was (34.34 + 6.23) compared to (7.01 + 4.73) for the control
group , with a statistical significant difference between both groups (t-test=41.340 ,P =
<0.001).
Pertaining to first aid, it was evident that the mean score for the study group before the
educational intervention was (1.66+ 2.47) compared to (2.14 + 3.12) for the control group,
with no statistical significant difference between both groups(t-test= 1.446,P = 0.149) .
Results
45
Although after the educational intervention, the mean score for the study group boosted to
(18.58 + 4.31) but the control group remained the same , with a statistical significant
difference between both groups (t-test=36.595 ,P = <0.001). Additionally, three months after
the educational intervention, the mean score for the study group was (18.26+ 4.38) compared
to (2.16 + 3.07) for the control group , with a statistical significant difference between both
groups (t-test= 35.604 ,P = <0.001).
Results
44
Table (9) Distribution of the studied sample according to their knowledge mean score
Total Score Knowledge
Preprogram
Immediate post program
Three months post program
Study group
(n = 140)
Control group
(n = 140)
Study group
(n = 140)
Control
group
(n = 140)
Study group
(n = 140)
Control group
(n = 140)
Occupational health and safety in the school
Min. – Max.
0.0 – 3.0
0.0 – 6.0
2.0 – 13.0
0.0 – 4.0
0.0 – 13.0
0.0 – 6.0
Mean ± SD.
0.44 – 0.82
0.39 – 0.98
7.50 – 2.73
0.56 – 1.11
7.57 – 2.69
0.79 – 1.31
t (p)
0.462 (0.644)
27.844* (<0.001*)
26.818* (<0.001*)
Occupational hazards
Min. – Max.
0.0 – 10.0
0.0 – 10.0
8.0 – 18.0
0.0 – 10.0
8.0 – 18.0
0.0 – 16.0
Mean ± SD.
3.11 – 2.20
2.64 – 2.14
11.99 – 2.60
2.64 – 2.14
12.14 – 2.60
2.87 – 2.48
t (p)
1.788 (0.075)
32.850* (<0.001*)
30.546* (<0.001*)
School accidents
Min. – Max.
0.0 – 8.0
0.0 – 8.0
0.0 – 10.0
0.0 – 8.0
0.0 – 10.0
0.0 – 10.0
Mean ± SD.
1.37 – 1.94
1.06 – 1.74
6.47 – 2.53
1.06 – 1.74
6.48 – 2.46
1.28 – 2.03
t (p)
1.427 (0.155)
20.848* (<0.001*)
19.297* (<0.001*)
Safety measures that must be available in the
workshop
Min. – Max.
0.0 – 25.0
0.0 – 22.0
18.0 – 50.0
0.0 – 22.0
12.0 – 50.0
0.0 – 23.0
Mean ± SD.
6.21 – 4.69
6.79 – 4.54
34.71 – 6.19
6.79 – 4.54
34.34 – 6.23
7.01 – 4.73
t (p)
1.049 (0.295)
43.050* (<0.001*)
41.340* (<0.001*)
First aids
Min. – Max.
0.0 – 8.0
0.0 – 18.0
6.0 – 26.0
0.0 – 18.0
2.0 – 26.0
0.0 – 18.0
Mean ± SD.
1.66 – 2.47
2.14 – 3.12
18.58 – 4.31
2.14 – 3.12
18.26 – 4.38
2.16 – 3.07
t (p)
1.446 (0.149)
36.595* (<0.001*)
35.604* (<0.001*)
t: Student t-test
p: p value for comparing between Study group and control group *: Statistical significant at p ≤ 0.05
Results
44
Figure (5) Distribution of the studied sample according to their overall total mean
score of knowledge.
It is apparent from this figure that the overall mean score for the study group before the
educational intervention was (12.79 + 7.99), whereas the control group was (13.03 + 8.26) ,
with no statistical significant difference between both groups (t-test= 0.243 ,P = 0.808). On
the contrary, after the educational intervention, the mean score for the study group rose to
(79.24 + 11.62) , whereas the control group remained the same (13.20 + 8.27) , with a
statistical significant difference between both groups (t-test= 54.792,P = <0.001 ).
Additionally, three months after the educational intervention, the mean score for the study
group was (78.79 + 11.49) , whereas the control group was (14.10 +9.18 ) ,with a statically
significant difference between both groups (t-test= 52.037 ,P = <0.001).
Results
44
Figure (5) : Distribution of the studied sample according to their overall total mean
score of knowledge
0
20
40
60
80
study group
control group
12.79+7.99
13.03+8.26
79.24+11.62
13.20+8.27
78.79+11.49
14.10+9.18
pre
post 1
post 2
Results
45
Table (10): Distribution of the studied sample according to their total knowledge
score before and after program. It is apparent from the table that concerning occupational
health and safety in the school before the educational intervention all the study group and the
control one scored poor knowledge. Conversely, after the educational intervention, more than
half (52.8%) of the study group had good knowledge and more than one tenth (13.6%) had
fair knowledge, whilst one third of them still had poor knowledge. However, the entire
control group still had poor knowledge, with a statistical significant difference between both
groups (X2= 139. 251 ,MCp = <0.001).
Pertaining to occupational hazards, the table shows that before the educational
intervention, the vast majority of both groups (97.1%, 98.6%) had poor knowledge. A
statistical significant difference between both groups (X2= 0.681, FEp=0.684). By contrast,
after the educational intervention, more than one third (41.4%) of the study group had good
knowledge compared to only 0.7% of the control one. Additionally, less than half (47.9%) of
the study group had fair knowledge compared to just 2.1% of the control group. Moreover,
around one tenth (10.7%) of the study group had poor knowledge, whereas the vast majority
of the control group still had poor knowledge, with astatically significant difference between
both groups (X2= 210.542,MCp = <0.001 ).
In relation to school accidents, the table conveys that before the educational intervention
the vast majority (92.9%, 97.1%) of the study group and the control one respectively scored
poorly and the minority of both groups (2.9%) had good knowledge, with a statistical
significant difference between both groups (X2= 6.272 ,MCp = 0.047 ).Otherwise, after the
educational intervention, two-fifth (40%) of the study group had correct knowledge compared
to a minority (2.9%) of the control group .In addition, more than one third (37.9%) of the
study group had fair knowledge compared to only 2.9% of the control one . As well as that,
less than one quarter (22.1%) of the study group had poor knowledge, whilst the vast
majority(94.2%) of the control group still had poor knowledge , with astatically significant
difference between both groups (X2=149.77 ,MCp = <0.001).
The table also represented that before the educational intervention all the study group and
the control one had poor knowledge regarding safety measures that must be available in the
workshop. Nevertheless, after the educational intervention, more than two thirds (68.5%) of
the study group had good knowledge, whilst more than one fifth (23.6%) of them had fair
knowledge and the rest of them (7.9%) had poor knowledge. Furthermore, all the control
group still had poor knowledge, with a statistical significant difference between both groups
(X2= 239.205 ,MCp = <0.001).
The table also depicts that all the study group and the vast majority (98.6%) of the
control one had poor knowledge regarding first aids before the educational intervention, with
no statistical significant difference between both groups (X2= 2.014, FEp=0.498).Unlike, after
the educational intervention, less than two thirds (63.6%) of the study group had good
knowledge, whereas less than two fifth (15.7%) had fair knowledge and the rest of them
(20.7%) had poor knowledge. Along with, the vast majority (98.6%) of the control group and
Results
45
only 1.4% of them had fair knowledge. A statistical significant difference was found between
both groups (X2= 176.320 ,MCp = <0.001) .
Results
45
Table (10): Distribution of the studied sample according to their total knowledge score before and after program
2: Chi square test MC: Monte Carlo FE: Fisher Exact p: p value for comparing between Study group and control group *: Statistical significant at p ≤ 0.05
Before
After
Knowledge Level
Study group
(n = 140)
Control group
(n = 140)
Study group
(n = 140)
Control group
(n = 140)
No.
%
No.
%
No.
%
No.
%
Occupational health and safety in the school
Poor
140
100.0
140
100.0
47
33.6
140
100.0
Fair
0
0.0
0
0.0
19
13.6
0
0.0
Good
0
0.0
0
0.0
74
52.8
0
0.0
χ2 (p)
–
139.251* (<0.001*)
Occupational hazards
Poor
136
97.1
138
98.6
15
10.7
136
97.2
Fair
4
2.9
2
1.4
67
47.9
3
2.1
Good
0
0.0
0
0.0
58
41.4
1
0.7
χ2 (p)
0.681 (FEp=0.684)
210.542* (<0.001*)
School accidents
Poor
130
92.9
136
97.1
31
22.1
132
94.2
Fair
6
4.2
0
0.0
53
37.9
4
2.9
Good
4
2.9
4
2.9
56
40.0
4
2.9
χ2 (p)
6.272 (MCp=0.047*)
149.772* (<0.001*)
Safety measures that must be available in the workshop
Poor
140
100.0
140
100.0
11
7.9
140
100.0
Fair
0
0.0
0
0.0
33
23.6
0
0.0
Good
0
0.0
0
0.0
96
68.5
0
0.0
χ2 (p)
–
239.205* (<0.001*)
First aids
Poor
140
100.0
138
98.6
29
20.7
138
98.6
Fair
0
0.0
2
1.4
22
15.7
2
1.4
Good
0
0.0
0
0.0
89
63.6
0
0.0
χ2 (p)
2.014 (FEp=0.498)
176.320* (<0.001*)
Results
45
Figure (6): Study group overall knowledge scores before and after program
implementation. It can be noticed from this figure that before the educational intervention
implementation the entire study group had poor knowledge. However, after the educational
intervention more than three quarters (85.7 %) of them had fair knowledge and one tenth
(10%) had good knowledge, whereas the rest of them (4.3%) had poor knowledge.
Figure (6): study group overall knowledge scores before and after program
implementation
0
10
20
30
40
50
60
70
80
90
100
good
poor
Fair
0
100
0
10
4.3
85.7
Before
After
Results
47
Table (11): puzzles out the relation between the study group knowledge level and their
socio-demographic characteristics. It was evident that slightly more than one third (35.7%)
of the study group aged from 16 to less than 17 years had good knowledge. Whereas slightly
more than two thirds (66.6%) of the study group aged from 17 to less than 18 years had poor
knowledge. Moreover, it can be noticed that the age had significant effect on the knowledge
score (X2= 15.929, P=0.014*).
Concerning the department, the table reveals that more than three quarters (85.8%) of the
study group in welding department had good knowledge score whereas more than half
(52.5%) of them had fair knowledge .There was positive significant relation between the
department and the knowledge score of the study group (X2= 14.150 , P=0.007*).
With respect to place of residence, the table illustrates that more than three quarters
(78.6%) of the study group who live in urban areas had good knowledge ,whilst more than
one third (37.5%) of the study group who live in rural areas .There was no significant relation
between the place of residence and the total knowledge score . (X2=1.897, p=0.387).
As regards family income, the table depicts that all the study group who didn’t had
enough family income had good knowledge. On the contrary, the minority of the study group
who had enough income had fair knowledge. Furthermore, there was no significant relation
between family income and total knowledge score. (X2=2.593, P= 0.274).
Pertaining to crowding index, it is clear from the table that more than half (57.1% ) of the
study group who had a crowding index of less than two persons per room had good
knowledge , whereas more than three quarters (80%) of the study group who had a crowding
index of four persons/ room or more had fair knowledge . No significant relation was found
between crowding index and the total knowledge score (X2=0.809, p=0.667).
In relation to mother’s level of education, the table conveys that slightly more than two
fifth (42.8%) of the study group whose mother’s had university education had good
knowledge, whilst slightly more than half of the study group whose mother had secondary
education had fair knowledge (X2=9.028,P= 0.529). There was no significant relation
between the study group mother’s level of education and the total knowledge score (X2=
9.028,p=0.529).
Regarding father’s level of education, the table portrays that half (50%) of the study group
whose father had university education had good knowledge whereas slightly more than one
third (33.4%) of the study group whose father had secondary education had fair knowledge.
There was no significant relation between father’s level of education and the total knowledge
score (X2=4.337,p= 0.929) .
Results
40
Table (11): Relation between the students’ knowledge level and their socio demographic characteristics
X2 Chi square test
* statistical significant at ≤ 0.05
Item
Knowledge level
Total
n=140
Test of
significance
Poor
(n=6)
Fair
(n=120)
Good
(n=14)
No.
%
No.
%
No.
%
No
%
Age
- 15 <16
1
16.7
8
6.7
4
28.6
13
9.3
X2= 15.929
- 16 < 17
1
16.7
59
49.2
5
35.7
65
46.4
P=0.014*
- 17 <18
4
66.6
50
41.6
3
21.4
57
40.7
- ≥19
0
0.0
3
2.5
2
14.3
5
3.6
Department
- Welding
1
16.7
63
52.5
12
85.8
76
54.3
X2= 14.150
- Lathing
5
83.3
36
30
1
7.1
42
30.0
P=0.007*
- Foundry
0
0.0
21
17.5
1
7.1
22
15.7
Place of residence
- Urban
3
50
75
62.5
11
78.6
89
63.6
X2= 1.897
- Rural
3
50
45
37.5
3
21.4
51
36.4
P=0.387
Family income
- Enough
0
0.0
14
11.7
0
0.0
14
10.0
X2= 2.593
- Not enough
6
100
106
88.3
14
100
126
90.0
P=0.274
Crowding index
- < 2
2
33.3
0
0.0
8
57.1
10
7.1
X2= 0.809
- 2- < 4
- ≥ 4
3
1
50
16.7
24
69
20
08
3
3
21.4
4112
30
188
21.4
5117
P=0.667
Mother’s level of education
- Illiterate
0
0.0
11
9.3
2
14.2
13
9.3
X2= 9.028
- Read & write
0
0.0
2
1.6
1
7.2
3
2.1
P=0.529
- Primary education
0
0.0
4
3.3
1
7.2
5
3.6
- Preparatory
education
0
0.0
9
7.5
1
7.2
10
7.1
- Secondary
education
5
83.3
61
50.8
3
21.4
69
49.3
- University
education
1
16.7
33
27.5
6
42.8
40
28.6
Father’s level of education
- Illiterate
0
0.0
4
3.3
1
7.2
5
3.6
X2= 4.377
- Read & write
0
0.0
1
0.8
0
0.0
1
0.7
P=0.929
- Primary education
0
0.0
1
0.8
0
0.0
1
0.7
- Preparatory
education
0
0.0
12
10
3
21.4
15
10.7
- Secondary
education
3
50
40
33.4
3
21.4
46
32.9
- University
education
3
50
62
51.7
7
50
72
51.4
Results
45
Table (12): relation between the students’ knowledge mean score and their socio-
demographic characteristics. The table illustrates that factors as age, department and place
of residence had significant effect on the studied sample knowledge mean score.( t= 4.615,
P=0.004*, t=7.051, P=0.001*, t= 5.934, P=0.016*). On the contrary , factors like family
income , crowding index, Mother’s level of education, Mother’s occupation, Father’s level of
education, and Father’s occupation of the studied sample had an insignificant effect on their
knowledge mean score(t= 0.912, P=0.341, t= 1.558, P=0.214, t= 1.849, P=0.107, t= 1.832,
P=0.069, t= 0.992, P= 0.425, t= 0.978, P=0.329).
Results
44
Table (12): Relation between the students’ knowledge mean score and their socio-demographic
characteristics.
T Student t test
* statistical significant at ≤ 0.05
Item
Knowledge Mean Score
Test of
significance
Mean ± SD
Age
- 15<16
88.62±18.91
t= 4.615
- 16<17
79.32±9.668
P=0.004*
- 17<18
76.51±10.32
- ≥19
85.00±14.09
Department
- Welding
82.20±12.04
t=7.051
- Lathing
74.17±10.21
P=0.001*
- Foundry
78.73±9.44
Place of residence
- Urban
81.02±12.22
t= 5.934
- Rural
76.14±9.851
P=0.016*
Family income
- Enough
76.43±7.562
t= 0.912
- Not enough
79.56±11.97
P=0.341
Crowding index
- - < 2
80.76±10.86
t= 1.558
- 2- < 4
- ≥ 4
78.26±12.04
76.43±7.562
P=0.214
Mother’s level of education
- Illiterate
83.69±15.13
t= 1.849
- Read & write
90.67±5.686
P=0.107
- Primary education
78.60±14.15
- Preparatory education
82.50±8.515
- Secondary education
76.83±10.35
- University education
80.37±12.41
Mother’s occupation
- Working
82.00±5.292
t= 1.832
- Not working
79.42±10.29
P=0.069
Father’s level of education
- Illiterate
86.00±16.82
t= 0.992
- Read & write
82.00±0.000
P= 0.425
- Primary education
89.00±0.000
- Preparatory education
83.20±13.52
- Secondary education
78.00±10.17
- University education
78.87±11.72
Father’s occupation
- Working
80.20±13.25
t= 0.978
- Not working
71.00±0.000
P=0.329
Results
44
Figure (7):.Distribution of the study group according to overall score of knowledge
by department after the educational intervention. It can be observed from the figure that
more than half (59.2%) of the study group in the welding department had good knowledge,
whereas more than one third (34.3%) of them had poor knowledge and only 6.5% of them had
fair knowledge. Pertaining to lathing department, more than three quarters (83.3%) of the
students had good knowledge and more than one tenth (16.7%) had poor knowledge. Also it
can be noticed that more than half (59.1%) of the students in foundry department had good
knowledge, whereas more than one quarter (31.8%) of them had fair knowledge and the
minority (9.1%) had poor knowledge.
Figure (7):.Distribution of the study group according to overall score of knowledge by
department after the educational intervention
0
10
20
30
40
50
60
70
80
90
100
good
fair
poor
59.2
6.5
34.3
83.3
0
16.7
59.1
31.8
9.1
Welding
Lathing
Foundry
Results
44
Part (III): Safety Measures Practices in the Training Workshops
a) Environmental Safety Measures
Table (13): Availability of environmental safety measures in different mechanical
workshops according to the scoring used in this study. It was observed that before the
educational intervention all workshops had incomplete safety measures as regards of
housekeeping of the workshops. On the other hand, after the educational intervention,
complete safety measures were found in all foundry workshops, three quarters (75%) of
lathing workshops, and two thirds (66.7%) of the welding workshops .Additionally, it is clear
that all of the observed workshops had incomplete safety measures as regards the ventilation
system before and after the educational intervention . It is also worth mentioning that before
and after the educational intervention all the observed workshops had incomplete safety
measures regarding noise.
Moreover, the table shows that in preprogram period all the observed workshops had
incomplete safety measures concerning lighting system. Conversely, in the post program
period one quarter (25%) of the lathing departments had complete safety measures with
respect to lighting system, whereas the rest of the observed workshops still had incomplete
safety measures. In addition, the table reveals that before and after the educational
intervention all the observed workshops had incomplete safety measures pertaining to
machine safe working. It is sorrowfully to mention that none of the observed workshops had
complete safety measures regarding manual tools either before or after the educational
intervention.
The table also depicts that all the observed workshops had complete safety measures as
regards electricity both before and after the educational intervention. As well as that, it was
evident that none of the observed workshops had complete safety measures concerning fire
protection, first aid facility and communication facility in the entire phases of the educational
intervention.
Results
555
Table (13): Availability of environmental safety measures in different mechanical
workshops
Pre program
Post program
Items
Welding
(n = 3)
Lathing
(n = 4)
Foundry
(n = 2)
Welding
(n = 3)
Lathing
(n = 4)
Foundry
(n = 2)
No. % No. % No. % No. % No. % No. %
House keeping
Incomplete
3 100.0 4 100.0 2 100.0 1 33.3 1
25
0
0.0
Complete
0
0.0
0
0.0
0
0.0
2 66.7 3
75
2
100
Ventilation
Incomplete
3 100.0 4 100.0 2 100.0 3
100
4
100
2
100
Complete
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Noise
Incomplete
3 100.0 4 100.0 2 100.0 3 100.0 4 100.0 2 100.0
Complete
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Lighting
Incomplete
3 100.0 4 100.0 2 100.0 3 100.0 3
75.0
2 100.0
Complete
0
0.0
0
0.0
0
0.0
0
0.0
1
25.0
0
0.0
Machine safe working
Incomplete
3 100.0 4 100.0 2 100.0 3 100.0 4 100.0 2 100.0
Complete
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Manual tool
Incomplete
3 100.0 4 100.0 2 100.0 3
100
4
100
2
100
Complete
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Electricity
Incomplete
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Complete
3 100.0 4 100.0 2 100.0 3 100.0 4 100.0 2 100.0
Fire protection
Incomplete
3 100.0 4 100.0 2 100.0 3 100.0 4 100.0 2 100.0
Complete
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
First aid facility
Incomplete
3 100.0 4 100.0 2 100.0 3 100.0 4 100.0 2 100.0
Complete
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Communication facility
Incomplete
3 100.0 4 100.0 2 100.0 3 100.0 4 100.0 2 100.0
Complete
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Results
555
b) Safety Measures Adopted During Work Process
Table (14): safety measures adopted in different workshops during work process. It
can be observed from the table that none of the welding workshops adopted complete safety
measures during working process neither before nor after the educational intervention. On the
contrary, complete safety measures were adopted in both lathing and foundry workshops in
the pretest and posttest phases.
Results
555
Table (14): Safety measures adopted in different workshops during work process
Pre program
Post program
Items
Welding
(n = 3)
Lathing
(n = 4)
Foundry
(n = 2)
Welding
(n = 3)
Lathing
(n = 4)
Foundry
(n = 2)
No. % No. % No. % No. % No. % No. %
Welding safety
Incomplete
3 100.0 –
–
–
–
3 100.0 –
–
–
–
Complete
0
0.0
–
–
–
–
0
0.0
–
–
–
–
Lathing safety
Incomplete
–
–
0
0.0
–
–
–
–
0
0.0
–
–
Complete
–
–
4 100.0 –
–
–
–
4 100.0 –
–
Foundry safety
Incomplete
–
–
-
-
0
0.0
–
–
-
-
0
0.0
Complete
–
–
-
-
2 100.0 –
–
-
-
2 100.0
Results
555
Table (15): protective devices in different mechanical workshops. The table pointed
out that only body protection devices were available in the studied workshops. However, feet
protection, ear protection; hand protection, eye and face protection devices were not adopted
in the all observed workshops.
Results
557
Table (15): Protective devices in different mechanical workshops
Pre program
Post program
Items
Welding
(n = 3)
Lathing
(n = 4)
Foundry
(n = 2)
Welding
(n = 3)
Lathing
(n = 4)
Foundry
(n = 2)
No. % No. % No. % No. % No. % No. %
Body protection
Incomplete
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Complete
3 100.0 4 100.0 2 100.0 3 100.0 4 100.0 2 100.0
Feet protection
Incomplete
3 100.0 4 100.0 2 100.0 3 100.0 4 100.0 2 100.0
Complete
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Ear protection
Incomplete
3 100.0 4 100.0 2 100.0 3 100.0 4 100.0 2 100.0
Complete
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Hand protection
Incomplete
3 100.0 4 100.0 2 100.0 3 100.0 4 100.0 2 100.0
Complete
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Eye and face protection
Incomplete
3 100.0 4 100.0 2 100.0 3 100.0 4 100.0 2 100.0
Complete
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
0
0.0
Results
550
Table (16): distribution of the observed workshops according to their total
occupational safety mean score. Concerning welding workshops, it is clear that there is
significant rise in the mean score from 23.0 ±0.0 before the educational intervention to 39.0 ±
0.0 after the educational intervention. Likewise, the mean score for lathing workshop rose
from 22.0 ±0.0 before the educational intervention to 39.25 ±2.50 after the educational
intervention. Similarly, remarkable increase in the mean score for foundry workshop was
noticed from 19.0 ±0.0 before the program to 35.0 ±0.0 after the program. No statistical
significant difference was found between workshops (F = 4.289 , p= 0.070).
Results
555
Table (16): Distribution of the observed workshops according to their total occupational
safety mean score
Items
N
Pre program
Post program
Mean ± SD
Mean ± SD
Welding
3
23.0 ±0.0
39.0 ±0.0
Lathing
4
22.0 ±0.0
39.25 ±2.50
Foundry
2
19.0 ±0.0
35.0 ±0.0
F(p)
–
4.289 (0.070)
F: F for ANOVA test
p: p value for comparing between the studied groups
*: Statistical significant at p ≤ 0.05
DISCUSSION
Discussion
701
DISCUSSION
Adolescent population and their health are a very special issue and focus of attention
globally for various reasons, as it is a period of rapid physical growth, in addition to
emotional and psychological change.(159-163) Health and quality of life during adulthood
depend on health during adolescence. (164,165)
World Health Organization (WHO) 2011 (166) considers the workplace a priority setting
for health promotion in the 21st century. World Health Organization (WHO) 2011 has
developed health-promoting initiatives (schools, cities, hospitals, and industries) stated that
the workplace can have a very positive impact on the health and well-being of workers, their
families, communities, and society at large.
Promotion and protection of work and workplace, for increased production and higher
productivity, are necessary and complementary aspects of industrial development.(167)
However, industrial occupations may create unsafe work and work environment because of
the inherent sources of hazard present in their material, process, technologies, or products.
These sources of hazards may pose the risk of accidents and work related disease to the
people within the industrial premises in particular and the general public in the vicinity and
the environment in general.(168)
Technical school students face hazards at their work stations in schools such as physical,
chemical and psychosocial hazards.(169) In technical schools, students have the highest injury
rates, as they not only exposed to hazards from school environment, but also from workshops.
Moreover, they spend nearly half of their time in workshop training, facing different types of
actual and potential hazards. (170)
If students have to participate in activities to promote their health, they must be aware
of the risks at work. Young workers (15–24 yrs old) have a disproportionately high rate of
injuries in the workplace and many are employed on a casual, temporary or intermittent basis,
in jobs that require low technical skill. One approach to reduce the burden of young worker
injury is through improvements in the provision and effectiveness of safety training, initially
at school and then in the workplace. (171)
Education, training courses and programs are serious tools to inform those students
about the dangers at workplace and also controls so they can work more safely and be more
Discussion
701
productive. Another role of these programs, however, is to provide them many knowledge and
skills that needed to perform their work in a safe way and avoid making hazards or dangers
that could place themselves or others at risk.(172)Moreover, the primary aim of any
occupational health and safety program is the prevention of accidents and illness, because
only accurate knowledge of the risks and adequate training in handling them can enable the
worker to adopt appropriate behavior in a hazardous working environment.(173)
Within community health nursing, the occupational health nursing is the specialty
practices that provides health and safety programs to workers population and has an important
role in preventing industrial hazards. Their roles also includes determining workers health
problems, identify industrial health hazards and dangerous conditions to health, plan and
promote workers health by providing appropriate treatment. In addition, implementing a
safety plan to prevent or minimize accidents and injuries that occur during daily activities.
During performing educational health program, their roles also includes assessing worker’s
needs, developing appropriate educational program by using formal and informal
presentation.(174)
Previous studies concluded that technical education students had a limited knowledge of
how to prevent health risks at work and lacked a systematic way to approach hazard control.
Therefore, the present study was conducted to evaluate the effect of educational intervention
about occupational safety on knowledge and practices of male students in technical
mechanical secondary schools in El-Beheira Governorate.
It also worth mentioning that El-Beheira governorate has eighteen educational
directorates. However, only thirteen directorates have technical mechanical secondary
schools namely; Damanhour, Kafr-El-Dawar, Abo Homos, Edco, Rashid , El Mahmoudia ,
El Shahid Ali Abdel Nabi El Far, Badr, Abo El Matamir,Hosh Eisa, El Dalngat,El Nobaria
and Kom Hamada.
The present study gives a clear picture of 280 technical students, it was found that less
than half of both study and control group respectively were aged between 16 to less than 17
years. With a mean age of 16.39 ± 0.71 among the study group (table 1).These results were
contrasted with the study conducted in Egypt by Abd El-Hay S et al (2015) (38) who found
that the highest percentage of the students were in the age group of 15 years. This discrepancy
in age may be due to the fact that the current study was conducted on the students enrolled in
Discussion
701
the 2nd academic year whereas, the other study was conducted on the students from all classes.
Moreover, age profile by Boini S et al (2017) (175) in the study done in France showed that the
majority of the studied sample aged from 20-22 years. The mean age was 19.45
years. This disparity may be attributed to inclusion of the students in the schooling years in
the current study, while the other study sample was the young people in the first two years of
occupational life after school graduation.
It also worth mentioning that, the findings of the current study exhibited that, there was a
statistical significant association between age of the study group and their total knowledge
score. This finding is in agreement with the study done in Pakistan by Malik N et al (2018)
(176) to assess the role of hazard control measures in occupational health and safety in the
textile industry .This might be explained by the fact that with age people have better access to
information. In addition, life experiences that increase with age help people to be
knowledgeable than before. By contrast ,the study done in Iran by Nasab H et al (2019) (177) to
evaluate knowledge ,attitude and behavior of workers regarding occupational health revealed
that there was no statistical significant association between age and total knowledge score of
the study group. It may be attributed to the age related changes that hinder the person ability
to acquire more information and retain knowledge.
The residence may give an idea about the circumstances in which the students live.(178) The
present study highlighted that less than two thirds of the study group were living in urban
areas compared to two thirds of the control group, whereas the rest of both groups were living
in rural areas (table 1).This finding might be attributed to the setting of data collection;
Damanhour city, Abo Homos city, Kafr-Eldawar city and Hosh Eisa city at El-Beheira
governorate.These results agreed with the study conducted by Abdallah Z (2011) (179)
,Mahmoud M et al (2018)(180), and El- Lassy R , Moustafa A (2019) (181) who mentioned that
most of their participants lived in urban areas.Nevertheless,these findings are contradicted
with the study conducted by Ebrahim E and Hussein N (2018)(182)who illustrated that the
majority of the studied sample were living in rural areas. Furthermore, the study conducted by
Koraish M and El Lassy R (2014)(183) revealed that more than half of the studied sample were
living in rural areas. This variance could be due to the difference in setting of data collection
in these studies.
Discussion
770
In addition, the study proved that there was no significant correlation between place of
residence and total knowledge score of the students (table 11). This findings also lend
credence to the research findings of Eleni L et al (2010).(184) This may be due to lack of
control over other confounding factors as age, family income, crowding index, parents
occupation and parents level of education that can affect the score of knowledge.
Poverty has a strong influence on health status and people of limited economic mean have
fewer resources to follow preventive practices, they are frequently unable to access for health
services and vice versa .Individuals who are better off financially tend to have better health
and better health habits. So, there was existence of a positive relationship between
socioeconomic status and health.(185)The World Health Organization (2017)(186) states that
poverty creates ill-health because it forces people to live in dirty environments. In a poverty-
stricken country, the poor suffer from ill health.
The current study demonstrated that the vast majority of both groups had not enough
income to meet the demands of their lives (table 1). This might be explained by the current
results of the study which revealed that nearly half of the students reported that their fathers’
occupation were employee with static and limited income and about the same percent of their
mothers were housewives. Furthermore, large family size as reported by the majority of the
students make it difficult for the head of the family to meet the demands of the family
members. This finding was in line with the study done in Egypt by Ibrahim A (2017) (187) who
found that two thirds of the studied sample had not enough income. Otherwise the current
study is contradicted with other studies performed in Egypt (188-193) and found that more than
half of the studied sample had enough income. This may be attributed to difference in the
number of the family members and the occupation of the head of family in these studies.
Moreover, the current study revealed that there was no significant correlation between
family income and students’ knowledge level (table11).This finding is congruent with the
study conducted in Pakistan by Ayesha R et al (2017) (194). This may be due to lack of control
over other confounding factors that can influence knowledge level as age, place of residence,
parents occupation , parents level of education and crowding index.
Crowding has been linked with poorer physical health, especially rates of infectious
disease transmission, poorer of mental health, educational outcomes for children, and social
outcomes.(195,196)The evidence for links between crowding and physical health are strongest
but there is evidence showing links between household crowding and all these areas of
Discussion
777
concern. (197)The current study revealed that more than two thirds of the study group and the
control one respectively were living in a bed room composed of 4 or more members .This was
contradicted with the study conducted by El Lassy R and Tawfik E (2012)(198)who illustrated
that more than half of the studied sample lives in a bedroom composed of three or more
members. This variance could be explained by the diversity of culture between cities
regarding the number of children in the family where some people prefer large family size,
while others favor small family size. It also worth mentioning that, there was no significant
correlation between crowding index and level of knowledge. This was supported by the study
conducted by Power C (2014).(199)
There are different channels through which parental education can affect their children’s
health. Education might have a direct impact on child health because it increases the ability to
acquire and process information. This helps parents to make better health investments for
themselves and their children and may result in better parenting in general. Alternatively,
education can affect child health through indirect pathways. An increased level of education
can give access to more skilled work with higher earnings and these resources could be used
to invest in health and to alleviate the impact of adverse health shocks.(200)
As regard to mother’s level of education, the current findings portrayed that nearly half
of the study group mother’s had secondary education compared to nearly two fifth of the
control group (table 1). Similar findings was found in the study conducted by El-Lassy R and
Madian A (2013) (201) who reported that slightly more than half of the studied sample mother’s
had secondary education. Also, these findings are matching with the findings of Hussein N
and Ouda M (2018)(202) who found that nearly half of the study participant mother’s had
secondary education. This may be attributed to cultural values and beliefs in the Egyptian
communities that don’t support tertiary education for girls for early marriage. Additionally,
son preference that still prevalent in certain communities may be a leading factor as the
parents deprive the girls from their rights such as education completion. Furthermore, the
current findings portrayed that there was no significant correlation between the level of
education of mother’s and the students level of knowledge (table 11).This was parallel with
the study conducted by Somayyeh A et al (2018) (203).
With respect to fathers’ level of education, the present study illustrated that more than half
of the study group father’s had university education, compared to less than two thirds of the
Discussion
771
control group (table 1). It may be due to the data collection settings as in the city the majority
of parents are highly educated than rural. Similar results was reported from other study
conducted by Aref M and Khalifa H (2019)(204).A little bit different picture was found in the
study conducted by Madian A and Ismail M (2015)(205) who found that less than one fifth of
the studied sample fathers’ were highly educated. Also, the study conducted by Hussein N et
al (2018) (206) portrayed that less than one tenth of the studied sample father’s had university
education. This variance may be attributed to difference in socioeconomic status of the
families, values and beliefs related to education that vary between communities.
In addition, the present study elaborated that there was no significant correlation between
father’s level of education and level of knowledge (table 11).This comes in line with the
results of the study conducted in India by Khan R et al (2015) (207) on the influence of parents
education level on secondary school students academic achievement .
Parent’s occupation is the most important obligation of the parents and should have a
privilege to have a suitable work to raise their children and affects students’ performance in
their academics.(208) Students from parents with high occupation level performed poorly
compared to those students from parents low and middle occupation level of parents. Parents
have informal jobs who are mainly self-employed with job without a guarantee to turnover
cannot afford to spend a great deal of time on their children. Highly educated parents with
high or low occupation level had better outcomes compared to their peers whose parents had
low educational and occupation level.(209)
In relation to fathers’ occupation, the current results revealed that half of the study group
fathers were employees compared to more than half of the control group father’s (table 1).It
may be attributed to that more than half of father’s in the current study obtained university
education. This finding is agreed with the study conducted by christopher J (2018) (210) who
reported that more than half of the studied sample fathers were employee. This may be
attributed to that the majority of fathers were highly educated.
Adolescents are a group of apparently healthy individuals. The health status of an
adolescent determines the health status in future adulthood. Many serious diseases in
adulthood have their roots in adolescence. Also, many adolescents dead prematurely due to
various reasons that are either preventable or treatable and many more suffer from chronic ill-
health and disability.(211) Therefore, there is a growing interest in assessing adolescent health
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771
because mortality and morbidity rates for adolescents have increased in the past few
decades.(212)Regarding secondary school male students available evidence indicates that they
are prone to a number of health impacting conditions due to personal choices, environmental
influences and lifestyle changes including both communicable and non-communicable
disorders and injuries.(213)
As regards the studied sample health status, it was evident that
more
than
two
thirds of the study group and the control one didn’t receive medications within the last six
months. This could be explained by the results of the current study as most of the students
mothers are housewife, hence they take care of their children nutrition and hygienic condition
which minimize their vulnerability to health problems. This comes in line with the results of
the study conducted by Sayed S et al (2019)(214) who reported that no medication use is found
among most of the study participants .
On the other hand, less than one third of the students received prescribed medications
during the last 6 months compared to one quarter of the control group (table 2).A little bit
different picture was found in the study conducted by Hales C et al (2018) (215) as just less
than one quarter of the studied group received prescribed medications. This may be attributed
to high standard of living, advanced medical technologies and raised health awareness in the
United States where the other study conducted.
Diagnostic testing is essential to the basic management of patient care, allowing patients
to detect disease earlier, help medical providers to make diagnoses, prescribe therapies and
allow patients to monitor results. (216)The current findings revealed that less than half of the
study group and the control group performed lab investigation within the last six months
respectively. This was consistent with the study conducted in Egypt by Nabil M et al
(2018)(217) to study risk behaviors among male adolescents in secondary schools. This may be
due to the vast majority of the students had not enough family income which hinder them
from seeking preventive measures or performing diagnostic or preventive investigations.
Adolescence is a period of transition of physical, psychological and social maturation
from childhood to adulthood.(218) An estimated 20% of the total world population are
adolescents. Nutritional status and healthy eating patterns are essential for young people to
achieve their full academic potential, physical and mental growth, and their lifelong health
and well-being. Achievement of optimum growth during this period is of utmost importance
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771
in maintaining good health thereafter.(219) Poor nutrition among adolescents resulting in short
stature and low lean body mass is associated with many concurrent and future adverse health
outcomes. The nutritional status of adolescents contributes significantly to the health status of
the community in which they reside. One of the major global health problems faced by
developing countries today is under nutrition.(219-221)
The current findings demonstrated that around two thirds of the study group reported that
they had three meals per day compared to more than two thirds of the control group (table
3).This was consistent with the study conducted in Kuwait by Al-Isa A (2018)(222) to assess
nutritional knowledge among high school male students. This may be attributed to body
building of adolescent especially males needs extra meals or snacks per day.
A healthy breakfast provides school-age children with the essential nutrients needed for
their activities and is linked to long-term health status throughout life.(223-230) Skipping
breakfast is a public-health issue that affects school children. Missing breakfast is associated
with many health problems and reduced performance in cognitive and psychosocial functions,
as well as academic learning and achievement.(230,231)It was noticed in the present study that
nearly two fifths of the study group always had breakfast daily compared to more than half of
the control group (table 3). This comes in line with the results of the studies conducted by
ALBashtawy M (2017)(232) and El-Qudah J (2014) (233).
Among all age groups, adolescents and young adults are found to be relatively more
interested in fast-food consumption.(234) The frequent consumption of fast foods among
people in their teens and in their twenties might be attributed to the specific qualities of such
types of foods that are fast to prepare, convenient, and relatively inexpensive.(253-237) In
addition, during the transition from primary school to secondary school, high-school
adolescents become relatively more independent and have easy access to unhealthy dietary
choices.(237-239)
The current findings portrayed that half of the study group reported always intake of fast
food compared to less than two third of the control group (table 3).Similar findings were
reported by Abdel-Hady D et al (2014) (240) who illustrated that less than two-thirds of the
studied sample reported daily consumption of fast food. This might be attributed to the fact
that adolescents spend the majority of the day outside home, so they had to take junky food.
Additionally, the majority of the youth are unaware of the negative influences of eating such
Discussion
771
foods, so they rely on it daily. Moreover, the school didn’t offer meals for the students during
the school day which make them hunger and had to eat any food. These results shed the light
on the necessity of conducting health education sessions for the students about healthy diet
and also stress the importance of providing meals for the technical students by the school
administrators.
The adequate intake level for water in any form was established by the Institute of
Medicine as a guide for preventing adverse effects of dehydration rather than for decreasing
risks for chronic diseases.(241-243)The present study showed that around two fifth of the study
group and more than half of the control group were drinking less than eight cups of water
daily (table 3) .Similar picture was found in the study conducted by Park S et al (2012) (244).
This could be attributed to many reasons as adolescents forget to drink water continuously per
day, they are crazy about computer games and social media which waste their times and make
them busy even if they are at home. Also, young people may be unaware of the necessity of
hydration and the negative consequences of dehydration, so they didn’t care about drinking
water.
Physical activity habits during adolescence and youth are likely to have an important
influences on habitual physical activity throughout adult life.(245-250) Opportunities for
physical activity are largely determined by social, economic, and cultural factors as well as
physical environments that influence access, availability and utilization.(251,252)
The present findings illustrated that less than two thirds of the study group didn’t
practices any type of exercise compared to more than three quarters of the control group (table
3). This may be due to several reasons such as lack of public sport club, shy of body image,
dislike to exercise, no spare time, lack of friends to motivate each other and lack of sports
facilities in the community. These results shed the light on the importance of focusing on
physical education and activity programing by school administrators to strengthen
adolescents’ brain health and educational performance. However, different picture was
reported in the study done in Suadia Arabia by Alsubaie A and Omer E (2015)(253) as the
majority of the students were physically active. This variation in the level of physical activity
could be attributed to the variance between different countries in their life style and their
perception to the practicing exercises.
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771
Sleep patterns in adolescents deserve particular attention because of its necessity for
physical, mental and emotional well-being, in addition to potential influence of school
performance. Adolescents typically get significantly less sleep than younger children, not
because they need less sleep but because their schedule and biorhythms impede adequate
sleep.(254)Researchers studying the optimal sleep periods of adolescents, found that under
controlled conditions (e.g., with no clocks and lighting cues), adolescents typically sleep nine
hours a night. Adolescents reporting sleep problems showed more anxious, depressed,
inattentive, and conduct disorder behaviors than those who had no sleep problems.(255)
The present study depicted that two thirds of the study group and more than half of the
control group were sleeping less than six hours per night (table 3). Similar findings were
reported by Maduabuchi J et al (2014)(256) .This finding may be attributed to several reasons
as; going to bed late and early school start time, inability to fall asleep until late at night, their
boisterous and energetic social life and homework to do. Moreover, the current findings
revealed that more than three quarters of the study group and slightly more than half of the
control one didn’t complain from any sleeping problems. These findings were matching with
the study conducted by Marques A et al (2019)(257).
Adolescence years are a time of preparation for taking responsibilities, exploration and
widening horizons and a time to promote their health. Accordingly, adolescence is a
developmental period characterized by behaviors that involve taking risks.(258-260)Risk taking
behavior refers to the tendency to engage in behaviors that have the potential to be harmful or
dangerous, which has become a major concern and is rated as one of the public health issues
that need special attention (261,262). Risky health behaviors that arise during adolescence have a
serious impact on the health and development of adolescents and young people’s current
health status, and increased risk for developing chronic diseases in adulthood. In addition,
these behaviors contribute to educational and social problems among students. Researches
proved that risk taking behavior were found to be higher among males than females.(260-264)
Smoking is a common and a widely practiced social habit and continues to be a
significant problem among adolescents.(265-267) The results of the current study portrayed that
more than half of the study group and more than three quarters of the control one were not
smokers (table 3).It may be attributed to students have denial the fact of being smokers.
These results are different from other studies conducted by Salama L, Elsayed A (2017)(268)
and Madian A et al (2019)(269) who reported that the vast majority of their participants were
Discussion
771
not smokers .This discrepancy may be attributed to variance in culture, values and traditions
related to smoking between different communities and also social acceptance to report about
smoking.
Since smoking is the royal gate to drug use, a strong correlation between smoking and
illicit drug use was confirmed by several studies.(270,271)Surprisingly, the present study
revealed that none of the students were drug abusers (table 3). This could be due to their fear
from the researcher to notify the school administrators or teachers that may tell their parents,
consequently they deny using any substance. Contrast findings were reported by Salama L
and Elsayed A (2017)(268) who illustrated that less than one tenth of the students were
substance abusive. This variance may be attributed to the different methodological issues,
social acceptance to report about substance use, economic standard, tradition or cultural
conditions prevailing in different communities.
A number of health risk behaviors begin in adolescence that affect health both at the time
and in later years. Some of these behaviors contribute to the leading causes of mortality and
morbidity among adolescents, such as suicide attempts, injuries and the various risks
associated with unprotected sexual behavior, conditions related to tobacco or alcohol use and
overweight or obesity.(272-276) The majority of adolescent death and illness are caused by risk
behaviors that can be grouped into four categories: tobacco, alcohol and drug use; dietary
behaviors; physical activity; and sexual behaviors.(277)Moreover, adolescents in technical
secondary schools not only face hazards from school environment ,but also from workshops
and laboratories.Futhermore, they spend nearly half of their time in workshop training facing
different types of actual and potential hazards.(278)
Vocational education is defined as the professional development combining specialized
and generalized skills. It is considered as a base to promote the overall sustainable
development of cognitions, skills, and attitudes according to the individual’s conditions, and
thus to practices such skills in reality. The nature of vocational education is focused on the
workplace in the training of human resources. Therefore, theoretically speaking, since every
graduate from the vocational education schools will enter the work force, maintaining good
health or paying attention to safety at work should be a basic skill for each student.(279)
Required occupational health and safety training programs was considered in the past a
burden bared by companies. However, recent trends show that injury reduction is not the only
Discussion
771
benefit of safety training. Better management and employee relations, improved worker
morale, increased production, and lower workers’ compensation insurance costs can be
achieved as well.(280)As young people are more vulnerable than older workers because of their
lack of professional experience or different attitudes with regard to occupational health and
safety. Hence, occupational health and safety training programs must be continued from
school to retirement. Indeed, the importance of providing occupational safety education in the
secondary school setting has been widely recognized. The value of school-based introductory
safety training can be inferred from a study in Canada which found that only one in five
employees had received safety training in their first year with a new employer. (281)
Occupational safety and health should be the subject of education, as it prepares students
for their future occupation, and further adult education, including retraining. Nowadays, as
society supports technical education via dual learning, this issue is becoming particularly
necessary. Schools ensure students’ safety and health in education, training and other related
activities as well as in the provision of school services.(282)
In order to secure this task the schools adopt preventive measures based on risk assessment
associated with the school activities and environment. (283)When establishing specific
measures the school takes into account predominantly the possible threat to students in
education of individual subjects, movement within school, and the participation of students in
various school-organized events.(284)
The present study portrayed that, before the implementation of the educational
intervention, all the study group and the control one had poor knowledge regarding
occupational health and safety in the school (table 10) .These findings comes in line with the
study done in Jordan by Abuzeid R (2018) (285) to assess the effect of occupational health
education on knowledge of workers. Similar picture was found in the study conducted in
Ethiopia by Tetemke D et al (2014)(286) to asses knowledge and practices regarding safety
information among textile workers. It may be attributed to the limited access of information
and there were no regular and periodic educational sessions about occupational health and
safety offered to the students during the schooling years and before starting the future
occupation. In addition, there was a remarkable lack of clear policy , lack of investment and
interest in occupational health and safety issues and a shortage of preventive strategies,
implemented by the school managers and occupational health and safety supervisors which
Discussion
771
probably resulted in that significant decline in knowledge, before implementation of the
educational intervention .
Although after the implementation of the educational intervention more than half of the
study group had good level of knowledge concerning occupational safety (table 10).There was
a highly significant impact of education on study group knowledge throughout the study. This
finding is parallel with the results of the study conducted by Abuzeid R et al (2018)(285) who
revealed that there was a highly significant improvement in the total level of knowledge of the
studied sample after conduction of the program. This remarkable and obvious improvement
could be attributed to the effect of the implemented program which included all information
required for the study group to be healthy and helping them to avoid the occurrence of higher
levels of occupational hazards at the workshops and to the fact that it was custom-tailored to
students’ needs. These findings strongly support the hypotheses that the level of students’
knowledge will be improved after implementation of the educational intervention.
Safe work and workplace, for increased production and higher productivity, are
necessary, therefore promotion and protection of safe work and workplace are the
complementary aspects of industrial development. However, industrial occupations may
create unsafe work and work environment because of the inherent sources of hazard present in
their material, process, technologies, or products. These sources of hazards may pose the risk
of accidents and work related disease to the people within the industrial premises in particular
and the general public in the vicinity and the environment in general.(287)
The current findings depicted that the vast majority of the study and the control group had
poor knowledge regarding occupational hazards before implementation of the educational
intervention (table 10). This agreed with the study conducted in India by Dhawan G et al
(2015)(288) to explore knowledge and awareness of health problems related to usage of fabric
dyes by road side dyers. Identically, Khoso A and Nafees A (2015)(289) asserted that more
than half of the study participants were less knowledgeable regarding occupational hazards. It
may be attributed to lack of periodic health education sessions about occupational hazards,
unavailability of different audiovisual materials in the workshops that remind them with the
several types of hazards.
Nevertheless, after the educational intervention, the results of the study revealed that,
around two-fifths of the study group expressed higher total knowledge score. There was
Discussion
710
highly significant positive impact of education on the study group knowledge throughout the
study. This finding correspond with the results of Sayapathi B (2014)(290) who illustrated that
the majority of the study participants were more knowledgeable about occupational hazards
after the program implementation. This remarkable and obvious improvement could be
attributed to the effect of the implemented program.
International Labor Organization defines industrial school accident as an event which
causes some certain damage or injury which is not expected.(291) Previous research showed
that 80-90% of industrial school accidents stem from human errors, while 10-20% of these
accidents occur due to environmental conditions. Accident in the school workshop has
traumatic effect on students, teachers and material properties in the school system. The
consequence of accidents is related both to what is damaged and the magnitude of the
damage. National Safety Council estimated that, more than 24,000 accidents were sustained
by students in industrial schools in a year in United State of America. Consequently,
industrial schools workshops must be safe and free from accidents for teachers, students and
other users of the environment in order to ensure effective and quality instructional delivery in
vocational education.(292-294)
The current study elaborated that the vast majority of both the study and the control one
had poor knowledge regarding school accidents before the educational intervention
implementation (table 10). Similar picture was found in the study conducted in Cairo by
Wahdan M et al (2015)(295) to assess knowledge, attitude, and practices of secondary school
students towards injury prevention. This may be attributed to lack of training programs about
school accidents and also because industrial school curriculum don’t shed the light about
accidents that most commonly occur during training in workshops.
In point of fact, after implementation of the educational intervention, there was noticeable
improvement of the study group knowledge about school accident as two-fifth of the study
group had good knowledge. In agreement, Saleh D et al (2009)(296) revealed that more than
one third of the study participants had good knowledge after the program implementation.
This obvious improvement could be attributed to the effect of the conducted educational
intervention.
Students in industrial schools spend most of their educational day within the school
workshop, which is most likely setting for accidents that may result in serious injuries that
Discussion
717
may cause disability or even death. So that first aid and basic life support becomes as
important as preserving their life and minimizing the consequences of injuries until help is
obtained. (297)Basic first aid training prepares students to react to situations and provide
immediate and efficient management for a wide variety of incidents as; chocking, breathing
and circulation emergencies, respiratory and cardiac arrest, fracture of bone, muscle injuries,
bleeding and cardiopulmonary resuscitation training. Providing of knowledge and training
about correct management of injuries and illnesses to students is important for two causes;
first, it will improve their health knowledge which in turn may lead to healthy and safe life.
Second, they may be used as a change agent in the family and community. So the school
should prepare students to meet these needs which including; assistance to victims, quickly
emergency response, care for their own safety, and the safety of victims and witnesses.(298)
The present study demonstrated that all the study group and the vast majority of the control
one had poor level of knowledge regarding first aid before administration of the educational
intervention (table 10).The current study was consistent with another studies conducted by
Behairy A and Al-Batanony M (2015)(299) and Dasgupta A et al (2014)(300)who reported that
the majority of the studied sample had poor knowledge concerning first aid. It may be
explained that because school health learning in industrial secondary schools give limited
emphasis for first aid and basic life support in the educational curriculum plan. Also, it may
be due to lack of training programs conducted for the students about first aid.
However, the current findings revealed that after implementation of the educational
intervention less than two thirds of the study group had good level of knowledge concerning
first aids. There was highly significant impact of education on the study group knowledge
throughout the study. These findings were matching with the other studies conducted by
Thomas L and Therese M (2015)(301) and Al-Robaiaay Y (2013) (302).It may be attributed to
the effect of the educational intervention. Otherwise, the current study is contradicted with the
study conducted in Turkey by Aylaz R et al (2009)(303) to evaluate the efficacy of the first aid
training program for apprenticeship students and found that the students had poor level of
knowledge regarding first aids after administration of the educational intervention. It possibly
might be due to forgetting the program content as a result of long period of evaluation (six
months).
Discussion
711
The teaching and learning about safety in the workshop should always be practiced to
ensure that the students do not take it for granted, awareness of safety practices in the
workshop should be emphasized to students, because unfortunate incidents will occur at any
time. Thus, the students should make every effort to avoid any accident in the workshop.
Workshop safety are aspects that should be the main focus in doing practical work in the
workshop where it should be concerned equally not only when doing practical work but also
at any time when students are in the workshop. (304)
Workplace safety affects everyone in school workshop environment, including staff,
students, and visitors. A safe and healthy working atmosphere is a basic necessity and has to
be ensured in the technical education workshop without fail. School managers must ensure
availability of safety measures such as personal protective equipment, fire extinguisher, first
aid kits …. etc. Poor workshop safety measures and non-rule compliance in technical schools
nowadays, generally results in high occurrence of injuries, low job satisfaction, reduced
motivation for workers and students, poor industrial relations, low retention of staff and poor
student performance. School communities expect that school leaders will ensure that people
who come into the school will go home at the end of the day as healthy as they arrived.
Schools also have a responsibility to model healthy and safe workplaces for their students,
who are the employers and workers of the future.(305)
The current findings demonstrated that before the educational intervention, the entire
study group and the control one had poor knowledge about safety measures that must be
available in the school workshop (table 10).These findings were in agreement with other
study conducted by Abdullahi B (2017)(306) who reported that the studied sample were less
knowledgeable about safety measures in workshops. This may be due to the limited access of
information available to the students and also lack of periodic educational sessions and
training programs about safety measures in school workshops.
However, after the educational intervention, the current findings portrayed that more
than two thirds of the study group had good level of knowledge concerning safety measures
that must be available in the workshops. There was highly significant impact of education on
the study group knowledge throughout the study. This was parallel with the study conducted
by Salem N et al (2010) (307). It may be attributed to the effect of the implemented program,
which included all information and skills required for the study group to help them to
understand the necessity of safety measures that will help them to avoid the occurrence of
Discussion
711
higher levels of occupational hazards at the workplace and to the fact that it was custom-
tailored to students’ needs.
School workshops offer opportunities for practical training of students in skill acquisition
in their technical trade areas for future development of the key sectors of the economy in
order to meet the basic needs of electricity, roads and machinery, among others. Availability
of appropriate workshop facilities enhances student learning by allowing them to be involved
in demonstrations, and practices which will help them to continue to build their skills.(308)
Workshop environment must be taken into consideration to create a comfortable
environment for students and teachers. Ventilation such as opened windows and adequate
lighting is to be a great concern to ensure that the work is being carried out properly. Teachers
also need to ensure adequate space for students to work in accordance with the number of
students there. Safety means a condition resulting from a change in human behavior or the
physical environment to reduce the likelihood of further hazards and reduce accidents. A large
part of the safety compliance is the responsibility of all, acceptance of roles and awareness of
the rules will be able to determine safe or otherwise of such an activity in order to ensure
effective safety at the workshop teachers will need to identify to which extend the teachers
and students practices safety management.(309)
However, one of the issues of great controversy among (technical vocational education
(TVE) today is the issue of the poor state of workshop tools and equipment in TVE
institutions in underdeveloped nations. The majority of TVE institutions in developing
countries have been forced to perform below standard due to non-availability of sufficient
fund, poor management of the required facilities in the workshops for effective skills
acquisition. Therefore, there is the need to provide adequate workshop tools, equipment and
machines for effective implementation of TVE programs in developing nations.(310)
Workshop housekeeping means more than keeping the workshops clean, it also includes
an orderly arrangement of tools, equipment, operations and storage facilities. The results of
the present study denotes that the majority of workshops had incomplete safety measures in
relation to the housekeeping of workshops especially the presence of slip floor and the
unavailability of waste disposal liquids which increase the possibility of hazards like falling
and fire.
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711
Additionally, all the observed workshops had incomplete safety measures in their
ventilation system. Concerning natural ventilation, windows were present but not suitable
with the total area of the workshops. However, artificial ventilation including the presence of
properly distributed and functioning exhaust fans and local exhaust system was not adopted in
the majority of the observed workshops. It may be attributed to the poor design of some
workshops or the improper maintenance of available artificial ventilation system.
Pertaining to noise control measures, the current study denoted that nearly all studied
workshops neglect noise control measures either engineering or protective devices. Noise-
proof walls did not exist in all observed workshops. All lathing and the majority of metal
workshops had no safety measures for noise control despite the high level of noise present in
these workshops from the machines and the foundry. This can be explained, as school
administration did not take into consideration the standards of noise control during the
construction of workshops and during the purchasing of new machines.
Regarding the lighting system, the present study illustrated that all the studied workshops
didn’t adopt complete safety measures, whereas the windows size were not suitable with the
total area of the workshop resulting in poor natural lighting condition. Moreover, the artificial
lighting system causes glare. This may be explained as the school administration had lack of
awareness concerning negative health consequences of improper lighting conditions.
Machine guarding must be provided to protect students and teachers in the workshops from
such hazards as point of operation, rotating parts, flying chips and sparks. Examples of
guarding methods are barrier guard and electronic guards. The results of the current study
revealed that machine guarding was neglected in all the studied workshops containing
machines as lathing. It may be attributed to the presence of old machines or may be due to the
negligence of machine maintenance. Moreover, the results of the study denoted that the
majority of tools in the studied workshops were broken and not lubricated before utilization.
Electrical safety measures were not adopted in the studied workshops. The electrical
panel both open or ungrounded panel and machine electricity ungrounded machines and
unavailability of special switch for each machine. It may be due to lack of periodic
maintenance of electrical system in the workshops.
Discussion
711
Fire protection is an important component of any safety and health programs as fire
continue to be one of the most dangerous hazards at any work environment, both in terms of
personal injuries, fatalities and property damage. It was evident from the present study that all
the studied workshops had incomplete fire protection measures. It may be attributed to
inexistence of committee responsible for provision of fire protection measures in the studied
schools.
Regarding the emergency facilities as the presence of communication facilities, needed for
reporting of accidents or the need for ambulance or firemen, and first aid kits that should be
available in each workshop. The results of the present study revealed that communication
facilities were not adopted in all the studied workshops. However, first aid kits were available
in the workshops but had incomplete content and also not labeled. This could be due to
limited budget for purchasing first aid supplies and medications.
The environmental measures in the present study was parallel with the study conducted
by Deebom M and Ojobah L(2019) (310) who depicted that the workshops environment were
restricted, had poor housekeeping, poor ventilation, poor illumination, the power tools were
not properly grounded and equipments were defective.
It was noticed in the present study that none of the welding workshops adopted complete
safety measures during working process. These findings were in agreement with the study
conducted by Olagbegi P et al (2013)(311) who portrayed that there were inadequate fire
extinguisher in the laboratory; poor ventilation including faulty and old door locks, especially
in the thermo fluid laboratory; little or no use of personal protective equipment, no working
fire alarm, uncovered electrical panels and fuse boxes are related to causes of accidents in
thermo fluid laboratory. Additionally, these findings corroborates with the study done by
Afeez Y (2016)(312)who submitted that there were defective conditions of equipment; lack of
signals and barricades; improper use of mechanical aid; power tools not properly grounded
and insulated; floors, and inside passageway not kept clean. It may be due lack of continuous
teacher supervision during training in the workshops.
Personal protective equipment are very effective in minimizing occupational injuries,
accidents and other hazards which otherwise result in substantial human sufferings and
financial losses. Personal Protective Equipments (PPEs) plays a prominent role in ensuring
Discussion
711
overall health and safety on the training workshops in industrial schools.(313) As the students
spend majority of the schooling day in the training workshop where they exposed to
numerous physical, chemical and accidental hazards. Personal protective equipment includes
face shields, safety glasses, hard hats, safety shoes, coveralls, gloves, ear protection, and
respirators. Active cooperation and compliance of the workers are necessary for maximum
benefits to be derived from PPE utilization.(314)
In industrial workshops there are many operations and work process that require the
instructor and student to wear protective equipment designed to create a barrier against the
hazards. The current findings demonstrated that all the studied workshops had incomplete
personal protective equipment (table 15).This might be due to shortage in financial resources
at these workshops and lack of awareness of the authorized persons about the necessity of
personal protective equipment utilization. Otherwise, the current study is contradicted with
the study conducted by Sabitu K et al (2009)(315) who found that around one third of the
welders used one or more types of protective devices against workplace hazards with eye
goggles, hand gloves and boots being more frequently used.
Additionally, the study conducted by Madian A,Abdel wahed A (2018)(316)revealed that
more than half of the studied sample were utilizing personal protective devices. This variance
could be attributed to difference in the characteristics of the study sample. These results of the
present study shed the light on the necessity of conducting training programs and health
education sessions to school managers and teachers about the importance of availability of
personal protective equipment in the training workshops and training programs for the
students about compliance with personal protective equipment.
Some studies emphasized on the importance of wearing body protection clothing during
work, because many hazards can threaten the body as heat, splashes from heated metals,
liquids and radiation. There are a variety of protective clothing such as vests, jackets, aprons,
coveralls and full body suits.(317,318)In the present study, it was observed that the body
protection clothing is the most common personal protective devices present in the workshops
and it was used by nearly all students. The type of protective clothing used varies from
coveralls, jackets and lab coat. The condition of protective clothing was unsatisfied in several
workshops. No special clothing was available for welding operation as leather apron. This
finding can be attributed to the responsibility of students in the majority of schools on buying
Discussion
711
their protective clothing. So they buy lab coats, which are the cheapest one and they used it
through all academic year even if it is in bad condition.
The community health nurse plays an essential role in industrial schools in ensuring health
and safety of the students and the staff in schools. The role not only focus on the curative
aspect but also the preventive one. Much of the effectiveness of any safety program depends
upon the occupational health nurse. She is in a unique position to observe, analyze and report
early incidents before they are followed by serious accidents. The industrial nurse trains her
eyes to see, her ears to hear, and her mind to understand the unsafe condition, the unsafe act,
and the unsafe attitude. (319)
Safety education is vital concern in the industrial school nurses as health education is an
essential component of any school health program. Industrial school nurses can play a very
significant role in ensuring that this component is not neglected. The nurse working in
industrial school should teach their students about good health and safety, in addition to
encourage them to improve their health and safety practices. (320)
The need for safety and efforts to provide it has been part of people’s lives since the
beginning of human existence, when survival and safety were much the same thing. The
school constitute an environment of public health concern since it is the location of
occurrence of a major proportion of injuries sustained by school children and adolescents.
School injury, although often preventable, is clearly a problem. It accounts for one fourth to
one fifth of overall injury losses in theses age groups. In technical schools, students have the
highest injury rates, as they not only face hazards from school environment, but also from
workshops and laboratories. Moreover, they spend nearly half of their time in workshops
training, facing different types of actual and potential hazards. (321)
Injury prevention is one of the most important preventive health challenges worldwide.
Prevention involves education, enforcement of legislation, environmental modification, and
engineering techniques. Safety education alone is unlikely to reduce injuries unless unsafe
conditions are modified. Several studies had been done to assess the safety of occupational
workshops in Egypt with no emphasis on workshops available in industrial technical schools.
Hence there is a need for conducting health education sessions, training programs about
Discussion
711
occupational safety for students in industrial schools and periodic evaluation of the safety
measures adopted in their training workshops. (322,323)
CONCLUSION&
RECOMMENDATIONS
Conclusion and Recommendations
921
CONCLUSION AND RECOMMENDATIONS
Based upon the results of the present study, it could be concluded
that:
It could be concluded that, technical school students face hazards at their
workstations in schools as physical, chemical, psychosocial hazards. They have the
highest injury rates not only from school environment but also from workshops.
These hazards are the main cause of accidents and injuries that presents a major
threat to their life and security. Additionally, there is a need to confront the common
challenges to occupational health and safety including illiteracy, lack of the basic
infrastructure, deficient qualified human resource in occupational health and safety,
poor sanitation and inadequate nutrition.
School teachers, school health team, as well as students have the responsibility in
controlling or minimizing environmental hazards at school workshops. Safe handling
of equipment and prevention of accidents is the teacher responsibility during their
supervision and teaching at the school workshops.
Several studies had been done to assess the hazards present in the actual
occupational workshop environment, with no emphasis on the educational workshops
available in industrial technical schools. Additionally, little studies are done on
assessing knowledge and practices s of students in technical mechanical secondary
schools.
As the health and safety of the technical students been recognized as a
fundamental human right, they require further training sessions to provide them with
the knowledge needed to protect themselves and their working environment .For this
reason, the aim of this study is to evaluate the effect of educational intervention about
occupational safety on knowledge and practices of male students in technical
mechanical secondary schools in El-Beheira governorate.
Almost the entire study group had poor total knowledge, as well as poor total
practices regarding occupational health and safety before application of the
educational intervention. After implementation of the educational program a
remarkable improvement was detected with highly statistical significant differences
Conclusion and Recommendations
931
during pre-, post- and follow-up phases. Therefore, the educational program was
successful in attaining its aim of positively changing knowledge and practices s of
the students regarding occupational health and safety.
Based on the findings in this study, the following recommendations
could be made:
1. School administrative (policy makers) :
Provision of personal protective equipments for technical mechanical students in
their training workshops.
Integration of the safety education in the training program in school workshops to
raise student safety consciousness and prevent accidents in industrial schools.
Participation of school administration, teachers, school health team and safety
personnel in the development of total safety school program. They should
encourage and coordinate the participation of interested group and community
agencies in the development of a total school safety program.
Provision of special budget for the maintenance of needed safety measures.
Re-establishment and organizing of the existing school safety committee in each
industrial school and a district –wide safety committee to coordinate safety
practices throughout the school district. School administration should rotate
assignments to students in the safety committee and as safety inspectors.
Recruitment of safety personnel in each industrial school to serve as safety
consultant in the planning of new school facilities and to act as advocator for the
student right to learn in safe environment.
Periodic assessment of school environment using checklist and standards should
be carried out by a team of safety personnel, school administrators, teachers,
school health team and students. Data from inspections should be utilized in the
renovation of school workshops and as a basis for curriculum development and
improvement.
First aid and basic life support courses must be part of the curriculum in industrial
secondary school.
Workshop users should be given proper orientation by school management and
government on activities that causes accidents such as unsafe conditions and
unsafe acts. These will reduce accidents occurrences in the workshops and its
environment as its users will be conscious of activities to be carried out.
Conclusion and Recommendations
939
Provision of special teaching classes supplied with T.V, video and training aids to
educate and train students about occupational health and safety.
Apply the international standards of occupational health and safety among
students of technical mechanical education to improve their performance.
First aid and basic life support guidelines should be available to all students at
school in order to decrease the early morbidity and mortality of accidents and
emergencies.
The school directors and teachers should concern the environmental aspects of the
workshop such as ventilation and noise in order to better enhance the function of
the workshop.
Conducting health education sessions about dangers of risk taking behaviors
among male students in secondary schools.
The number of the intake of students should also be considered to be compatible
with the width of workshop space and equipment available for students to make
practical work comfortable.
Maximize the role of media, and social empowerment, as well as incentives
dedicated to maintain a healthier lifestyle among young males.
Conducting continuous training programs for the students about occupational
safety.
Conducting continuous educational and training programs for teachers a about
first aid for early management of injuries and emergencies.
Provision of fully equipped first aid kit in the training workshop.
2. Ministry of Education
The ministry of education should monitor technical mechanical workshops
periodically.
A specific percentage of income tax generated annually by government should be
utilized for the provision of workshop facilities to TVE (Technical Vocational
Education) institutions.
3. School health team
First aid training especially for industrial injuries is mandatory for physicians and
nurses working in industrial schools.
School physicians, nurses should attained periodic safety training program.
Conclusion and Recommendations
932
School health team should conduct first aid training, periodic examination,
emergency management, and accident reporting.
The school nurse should monitor the training workshops regularly and conduct
periodic health education sessions about occupational hazards.
4. Teachers
Conducting periodic health education sessions about the necessity of personal
protective equipment utilization.
Teachers should ensure availability of workshop equipment such as hand tools,
machines and materials needed during training.
Teachers need to monitor and ensure the students follow the rules so that there is
no unwanted workshop incidents can interfere during the process of teaching and
learning.
5. Students
All school personnel and students should be oriented about safety policies and
regulations in industrial schools , in addition to development of a school safety
handbook that will specify the responsibilities of school staff, the safety practices
s and procedures needed in various school workshops.
Students must be trained not only in the proper use of the protective equipment,
but also in the care and maintenance of that equipment, including any pre-fitting,
testing, or inspection that may be required.
Students should be informed by relevant authorities on the effect of accidents
occurrences in technical mechanical workshops. This will enhance carefulness and
alertness in the workshop and its environment for quality instructional delivery in
technical mechanical secondary schools.
Future research
1. Assessment of safety measures adopted in other types of technical schools.
2. Development of safety training programs for school nurses and teachers.
3. Development of first aid training program in other types of technical schools.
4. Future research is recommended to assess the impact of educational intervention
about occupational safety on knowledge and practices of the technical mechanical
secondary school students involving large samples for generalization.
SUMMARY
summary
311
SUMMARY
Industrialization is necessary for prosperity and at times for the survival of the nation.
The production is the real wealth of a nation. Only initialization is not enough, the real
benefit is brought by continuous top performance of the workers, which is only possible by
their good health.
Occupational health practices seeks to ensure healthy working people to enable
workers to be productive and have a strong economy. It is socially and economically
unacceptable for work to cause death and disease. For industry, workers in poor health mean
more frequent absenteeism, increased disability, more accidents and sub-optimal
productivity.
As defined by Occupational Health and Safety Administration (OHSA), an
“occupational illness” means a condition that results from exposure in a workplace to a
physical, chemical or biological agent to the extent that the normal physiological mechanisms
are affected and the health of the worker is impaired .
Injuries among technical school students are considered as one of the most serious health
problems facing the world today because it can result in life long disability or even death. In
the whole world, at least 875000 school students aged below 18 years die because of
unintentional injuries yearly and more than 95% of these deaths occur in countries with low
and middle income levels.
These accidents are merely caused by environmental or personal factors. So, the
development of a good safety attitude is an important factor in reducing school accidents.
Moreover, maintaining safe environment in school workshops is indispensable for the safety
of students and personnel working in industrial schools. Today’s students will soon be
members of the nation’s labor force. Attitudes and practices s learned in the schools will
certainly be carried into industry and community.
The school nurse working in industrial schools play a major role in accident prevention.
She has to be aware of specific and general hazards associated with the working and training
process and ensure that the necessary measures exist to protect students. She has also an
important role in educating students about safety measures to protect or reduce accidents in
industrial schools.
summary
311
Hence, the aim of the present study is to evaluate the effect of safety educational
intervention about occupational on knowledge and practices s of male students in technical
mechanical secondary schools in El-Beheira governorate.
Quasi experimental (pre-posttest) research design was adopted to carry out this study. The
study was conducted in technical mechanical secondary school of El-Beheira governorate.
The present study sample included a total of 280 students who enrolled in the second
academic year, Free from chronic disease and disability.
Three tools were used by the researcher in order to collect the necessary data from the
students. Tool (I): structured self-administered questionnaire: It included three parts: Part
I: it was used to assess socio-demographic characteristics of the students. Part II: it was used
to assess the student’s general health status. Part III: it was used to assess the life style of
students. Tool (II) Students’ knowledge regarding occupational safety: It included five
parts: Part I: it was used to assess knowledge related occupational health and safety in the
school. Part II: it was used to assess knowledge related information about the risks to the
student at school. Part III: it was used to assess information regarding school accidents and
safety measures. Part IV: it was used to assess safety measures that must be available in the
workshop. Part V: it was used to assess knowledge related to first aid. Tool (III):
Observation check list regarding safety measures practices s in the training workshops
. The tools were tested for validity and reliability.
An official letters directed from The Faculty of Nursing to secure approval of responsible
authorities of schools and for explanation of the purpose of the study. A written consent was
obtained from those subjects. A structured interview schedule and observation were designed
based on recent relevant literature. Pilot study carried out on 28 students out of the original
sample. Validity testing was done by five experts in the field. Test-retest of reliability for tool
III (observational checklist) was 0.9. Data collection carried out during the period from
(September 2019 to March 2020) and then data were coded, fed to PC and analyzed using
statistical package for social science (SPSS) version 20, descriptive measures, Fisher Exact
Test using Mont Carlo exact probability (MCP), chi square test (X2), was also used.
The main results of this study composed of the following:
Part (I): General characteristics of the Studied Sample
Socio demographic characteristics of the studied sample
summary
311
Concerning age, it ranged from 15-18 years with a mean age of 16.39 ± 0.71 among the
study group whereas among the control group 16.21 ± 0.71.
Less than two thirds (63.6%) of the study group were living in urban areas compared to
two thirds (66.4%) of the control group.
The vast majority of both groups (90%) had not enough income to meet the demands of
their lives.
It was found that around less than three quarters ( 71.5%) of the study group had a
crowding index of 4 persons/ room or more compared to around two thirds ( 67.8%) of
the control group .
Nearly half (49.3%) of the study group mothers had secondary education compared to
nearly two fifth (39.3%) of the control group.
More than half (51.4%) of the study group fathers had university education, compared to
less than two thirds (60.7%) of the control group.
More than half (52.9%) of the study group mothers’ and two fifth (40.7%) of the control
group mothers’ were housewives.
Exactly, half (50%) of the study group fathers were employee compared to more than half
(57.1%) of the control groups father’s.
General health status of the studied sample
Less than one third (30.7%) of the study group received prescribed medications during
the last 6 months compared to one quarter ( 25.7%) of the control group .
Less than half (45%, 48.6%) of the study group and the control group performed lab
investigation respectively within the last 6 months.
Neither the study group nor the control group had auditory or visual problems.
Life style of the studied sample
Around two thirds of the study group (61.4%) reported that they had three meals per day
compared to more than two thirds (69.3%) of the control group.
Nearly two fifths (41.4%) of the study group always had breakfast daily compared to more
than half (52.9%) of the control group.
Half of the study group ( 50%) reported always intake of fast food compared to less
than two third (63.6%) of the control group .
The highest percent of the study group (43.6%) drank eight cups of water per day, while
the highest percent of the control group (57.1%) drank less than eight cups of water per
day.
summary
311
Regarding intake of beverages like coffee and tea, it were reported by (90%, 100%) of the
study group and the control group respectively.
Less than two thirds (60.7%) of the study group didn’t practices any type of exercise
compared to more than three quarters (83.6%) of the control group.
The mean of sleeping hours is 5.75 ± 1.68 for the study group and 5.59 ± 1.40 for the
control group.
More than one third (37.1) of the study group reported that they were smokers compared
to about one fifth (20.7%) of the control group.
Neither of the study nor the control group was addicted to any drug.
Part (II): Students’ knowledge regarding different aspects of occupational
safety
Concerning occupational health and safety in the school before the educational
intervention all the study group scored poorly. Conversely, after the educational
intervention, more than half (52.8%) of the study group had good knowledge.
Pertaining to occupational hazards, it was apparent that before the educational
intervention, the vast majority of the study group (97.1%, had poor knowledge. By
contrast, after the educational intervention, more than one third (41.4%) of the study
group had good knowledge.
In relation to school accidents, the current findings revealed that before the educational
intervention the vast majority (92.9%) of the study group scored poorly. Otherwise, after
the educational intervention, two-fifth (40%) of the study group had correct knowledge.
Regarding safety measures that must be available in the workshop, before the educational
intervention all the study group and the control one had poor knowledge. Nevertheless,
after the educational intervention, more than two thirds (68.5%) of the study group had
good knowledge.
With respect to first aid, it was apparent that before the educational intervention all the
study group and the vast majority (98.6%) of the control one had poor knowledge.
However, after the educational intervention, less than two thirds (63.6%) of the study
group had good knowledge.
There was significant association between age, department and the total knowledge score
of the study group.
summary
311
There was no statistical significant correlation between place of residence, family income,
crowding index, mother’s level of education, mother’s occupation, father’s level of
education, and father’s occupation of the study group and their total knowledge score.
Part (III): Safety measures practices s in the training workshops
It was noticed that before the educational intervention all workshops had incomplete
safety measures as regards the house keeping of the workshops. On the other hand, after
the educational intervention, complete safety measures were found in all foundry
workshops, three quarters of lathing workshops, and two thirds (66.7%) of the welding
workshops.
It is also worth mentioning that all of the observed workshops had incomplete safety
measures as regards the ventilation system and noise before and after the educational
intervention.
In the preprogram period all the observed workshops had incomplete safety measures
concerning lighting system. Conversely, in the post program period one quarter (25%) of
the lathing departments had complete safety measures with respect to lighting system,
whereas the rest of the observed workshops still had incomplete safety measures.
It is sorrowfully to mention that none of the observed workshops had complete safety
measures regarding manual tools either before or after the educational intervention.
It was evident that none of the observed workshops had complete safety measures
concerning fire protection, first aid facility and communication facility in the entire phases
of the educational intervention.
It was evident that none of the welding workshops adopted complete safety measures
during working process neither before nor after the educational intervention. On the
contrary, complete safety measures were adopted in both lathing and foundry workshops
in the pretest and posttest phases.
It was noticed that personal protective devices were not available in the workshops before
and after the educational intervention.
It was concluded from the study that:
Almost the entire study group had poor total knowledge, as well as poor total practices
regarding occupational health and safety before application of the educational intervention.
After implementation of the educational program a remarkable improvement was detected
with highly statistical significant differences during pre-, post- and follow-up phases.
summary
311
Therefore, the educational program was successful in attaining its aim of positively changing
knowledge and practices s of the students regarding occupational health and safety.
Based on the findings in this study, the following recommendations could
be made:
1. School administrative (policy makers) :
Provision of personal protective equipments for technical mechanical students in their
training workshops.
Integration of the safety education in the training program in school workshops to raise
student safety consciousness and prevent accidents in industrial schools.
Participation of school administration, teachers, school health team and safety personnel
in the development of total safety school program. They should encourage and coordinate
the participation of interested group and community agencies in the development of a total
school safety program.
Provision of special budget for the maintenance of needed safety measures.
Re-establishment and organizing of the existing school safety committee in each industrial
school and a district –wide safety committee to coordinate safety practices s throughout
the school district. School administration should rotate assignments to students in the
safety committee and as safety inspectors.
Recruitment of safety personnel in each industrial school to serve as safety consultant in
the planning of new school facilities and to act as advocator for the student right to learn
in safe environment.
Periodic assessment of school environment using checklist and standards should be
carried out by a team of safety personnel, school administrators, teachers, school health
team and students. Data from inspections should be utilized in the renovation of school
workshops and as a basis for curriculum development and improvement.
First aid and basic life support courses must be part of the curriculum in industrial
secondary school.
Workshop users should be given proper orientation by school management and
government on activities that causes accidents such as unsafe conditions and unsafe acts.
These will reduce accidents occurrences in the workshops and its environment as its users
will be conscious of activities to be carried out.
Provision of special teaching classes supplied with T.V, video and training aids to
educate and train students about occupational health and safety.
summary
311
Apply the international standards of occupational health and safety among students of
technical mechanical education to improve their performance.
First aid and basic life support guidelines should be available to all students at school in
order to decrease the early morbidity and mortality of accidents and emergencies.
The school directors and teachers should concern the environmental aspects of the
workshop such as ventilation and noise in order to better enhance the function of the
workshop.
Conducting health education sessions about dangers of risk taking behaviors among male
students in secondary schools.
The number of the intake of students should also be considered to be compatible with the
width of workshop space and equipment available for students to make practical work
comfortable.
Maximize the role of media, and social empowerment, as well as incentives dedicated to
maintain a healthier lifestyle among young males.
Conducting continuous training programs for the students about occupational safety.
Conducting continuous educational and training programs for teachers a about first aid for
early management of injuries and emergencies.
Provision of fully equipped first aid kit in the training workshop.
2. Ministry of Education
The ministry of education should monitor technical mechanical workshops periodically.
A specific percentage of income tax generated annually by government should be utilized
for the provision of workshop facilities to TVE (Technical Vocational Education)
institutions.
3. School health team
First aid training especially for industrial injuries is mandatory for physicians and nurses
working in industrial schools.
School physicians, nurses should attained periodic safety training program.
School health team should conduct first aid training, periodic examination, emergency
management, and accident reporting.
The school nurse should monitor the training workshops regularly and conduct periodic
health education sessions about occupational hazards.
summary
311
4. Teachers
Conducting periodic health education sessions about the necessity of personal protective
equipment utilization.
Teachers should ensure availability of workshop equipment such as hand tools, machines
and materials needed during training.
Teachers need to monitor and ensure the students follow the rules so that there is no
unwanted workshop incidents can interfere during the process of teaching and learning.
5. Students
All school personnel and students should be oriented about safety policies and regulations
in industrial schools , in addition to development of a school safety handbook that will
specify the responsibilities of school staff, the safety practices s s and procedures needed
in various school workshops.
Students must be trained not only in the proper use of the protective equipment, but also
in the care and maintenance of that equipment, including any pre-fitting, testing, or
inspection that may be required.
Students should be informed by relevant authorities on the effect of accidents occurrences
in technical mechanical workshops. This will enhance carefulness and alertness in the
workshop and its environment for quality instructional delivery in technical mechanical
secondary schools.
Future research
1. Assessment of safety measures adopted in other types of technical schools.
2. Development of safety training programs for school nurses and teachers.
3. Development of first aid training program in other types of technical schools.
4. Future research is recommended to assess the impact of educational intervention about
occupational safety on knowledge and practices s of the technical mechanical secondary
school students involving large samples for generalization.
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APPENDICES
APPENDIX
I
APPENDIX
II
1
Damanhour University
Faculty of Nursing
Community Health Nursing Department
Tool I
Administered Questionnaire
-
Structured Self
Serial Number: ………… School Name:………………
Part I: Socio-demographic characteristics of the students
1. Age:…………………………………
2. Academic department : (1) Welding (2) Lathing (3) Foundry
3. Residence : (1) Urban (2) Rural
4. Family income: (1) Enough (2) Not enough
5. Crowding index : No of family members
No of bed rooms
6. Mother Level of education: (1) Illiterate (2) Read and write
(3) Primary school ( 4) Preparatory school (5) Secondary school
7. Father level of education : (1) Illiterate (2) Read and write
(3) Primary school ( 4) Preparatory school (5) Secondary school
(6) University education
8. Mother’s Job: .........................................................................
9. Father’s Job:……………………………………………….
Part II: student’s health status
10. Do you take any medications during the last 6 months?
(1) Yes (0) No
11. If yes, mention it ……………………………………………………
12. Do you have lab investigations done within the last 6 months?
(1) Yes (0) No
13. If yes, mention it ……………………………………………………….
2
14. Do you have any auditory complaints?
(1) Yes (0) No
15. If yes, mention it ……………………………………………………
16. Do you have any visual problems?
(1) Yes (0) No
17. If yes, mention it ……………………………….
18. Do you have ever had accident in the school workshop?
(1) Yes (0) No
19. Does the accident resulted in injury?
(1) Yes (0) No
Part III: life style of the students
A. Eating habits
20. How many meals do you eat per day? (1) One meal (2) Two meals
(3) Three meals (4) More than three
21. How often do you eat breakfast?
(1) Always (2) Sometimes (3) Never
22. How often do you eat fast food?
(1) Always (2) Sometimes (3) Never
23. How
many
glasses
of
water
do
you
drink
per
day?
…………………………………
24. Do you drink any beverages like tea or coffee?
(1) Yes (0) No
25. If yes, how many cup / day? ………………………………
B. Exercise
26. Do you practice exercise?
(1) Yes (0) No
27. How often do you practice exercise per week?
(1) Once (2) Twice (3) More than twice
28. If no, mention the reasons? …………………………………
3
C. Sleeping pattern
29. How
many
hours
do
you
sleep
at
night?......................................................................
30. Do you have any sleeping problems?
(1) Yes (0) No
31. If the answer is yes, specify the problem?
(1)Sleeping a lot (2) Difficulty in sleeping (3) Disturbed sleep
(4) Others (specify)
D. Risk taking behaviors
32. Are you smoker? (1) Yes (0) No
33. If
you
are
smoker
since
when
did
you
start
smoking?..................................................
34. If you are smoker, how many cigarettes do you smoke per
day?...........................................
35. Do you take any drugs as cannabis or alcohol before?
(1) Yes (0) No
36. If
yes,
mention
the
type
of
the
drug?.......................................................
1
: بلاطلا ىزيزع
دعبو ةبيط ةيحت،،،،
لاو طقف ثحبلا ضرغل تامولعم عمج لجأ نم ةممصم ةرامتسلاا هذه ضارغا ىا ىف مدختست
. ةمات ةيرس ىف نوكتسو دحا اهيلع علطي نل اهمدقتس ىتلا تامولعملا كلت ناب كدعاو . ىرخا
،،،،،،،،،،،،،،،،،، ىعم كنواعت نسحل اركشو اديج ةرامتسلاا ءىلم ءاجرب
ةلاسرلا ناونع
تأريث لخدتط تاسراممو تامولعم ىلع ةينهملا ةملاسلا نع ىميلعت ةبل
ةيكيناكيملا ةينفلا ةيوناثلا سرادملا نينبلا يحبلا ةظفاحمبةر
2
روهنمد ةعماج
ضيرمتلا ةيلك
عمتجملا ةحص ضيرمت مسق
تسانايب سايقل بلاطلل ةيفارجوميدلا صئاصخلا
: لسلسم مقر ةسردملا مسا :
لاوا- ةيعامتجاو ةيداصتقا تانايب بلاطلل
1. نسلا : (1 )11 ةنس (2 )11 ( ةنس3)11 ( ةنس4 )11 ةنس
2. :مسقلا1- ) نداعملا ةطارخ ( نداعملا ليغشت2- نداعملا ماحلو ليكشت
3- جذامنلاو ةكابسلا
3. نكسلا ةقطنم :1- ) ( فيرلا2- ) (رضحلا
4. ةرسلال ىرهشلا لخدلا ( :1( ىفكي )2 ىفكي لا )
5. : ماحدزلاا لدعملاا ددعنكسلاب نينطاقلا صاخش
ددع مونلا تارجح
6. :ملاا ميلعت
1- ةيمأ ) (2- ت ) ( بتكيو أرق3- ) ( ىئادتبا ميلعت
4- ) ( ىدادعا ميلعت1- ) ( ىوناث ميلعت1- ) ( ىعماج ميلعت
1- ) ( ايلع تاسارد
7. ميلعت:بلاا
1- يمأ ) (2- يو أرقت ) ( بتك3- ) ( ىئادتبا ميلعت
4- ) ( ىدادعا ميلعت1- ) ( ىوناث ميلعت1- ) ( ىعماج ميلعت
1- ) ( ايلع تاسارد
8. :ملاا ةفيظو.............................................................................
9. بلاا ةفيظو .........................................................................:
: ايناث ةيحصلا ةلاحلا بلاطلل
11. له تلوانت ؟ ةيضاملا رهشا ةتسلا للاخ ةيودا ىا1- ) ( معن0- ) ( لا
11. اهركذاف معنب ةباجلاا تناك اذا............................................................
12. ؟ ةيضاملا رهشأ ةتسلا للاخ ةيبط ليلاحت ىأ تيرجأ له 1- ) ( معن0- ) ( لا
13. ................................................... اهركذاف معنب ةباجلاا تناك اذا
3
14
. وصخب ىوكش ىا كيدل له عمسلا ص1- ن ) ( مع0- ) ( لا
15. .......................... ؟ ىه امف معن ةباجلاا تناك اذا.........................................
16. . ةيؤرلا صوصخب ىوكش ىا كيدل له1- ) ( معن0- ) ( لا
17. ؟ ىه امف معن ةباجلاا تناك اذا...................................................................
18. ثداوح ىلأ تضرعت له؟ ةسردملاب بيردتلا شرو ىف
1- ) ( معن0- ) ( لا
19. ؟تاباصا ىأ ثداحلا نع جتن لهف معنب ةباجلإا تناك اذا
1- ) ( معن0- ) ( لا
ةايح طمن : اثلاث بلاطلا
1- ةيئاذغلا تاداعلا
21. : مويلا ىف اهلوانتت ىتلا تابجولا ددع
1- ) ( ةدحاو ةبجو 2- نيتبجو ) (3- ةثلاث ) ( 4- رثكأ نم ةثلاث ) (
21. : روطفلا ةبجو لوانتت له1- امئاد ) ( 2- ) ( انايحأ 3- ادبأ) (
22. له؟ ةعيرسلا ةمعطلاا لوانتت
1- امئاد ) ( 2- ) ( انايحأ 3- ادبأ) (
23. .................؟مويلا للاخ اهلوانتت ءاملا نم بوك مك..........................................
24. : ةوهقلا وا ىاشلا لثم تافيكم لوانتت له1- ) ( معن0-لا ) (
25. ................................................: اهلوانت تارم ددع مكف معنب ةباجلاا تناك اذا
2- : ةضايرلا ةسرامم
26. : ةضايرلا سرامت له1- ) ( معن2- ) ( لا
27. سرامت عوبسلاا ىف ةرم مك ةضايرلا ؟1- ) ( ةرم2- ) ( نيترم3- نم رثكأ
نيترم ) (
28. ؟بابسلاا ىهامف ةضاير سرامتلا تنك اذا
1- ) ( ةيضرم بابسا2- ) ( تقو كيدل سيل3- ) (ركذي رخا
3- : مونلا
29. .................؟ ليللاب مونلا تاعاس ددع.........................................................
31. ىف ةلكشم ىا كدنع له ؟ مونلا1- ) ( معن2-) ( لا
31. ؟ لكاشملا ىه امف معن هباجلاا تناك اذا
1- مون ) (ريتك2- رمتسم قرا ) (3- ) ( عطقتم كمون
4
4
-
) ( ركذي رخا
4- -ةرطخلا تايكولسلا
32. تنا له : نخدم1- ) ( معن0- ) ( لا
33. .........................................؟نيخدتلا تأدب ىتم ذنم نخدم تنك اذا.................
34. .........................؟ مويلا ىف اهنخدت ىتلا رياجسلا ددع مك، نخدم تنك اذا..............
35. ؟ لوحكلا وا شيشحلا ىز تاردخملا عاونا نم عون ىا تبرج له
1- ) ( معن0- ) (لا
36. هتبرج ىذلا ردخملا عون امف معن ةباجلاا تناك اذا ............................................:
1
Damanhour University
Faculty of Nursing
Community Health Nursing Department
Tool II
Knowledge Regarding Occupational Safety
Students’
I. Occupational Health &Safety In The School
1) Definition of occupational health and safety in school?
(0) Don’t know
(1) Student orientation to occupational health and safety in clinical
training workshops
(2) Providing students with training programs
(3) Reduction of students exposure to accidents in schools
(4) Maintenance of students health
(5) Maintenance of equipment’s
(6) Other
2) Do you know of your school’s occupational health and safety
committee?
(1) Yes (0)No
3) If yes, who are its members?
(0) Don’t know (1)The school administration
(2) Heads of departments (3) Industrial security officer
(4) Members of the students’ union (5) Number of teachers
(6)Number of students (7) All of the above (8) Others
4) Do you know what their activity is?
(0)Don’t know
(1)Daily inspection of sections (2) Prepare reports on industrial security
(3) Review of accidents or injuries
(4) Study and consider precautions to be taken
(5) All of the above (6) Others
5) Are occupational safety and health tools available in the school?
(1)Yes (0) No
6) If yes, what is it?
(1)Fire protection devices
(2) Various personal protective equipment such as helmet and gloves
(3) Others
2
7) What are the ways to achieve school safety?
(0) Don’t know
(1) Spreading the concept of safety in the school
(2) Risk assessment
(3) Ensure that the measures taken are appropriate and then review
periodically
(4) Develop a plan for safety and always work to implement it
(5) Identify those responsible for security and safety in the school and
assign them to their tasks
(6) Others
II. Information About The Risks To The Student At School
8) What risks can students be exposed to in industrial schools?
(0) Don’t know (1) Natural Hazards
(2) Chemical Hazards (3) Mechanical Hazards
(4) Electrical Hazards (5) All of The Above
9) Examples of physical hazards include :
(0) Don’t Know (1) Noise (2) Lighting
(3) Inhalation Of Gases (4) Radiation
10) Chemical hazards enter the human body by:
(0) Don’t Know (1) Inhalation (2) Percutaneous Absorption
(3) Swallowing
11) Inhalation of chemicals may cause:
(0) Don’t Know (1) Skin Problems (2) Respiratory Problems
(3) Musculoskeletal Problems
12) Which of the following factors contribute to a safe environment
in the workshops?
(0) Don’t Know (1) Safe Arrangement of Tools Inside The Workshop
(2)Good Lighting (3) Training Tools Should Be Safe
(4) Good Ventilation (5) Others
or false in front of
Tick either true in front of the correct statement
statement.
the false
13) Physical hazards are the risks that may arise from inadequate
environment in technical and industrial workshops such as lighting,
ventilation, noise and heat ( )
14) Chemical hazards arise as a result of students’ exposure to machinery
and equipment in technical and industrial workshops and practical
3
laboratories due to the absence of occupational health and safety
procedures ( )
15) Mechanical hazards include liquids, gases, fumes, vapors and dust
encountered by students and workers in scientific laboratories during
practical experiments and in industrial workshops during transport,
handling and storage of such materials ( )
16) Biological hazards are the diseases that may affect students in
schools due to the presence of germs or microbes secreted by the
surrounding environment due to lack of proper sanitation ( )
III. Information Regarding School Accidents And Safety Measures
17) What are the most common places where school injuries occur?
(0) Don’t know (1) Inside the training workshops
(2) In the class (3) School yard (4) The stairs
18) from your point of view what are the causes of accidents that
occur within the school?
Reasons related to the school environment
(0) Don’t know
(1)The presence of risk factors in the school environment, such as the
presence of broken stairs or the presence of hazardous materials in the
school
(2) Workshop design is inappropriate
Reasons related to school administration:
(0) Don’t know
(1)Lack of supervision or supervision of students
(2) Lack of safety education or training
(3) Lack of financial resources or people to activate safety programs in
schools
(4) Others
19) What types of injuries can result from accidents?
(0) Don’t Know (1) Fractures (2) Wounds (3) Bleeding
(4) Others
20) Does the school take measures to reduce accidents?
(0) Don’t Know (1) Yes (2) No
21) If Yes, mention it ……………………………………………
4
IV. Safety Measures That Must Be Available In The Workshop
Fire Protection:
22) What are the places where there is a strong likelihood of a fire?
(0) Don’t know (1) Welding workshops (2) lathing workshops
(3) Foundry workshops
23) Do you know how to act in case of fire?
(0) Don’t know (1) Close windows (2) Turn to others for help
(3) Power off (4) Others
24) What are the means of prevention and firefighting within the
workshop where you are training?
(0) Don’t know
(1) Fire extinguisher (2) Fire alarm (3) Sand buckets
(4) Fire extinguishing hoses (5) Emergency door (6) others
25) Do you know how to use fire extinguishers?
(1) Yes (0) No
Preventing Electricity Risks
26) Do you know how electricity hazards can be prevented?
(0) Don’t know
(1)Electrical connections are in good condition
(2) Maintenance of electrical appliances
(3) Shut down the electrical panels (4) others
27) Are you know the ways to prevent the dangers of electricity in
the workshop you are training?
(0) Don’t know
(1) Isolation of machines (2) Maintenance of electrical connections
(3) Close the control panel (4) Provides insulating gloves
(5) Others (6) None
Workshop Design:
28) What precautions should be met in the ceilings, and walls?
(0) Don’t know (1) The ceiling height should be appropriate
(2) The presence of vents
(3) The ceiling shall be heat-insulating material
(4) The walls shall be made of fire resistant material
(5) The paint should be light in color
(6) The walls shall be made of suitable material for work
(7) Others
5
29) What precautions should be met in the floors and corridors?
(0) Don’t know (1) No pits or fractures in floors
(2) Flooring shall be of non-slippery material
(3) Corridors should be free of obstacles (4) Others
Noise
30) Is there noise inside the workshop?
(0) No (1) Yes
31) Did you know what is the damage caused by noise?
(0) Don’t know
(1) There is no damage (2) Nervous tension (3) Hearing loss
(4) Others
32) What are the ways to prevent the effects of noise damage?
(0) Don’t know
(1)Isolation of noise-causing machinery (2) Use earplugs
(3) Soundproof walls (4) others
Workshop System and Cleanliness:
33) Mention the risks that result from lack of hygiene:
(0) Don’t know (1) Fires (2) The spread of disease (3) others
Machinery:
34) What are safety measures that should be available in the
machines?
(0) Don’t know (1) Availability of protective barriers
(2) Appropriate distances between machines
(3) There is a special power switch for each machine
(4) Others
35) Did you know that you are maintaining the machines you are
training on?
(0) Don’t know (1) No maintenance (2) Done daily
(3) Done weekly (4) Done monthly (5) Done annually
Hand Tools:
36) What are the conditions that must be met in the manual tools?
(0) Don’t know (1) The hands should be intact
(2) Weapons must be intact (3) Made of safe material (4) others
37) When should hand tools are replaced?
(0) Don’t Know (1) If the hands are broken
(2) If the arms are bent (3) If the teeth are poor
6
Personal Protective Equipment
38) What are the types of means used for personal protection inside
the workshop?
(0) Don’t Know (1) None (2) Helmet (3) Ear Plugs
(4) Protective Shoes (5) Gloves (6) Protective Eyeglasses
(7) Face Mask (8) Others
39) What are the methods of hand care after the completion of
training?
(0) Don’t know (1) order of tools (2) Remove the feather
(3) Save them in special cupboards (4) Others
Tick either true in front of the correct statement or false in front of
the false statement.
40) Personal protective equipment is the most important means of
protection that provides producers with direct work injuries and
accidents and occupational diseases. ( )
41) The hard plasticized helmet is used to protect the head and resist
heavy shock ( )
42) Protective glasses are used to protect the eye from chemical and
mechanical hazards such as flying cherries ( )
43) Workers working in high noise areas with a maximum intensity of
85 dB should not wear ear protection ( )
44) Use gloves to protect foot from slipping ( )
45) Safety belts and rescue rope are used when working in elevated
places to secure the worker from the risk of falling ( )
46) Use protective gloves made of rubber or plastic to protect hands
during handling chemicals such as acids and alkalis ( )
47) Overalls are used when working near machines and in workshops ( )
48) What is your source of information about occupational safety?
(1) Doctor (2) Nurse (3) Books and Magazines
(4) Teachers in school (5) Media (radio and television)
(6) Family and relatives (7) Internet (8) Friends (9) Others
V. First aids
49) What is the meaning of first aid?......................................................
(0) Don’t know
50) What are the contents of the first aid kit in your workshop?
(0) Don’t know
………………………………………………………………………..
7
51) Did you trained on first aid? (1) Yes (0) No
52) where was this training?
(1) Inside the school (2) Outside the school
53) The most important first aid measures for fractures
(0)Don’t know
…………………………………………………………………………..
54) What are the types of fractures:
(0) Don’t know
……………………………………………………………………….
55) What is the type of burn characterized by skin redness only?
(0) Don’t know (1) First degree burn (2) Second degree burn
(3) Third degree burn (4) Fourth degree burn
56) Common errors in the treatment of burns:
(0) Don’t know (1) Use toothpaste (2) Use ice over the burn
(3) Popping bubbles caused by burning (4) All of the above
Tick either true in front of the correct statement or false in front of
the false statement.
57) Increased pulse rate after injury means there is a possibility of
internal bleeding ( )
58) In the event of fainting we keep the head of the injured above the
level of the heart ( )
59) The Heimlich maneuver is the most common technique to save
someone from choking ( )
60) In case of eye injury wash with water thoroughly and do not use any
materials to neutralize chemicals ( )
61) A first aid in the case of nasal bleeding is to put cold compresses, or
an ice pack on the nose, which helps the blood vessels to contract ( )
62) Cardiopulmonary resuscitation is considered to be one of the
essential first aid measures in case of stopping pulsation ( )
63) In the event of fainting we keep the head of the injured above the
level of the heart ( )
64) What is the source of your first aid information?
(1)Doctor (2) Nurse (3) books and magazines
(4) Teachers in school (5) media (radio and television)
(6) Relatives and family (7) Friends (8) Internet (9) others
1
: بلاطلا ىزيزع
دعبو ةبيط ةيحت،،،،
ضارغا ىا ىف مدختست لاو طقف ثحبلا ضرغل تامولعم عمج لجأ نم ةممصم ةرامتسلاا هذه
رخآب كدعاو . ىنا . ةمات ةيرس ىف نوكتسو دحا اهيلع علطي نل اهمدقتس ىتلا تامولعملا كلت
،،،،،،،،،،،،،،،،،، ىعم كنواعت نسحل اركشو اديج ةرامتسلاا ءىلم ءاجرب
ونعنا ةلاسرلا
تأريث لخدتط تاسراممو تامولعم ىلع ةينهملا ةملاسلا نع ىميلعت ةبل
ثلا سرادملاناكيملا ةينفلا ةيوناةيكي نينبلا يحبلا ةظفاحمبةر
2
روهنمد ةعماج
ضيرمتلا ةيلك
عمتجملا ةحص ضيرمت مسق
يبتسانا كيملا ةينفلا سرادملا ةبلط تامولعم سايقلناةينهملا ةملاسلا نع ةيكي
I.
ةينهملا ةحصلاو ةملاسلا ةسردملا لخاد
1. ىنعم فرعت له ةينهملا ةحصلاو ةملاسلا سرادملا ىف؟
(0 لا )فرعأ
(1) بلاطلا داشرا ا نعلأ ىلمعلا بيردتلا شرو ىف ىعانصلا نم
(2 ةيبيردت تارود بلاطلا ءاطعا )
(3 )ل بلاطلا ضرعت ليلقتلإ ةسردملا ىف تاباص
(4 بلاطلا ةحص ىلع ةظفاحملا )
(5ا ىلع ةظفاحملا )لآ تلا
(6 )رخآ ركذي
2. له دوجوب ملعت ةنجل ةينهملا ةحصلاو ةملاسلا ؟ كتسردمب
1- ) ( معن0 - ) ( لا
3. ك اذاناف معن ةباجلاا ت؟ اهئاضعأ مه نم
0- لافرعأ ) (
1- ) ( ةسردملا ةرادا2- ) ( ماسقلاا ءاسؤر3- ا لوئسملأ) ( ىعانصلا نم
4- أ ) ( ةبلطلا داحتا ءاضع5- ) ( نيسردملا نم ددع6- ةبلطلا نم ددع) (
7- قبس ام لك ) ( 8- رخآ ) ( ركذي
4. فرعت له ؟ اهطاشن وه ام
0- لافرعأ ) (
1- ا ىلع ىمويلا شيتفتلالأ ) ( ماسق2- دادعاا نع ريراقتلالأ ) ( ىعانصلا نم
3- ثداوح نم عقو ام ضارعتساأ) ( تاباصا و
4- ) ( اهذاختا بجاولا تاطايتحلاا ثحبو ةسارد 5- قبس ام لك ) ( 6- رخآ ) ( ركذي
5. له فرعتأ؟ ةسردملاب اهرفاوت بجاولا ةينهملا ةحصلاو ةملاسلا تاود
0- لا) ( 1- معن ) (
6. ك اذانا : ىه امف معن ةباجلاا ت
1) قيرحلا نم ةياقولا ةزهجأ ) (
3
2
) أ ةفلتخملا ةيصخشلا ةياقولا تاود زافقلاو ةذوخلا لثم ) (
3) رخآ ركذي ) (
7. ا قيقحت قرط ىه املأمنا ةسردملاب ةملاسلاو كرظن ةهجو نم ؟
0 – لافرعأ
1- ا موهفم رشنلأمنا ةسردملا ىف ةملاسلاو
2- رطاخملا مييقت
3- نم دكأتلانا لإا ةيرود ةعجارم لمع مث اهل ةمئلام ةذختملا تاءارج
4- ةطخ عضوملألنا اهذيفنت ىلع امئاد لمعلاو ةملاسلاو
5- ا نع نيلوئسملا ديدحتلأمنا مهماهمب مهفيلكتو ةسردملا ىف ةملاسلاو
6- رخآ ركذي
II
.
نع تامولعما رطاخملاةسردملا ىف بلاطلا اهل ضرعتي ىتل
8. نكمي ىتلا رطاخملا ىه امنا ؟ ةيعانصلا سرادملاب ةبلطلا اهل ضرعتي
0- لا فرعأ ) (
1 - رطاخم ةيئايزيف ) (2- ) ( ةيئاميك رطاخم3- كيم رطاخمنا ) ( ةيكي
4- ) ( ةيئابرهك رطاخم5- ) ( قبس ام لك
9. : ةيئايزيفلا رطاخملا ةلثما نم
(0 لا )فرعأ (1( ءاضوضلا )2ا )لإ( ةءاض3 ) تازاغلا قاشنتسا(4ا )لإعاعش
(5) رخآ ركذي
11. لاا مسج ىلا لخدت ةيئاميكلا رطاخملانسنا : قيرط نع
(0 لا )فرعأ (1( قاشنتسلاا )2( دلجلا قيرط نع صاصتملاا )3 علبلا )
(4 )رخآ ركذي
11. قاشنتسا: ببسي دق ةيئاميكلا داوملا
(0 لا )فرعأ (1( ةيدلج لكاشم )2 ىسفنتلا زاهجلاب لكاشم )
(3 ىلكيهلا ىلضعلا زاهجلاب لكاشم )
12. ةئيب قيقحت ىف مهسي ةيلاتلا لماوعلا نم ىاآ: شرولا ىف ةنم
(0 لا )فرعأ
(1 )ل نملآا بيترتلالأةشرولا لخاد تاود
(2ا )لإءاضة ةديجلا
4
(
3
)أن نوكتأ ةنمآ بيردتلا تاود
(4 ةديجلا ةيوهتلا )
(7 )رخآ ركذي
( حص ةملاع عض✔ ةحيحصلا ةرابعلا ماما ) أ( أطخ ةملاعو(✖ ةئطاخلا ةرابعلا مامأ )
13. ةيئايزيفلا رطاخملايه رطاخملا يتلا دق نع مجنت مدع ةمئلام ةئيبلا يف شرولا ةينفلا
ةيعانصلاو لماوعل ةءاضلإا ، ةيوهتلا ، ءاضوضلا و ةرارحلا ( )
14. ةيئاميكلا رطاخملاأشنت ةجيتن ضرعت بلاطلا رطاخمل تلالآا تادعملاو شرولاب ةينفلا
ةيعانصلاو تاربتخملاو ةيلمعلا ةجيتن بايغ تاءارجإ ةملاسلا ةينهملا ةحصلاو ( )
15. رطاخملاكيملانا لمشت ةيكيلئاوسلا تازاغلاو ةنخدلأاو ةرخبلأاو ةبرتلأاو يتلا هجاويها
بلاطلا نيلماعلاو يف تاربتخملا ةيملعلا ءانثأ ءارجإ براجتلا ةيلمعلا يفو شرولا ةيعانصلا
ءانثأ لقن لوادتو نيزختو هذه .داوملا ( )
16. رطاخملاةيجولويبلا يه ام دق بيصي بلاطلا سرادملاب نم ضارمأ ةجيتن دوجو وأ ميثارج
تابوركيم اهزرفت ةئيبلا ةطيحملا مهب ببسب مدع رفاوت قفارملا ةيحصلا ةبسانملا ( )
III
. ا تاءارجاو ةيسردملا ثداوحلاب ةقلعتملا تامولعملالأمنا :
17. ىه امأا رثكلأا اهب ثدحت ىتلا نكاملإ ةسردملاب تاباص
0- لافرعأ ) ( 1- بيردتلا شرو لخاد ) ( 2- ) ( لصفلا لخاد
3- ) ( ةسردملا ءانف 4 - ) ( مللاسلا
18. ىهام كرظن ةهجو نمأ: ةسردملا لخاد ثدحت ىتلا ثداوحلا بابس
1) أ: ةيسردملا ةئيبلاب ةقلعتم بابس
0- لافرعأ ) (
1- مللاسلاب رسك دوجو لثم ةيسردملا ةئيبلاب ةروطخ لماوع دوجوأ دوجو و ةرطخ داوم
) ( ةسردملاب
2- ) ( بسانم ريغ لمعلا شرو ميمصت
3- رخآ ( ركذي )
2) أ: ةسردملا ةراداب ةقلعتم بابس
0- لافرعأ ) (
1- فارشا دوجو مدعأو ) ( ةبلطلا ىلع ةباقر
2- ا نع بيردت وأ فيقثت دوجو مدعلأمنا ) ( ةسردملاب
3- جمارب ليعفتل ةيلام رداصم دوجو مدع ناملأا) ( سرادملاب
5
4
-
دوجو مدعأ جمارب ليعفتل صاخش ناملأا) ( سرادملاب
5- رخآ ركذي
19. ىهامناا عاولإتاباص نكمي ىتلانا ثداوحلا نم جتنت ؟
(0 لا )فرعأ (1) ( روسكلا2 ) ( حورجلا3 فيزنلا ) (4 )رخآ ركذي
الإ : ةسردملاب تاباصلااو ثداوحلا نم دحلل ةسردملا اهذختت ىتلا تاءارج
21. ؟ ثداوحلا نم دحلل تاءارجا ةسردملا ذختت له
(0) لافرعأ (1( معن )2 لا )
21. ك اذانا.........................................................؟ اهركذاف معن ةباجلاا ت
IV
.ا لئاسولالأ : شرولاب اهرفاوت بجاولا ةينم
: قيرحلا نم ةياقولا
22. ملعت لها ىه املأ: قيرح ثودحل ىوق لامتحا اهيف ىتلا نكام
0- لافرعأ ) (
1- ماحللا شرو ) (2- ) ( ةطارخلا شرو 3- رفأنا ) ( نداعملا رهص 4- رخآ ) (ركذي
23. قيرح ثودح ةلاح ىف فرصتلا ةيفيك فرعت له :
0 – لافرعأ ) ( 1- ) ( ذفاونلا قلغ2- لآل ءوجللارخ ) ( ةدعاسملل ني
3- ) ( ىئابرهكلا رايتلا لصف4 – رخآ ) ( ركذي
24. فرعت له اهب بردتت ىتلا ةشرولا لخاد ةدوجوملا قيرحلا ةحفاكمو ةياقولا لئاسو ىه ام
0- لافرعأ ) (
1- ) ( قيرح تايافط 2- نا ) ( قيرح راذ3- ) ( لمر لدارج
4- ) ( ءافطا ميطارخ5- ) ( ءىراوطلل باب6- رخآ ) ( ركذي
25. قيرحلا تايافط مادختسا ةيفيك فرعت له :
0- لا ) (1- معن) (
ةياقولا: ءابرهكلا رطاخم نم
26. فرعت له : ءابرهكلا راطخأ نم ةياقولا نكمي فيك
0- لافرعأ ) (
1- ةيئابرهكلا تلايصوتلا ) ( ةديج ةلاحب نوكت2- يصناا ةلأ ) ( ةيئابرهكلا ةزهج
3- ) ( ةيئابرهكلا تاحوللا قلاغا4- رخآ ) ( ركذي
6
27
.
ملعت له نم ةياقولا لئاسو ىه امأ : اهب بردتت ىتلا ةشرولاب ةدوجوملا ءابرهكلا راطخ
0- لافرعأ ) ( 1- ) ( تانيكاملا لزع2- يصنا) ( ةيئابرهكلا تلايصوتلا ة
3- ) ( مكحتلا ةحول قلغ4- ) ( ةلزاعلا تازافقلا رفوت 5- رخآ ) ( ركذي
6- ) ( دجوي لا
ةشرولا ميمصت:
28. ملعت لها ىه املإا ىف اهرفاوت بجاولا تاطايتحلأردجلاو طئاوحلاو فقسنا :
0- لافرعأ ) ( 1- نا ) ( بسانم فقسلا عافترا نوكي2- ) ( ةيوهت تاحتف دوجو
3- نا ) ( ةرارحلل ةلزاع ةدام نم فقسلا نوكي
4- نا نوكت ) ( قيرحلل ةمواقم ةدام نم طئاوحلا
5- نا ) ( نوللا حتاف ءلاطلا نوكي
6- نا ) ( لمعلل ةبسانم ةدام نم ةعونصم طئاوحلا نوكت
7- رخآ ) ( ركذي
29. له ملعت ا ىه املإا ىف اهرفاوت بجاولا تاطايتحلأ: تارمملاو تايضر
0- لافرعأ ) (
1- رفح دوجو مدعأا ىف روسك ولأ تايضر ) (
2- نا ا نوكتلأ ةقلز ريغ ةدام نم تايضر ) (
3- نا قئاوعلا نم ةيلاخ تارمملا نوكت ) (
4- رخآ ركذي ) (
ءاضوضلا
31. ؟ شرولا لخاد ءاضوض دجوي له
0- ) ( لا1- ) ( معن
31. ملعت لها ىه املأ: ءاضوضلا نع جتنت ىتلا رارض
0- لافرعأ ) ( 1- دجوي لاأ ) ( رارض 2- ) ( ىبصعلا رتوتلا
3- دقفنا ) ( عمسلا ةساح4- رخآ ) ( ركذي
32. ملعت له نم ةياقولا قرط ىهامآراث رارضأ : ءاضوضلا
0- لافرعأ ) (
1- ) ( ءاضوضلل ةببسملا تانيكاملا لزع2- تادادس مادختسالأل) ( نذ
3- ) ( توصلل ةلزاع طئاوح 4 - رخآ ) ( ركذي
7
ةشرولا ةفاظنو ماظن:
33. ىهام ملعت له : ةفاظنلا مدع نم جتنت ىتلا رطاخملا
0- لافرعأ ) ( 1- ) ( قئارحلا بوشن2- ناا راشتلأ ) ( ضارم3- رخآ ) ( ركذي
تانيكاملا:
34. ملعت لها لئاسو ىهاملأمنا : تانيكاملا ىف اهرفاوت بجاولا
0- لافرعأ ) (
1- ) ( ةيقاولا زجاوحلا رفاوت
2- ) ( تانيكاملا نيب ةبسانم تافاسم دوجو
3- ) ( ةنيكام لكل صاخ ليغشت حاتفم دوجو
4- رخآ ) ( ركذي
35. له تفرع نا ه يص متينا: اهيلع بردتت ىتلا تانيكاملا ة
0- لاأ) ( ملع 1- يصلا متي لانا ) ( ة2- متت ) ( ايموي
3- متتأ ) ( ايعوبس4- ) ( ايرهش متت5- ) ( ايونس متت
ةيوديلا ددعلا:
36. : ةيوديلا ددعلا ىف اهرفاوت بجاولا طورشلا ىه ام
0- لافرعأ ) (
1- نا ا نوكتلأةميلس ىداي ( )
2- نا ا توكتلأ ةميلس ةحلس ( )
3- ةنمآ ةدام نم ةعونصم) (
4- رخآ ركذي ) (
37. ىتم ةمدختسملا ةيوديلا ددعلا لادبتسا بجي ؟
1- لافرعأ ) ( 1- ك اذاناا تلأ ةخورشم ىدايأ) ( ةروسكم و
2-ك اذاناا تلأ) ( ةينثم ةحلس 3- ك اذانا تالأنسنا ةنونسم ريغ ) (
V
.
تاودأ ةيصخشلا ةياقولا
38. ىهامنا : ةشرولا لخاد ةيصخشلا ةياقولل ةمدختسملا لئاسولا عاو
0- لافرعأ ) (1- ) ( دجوي لا2- ) ( هذوخ3- ل ةدادسذلأ ) ( ن4- ) ( ىقاو ءاذح
5- ) ( تازافق6- ) ( ةيقاو ةراظن7- ) ( هجولل عانق8- رخآ ركذي ) (
39. ىه امأ : بيردتلا مامتا دعب ةيوديلا ددعلاب ةيانعلا بيلاس
0- لافرعأ ) ( 1- بيترت ) ( ةدعلا 2- ) ( شيارلا ةلازا
8
3
-
) ( ةصاخ بيلاود ىف اهظفح 4- رخآ ) ( ركذي
( حص ةملاع عض✔ )أ ةحيحصلا ةرابعلا مامأ( أطخ ةملاعو(✖ ةئطاخلا ةرابعلا مامأ )
41. تادعم ةياقولا ةيصخشلا يه مهأ نم ةياقولا قرط تاباصإ ثداوحو ةرشابملا لمعلا نمو
ضارملأا ةينهملا ) (
41. مدختست ةذوخلا ةبلصلا ةجلاعملا كيتسلابلاب ةيامحل سأرلا ةمواقمو تامدصلا ةليقثلا ) (
42. ةيقاولا تاراظنلا مدختست ةيامحل نم نيعلاكيملاو ةيئاميكلا رطاخملانا زرشلا لثم ةيكي
( رياطتملا )
43. لابجي يلع نيلماعلا نيذلا نولمعي يف نكامأ ةيلاع ءاضوضلا ديزتو اهتدش نع 85 لبيسيد
) ( نذلاا ةياقو ءادترا
44. ا نم مدقلا ةيامحل تازافقلا مدختستلإن) ( قلاز
45. مدختست ةمزحأ ةملاسلا لبحو الانذاق دنع لمعلا يف نكامأ ةعفترم كلذو نيمأتل لماعلا نم
) ( طوقسلا رطخ
46. ةلوانم ءانثا ىديلاا ةيامحل كيتسلابلا وا طاطملا نم ةعونصملا ةيقاولا تازافقلا لمعتست
تايولقلاو ضامحلااك ةيئاميكلا داوملا ) (
47. مدختستتلاوهرفولأا ) ( شرولا ىفو تانيكاملا نم برقلاب لمعلا دنع
48. ةينهملا ةملاسلا نع كتامولعم ردصم وه ام:
1) بيبطلا
2) ةضرمملا
3) تلاجملاو بتكلا
4) ةسردملا ىف نيسردملا
5) ا لئاسولإ) نويزفيلتلاو ويدارلا ( ملاع
6) الأاو لهلأبراق
7) لاان تنرت
8) الأ ءاقدص
9) رخآ ركذي
VI
.تافاعسلإا ةيلولأا :
49. م ام ىنعتافاعسلإا ةيلولأا : .........................................................................
(0 لا )فرعأ
51. قودنص تايوتحم ىه امتافاعسلإا ةيلولأا : كتشرو ىف ةدوجوملا
(0 لا )فرعأ
........................................................................................................
9
51
.
ىلع تبردت لهتافاعسلإا ةيلولأا :1- ) ( معن 2- ) ( لا
52. أبيردتلا اذه مت ني :1- ) ( ةسردملا لخاد 2- ) ( ةسردملا جراخ
53. مهأ نمتافاعسلإا ةيلولأا روسكلل:...............................................................
0- لافرعأ
54. ىه امأن روسكلا عاو:..............................................................................
55. دلجلا بيصي ىذلا قرحلاطقف رارمحاب ةجردلا نم قرح ربتعي :
(0 لا )فرعأ (1ا )لأ( ىلو2ثلا )نا( ةي3( ةثلاثلا )4ةعبارلا )
56. ا نملأ قورحلا جلاع ىف ةعئاشلا ءاطخ:
0- لافرعأ
1) ا نوجعم مادختسالأنسنا
2) قرحلا قوف جلثلا مادختسا
3) قرحلا نع ةجتانلا تاعاقفلا ةعقرف
4) قبس ام لك
( حص ةملاع عض✔ ةحيحصلا ةرابعلا ماما ) أو ( أطخ ةملاع(✖ ةئطاخلا ةرابعلا مامأ )
57. ا دعب ضبنلا لدعم ةدايزلإ ىنعي ةباصنا ( ىلخاد فيزن ثودح لامتحا كانه )
58. ا ةلاح ىفلإ باصملا سأرب ظفتحن ءامغأ( بلقلا ىوتسم نم ىلع )
59. ةينقتلا كيلميه ةروانم ربتعت لا اًعويش رثكلأانةقرشلا نم ام صخش ذاق ( )
61. ةيواميكلا داوملا ةلداعمل داوم يأ لمعتست لا و ًاديج ءاملاب لسغت نيعلا ةباصإ ةلاح يف ( )
61. نمتافاعسلإا ةيلولأا ا فيزن ةلاح ىفلأن فا ىلع جلث سيك وأ ،ةدراب تادامك عضولأن ،ف
دعاسي ثيحا ىلع ةيومدلا ةيعولأالانضابق ( )
62. ةيلمع دعتناا و بلقلا شاع نيتئرل نمتافاعسلإا ةيلولأا ةلاح ىف ةيرورضلاضبنلا فقوت
63. ا ةلاح ىفلإ باصملا سأرب ظفتحن ءامغأ( بلقلا ىوتسم نم ىلع )
64. نع كتامولعم ردصم وه ام تافاعسلإا ةيلولأا :
1) بيبطلا
2) ةضرمملا
3) تلاجملاو بتكلا
4) ةسردملا ىف نيسردملا
5) ) نويزفيلتلاو ويدارلا ( ملاعلاا لئاسو
6) الأاو لهلأ براق
7) الأ ءاقدص
8) لاان تنرت
9) رخآ ركذي
1
Tool III
the
Safety Measures Practices Inside
for
Observation Checklist
School Workshop
School Name:
Name:
Workshop
No
0)
)
Yes
1)
)
Measures
Part I: Environmental Measures
a) House keeping
Workshop is clean
1.
Presence of waste baskets
2.
W Workshop floor is dry
3.
Fl Floor is made of non-slip surface
4.
Floor is free from protruding nails or splinters and unnecessary
holes and openings)
5.
Washing facilities are provided in or near the workshop
6.
Washing facilities are clean
7.
Washing facilities are sanitary and relevant to the number of
students
8.
Workshop is tidy ( tools , equipment and materials are orderly
arranged )
9.
Liquid wastes are properly disposed
10.
Passages are clear from any unnecessary equipment or machine
11.
Storage of dangerous materials ( flammable materials are stored
in approved rooms
12.
b) Ventilation
Exhaust fans are available
13.
Exhaust fans are functioning
14.
Exhaust fans are distributed along the workshop properly
15.
Exhaust systems are regularly cleaned and maintained
16.
Local exhaust system is available
17.
2
No
Yes
Measures
c) Noise
Low noise machine are available and used
18.
Noise proof wall and floor
19.
Non portable machines are bolted securely to the floor
20.
Lubrication of all moving parts of machines
21.
d) Lighting
Proper distribution of windows on parallel walls
22.
Transparent glass are used
23.
Transparent glass are frequently cleaned
24.
Proper distribution of lamps
25.
Lamps are functioning
26.
Lighting system don’t cause glare
27.
Special localized lighting for machines and tool operation are
available
28.
e) Machine safe working
All machines are guarded
29.
Safeguards are firmly secured
30.
All control switches are easily available to operator
31.
Presence of safety instructions about usage, danger and
precautions
32.
Safeguards are not broken
33.
Machines are switched off after work
34.
All tools cuttings edges are kept sharp
35.
Tools are transported in special boxes and stored in special
places
36.
f) Manual tool
Tools are lubricated before storage
37.
Each tool is used for its purpose only
38.
Broken tools are replaced
39.
g) Electricity
Electrical panels are closed
40.
Electrical panels are easily accessible
41.
Each switch in the control panel is labeled
42.
Each machine has its own electrical switch
43.
There is a master control switch for all electrical installations
44.
3
No
Yes
Measures
h) Fire protection
Fire exit is available
45.
Exit door are clear of obstruction
46.
Exit doors are functioning well
47.
Fire exits are clearly marked
48.
Fire extinguishers are available
49.
Fire extinguishers are ready to use , charged each
one year and date of charge is recorded
50.
Sand pails are available
51.
Sand pails are distributed near the danger places
52.
Smoking are not allowed for students and
teachers
53.
Fire alarm is available
54.
Permanent water supply is available
55.
Fire hoses are available
56.
Fire hoses are in good condition (no holes,
suitable length )
57.
i) First aid facility
First aid box is present and easily accessible
58.
First aid box contains all necessary equipments
59.
Each supply is clearly labeled
60.
j) Communication facility
A telephone is present in the school
61.
A telephone is present in each workshop
62.
Telephones are functioning
63.
A list of emergencies number near the phone
64.
4
No
Yes
Measures
Part II: process
a) Welding safety
Cylinders are chained in upright position
65.
Cylinders are cap guarded when not in use
66.
Cylinders are kept away from the sparks and flame of work
67.
Gas cylinders are stored away from direct sun
68.
Cylinders are kept away of contact with electric circuits
69.
Cylinders are not used as rollers or support
70.
Cylinders are in good condition ( no leakage, breaks or
rusting )
71.
Oxygen and acetylene cylinders are stored separately
72.
Acetylene cylinder is opened slowly
73.
Gas cylinder regulators and pressure gauges are functioning
74.
Hoses used are in good condition ( no breaks or several turn )
75.
The length of hoses is at least 5cm
76.
Hoses are securely fixed with clips
77.
Fire resistant shields are used in welding area
78.
Welding operation is performed under teacher supervision
79.
b) Lathing safety
Chips are removed by special tool
80.
Work piece measurements are not taken during the lathing
process
81.
Tools and loose parts are not left lying on the machine
82.
Lathing is performed under teacher supervision
83.
c) Foundry process
Working piece is held carefully during the process
84.
Ignition of furnace is done by the teacher or under his
supervision
85.
Signals are placed on hot materials
86.
The process is done under teacher supervision
87.
Part III : protective devices
Body protection
Coverall are available for all students
88.
Leather apron is available in welding area
89.
5
Students are always wear apron if available
90.
Feet protection
Safety boots are available in metal working workshop
91.
Leather feet protection is available in welding area
92.
Students are always wear boots if available
93.
Ear protection
Ear muffs are available in high noise area
94.
Non disposal ear plugs are cleaned after each use
95.
Students are always use ear protective devices if available
96.
Hand protection
Gloves made of leather or wool are available for hot materials
97.
Eye and face protection
Eye goggles are available
98.
Face shields made from non-flammable material are available
99.
Masks are available and used by students
100.
APPENDIX
II
I
1
دادعا
دمحم ءاميشأ نسح نيم
ضيرمت مسقب دعاسم سردم عمتجملا ةحص
روهنمد ةعماج ضيرمتلا ةيلك
فارشا تحت
.ا ناميلس جاجح ميرم /د
عمتجملا ةحص ضيرمت ذاتسأ
عمتجملا ةحص ضيرمت مسق
ضيرمتلا ةيلك
روهنمد ةعماج
.م.ا/د نيدم زيزعلا دبع ريبع
ذاتسأ دعاسم ةحص ضيرمتعمتجملا
ةحص ضيرمت مسقعمتجملا
ضيرمتلا ةيلك
روهنمد ةعماج
/دةريمأ ىلع دمحم ميحرلا دبع
ثولتو لمعلا ةئيب ةحص سردم
ءاوهلا
مسق ءاوهلا ثولتو ةينهملا ةحصلا
ةماعلا ةحصلل ىلاعلا دهعملا
ةعماج ةيردنكسلاا
2
رصم ىف ىنفلا ميلعتلا نع هذبن
ا نع ةماع ةرظنلأ ةيسردملا ةملاسلاو نم
تاطايتحا ةملاسلا ناملأاو شرولاب ةيكيناكيملا
ةيصخشلا ةياقولا تاودأ
تافاعسلإا ةيلولأا
ا ةطخلإءلاخ ا ةلاح ىفلأثراوكلاو تامز
أاهنم ةياقولا قرطو ةيكيناكيملا شرولا ىف ةرشتنملا ثداوحلا عاون
ةميلسلا ةيذغتلا ءىدابم
ةحصلا ىلع ةظفاحملا ةيمهأ
: ىلع فرعتلا ىلع ةردقلا مهيدل بلاطلا حبصيس ىميلعتلا جمانربلا اذه ةياهن ىف
ةيكيناكيملا ةينفلا ةيوناثلا سرادملا ىنابمل ةيميمصتلا ريياعملاو تافصاوملا
أىتلا رطاخملا عاون نأ نكمي اهل ضرعتي بلاطلا ةينفلا ةيوناثلا سرادملا ىفةيكيناكيملا
ا تاءارجالأ ىلمعلا بيردتلا شرو ىف رفاوتت نأ بجي ىتلا نام
اذه ةياهن ىفىلع ةردقلا مهيدل بلاطلا حبصيس ىميلعتلا جمانربلا ىلع فرعتلا :
ءارجاتا تافاعسلإا خلا..... روسكلاو قورحلاو حورجلل ةطيسبلا ةيلولاا
قيرحلا ةيافط مادختسا ةيفيكو قيرحلا ةمواقم ةيفيك
ثراوكلا ةلاح ىف ءلاخلاا تابيردت قيبطت
ا نع ةلوئسملا ةنجللا رود مهفلأ ةسردملا ىف ةملاسلا و نم
ةشقانمأ ةينهملا ةحصلا جمانرب فاده
اهعابتا بجاولا تاطايتحلاا ىلع فرعتلاأ ةشرولاب لمعلا ءانث
ماحلب ةصاخلا ةينهملا رطاخملا ديدحت ةطارخو ةكابسو اهنم ةياقولا ةيفيكو نداعملا
ىلع فرعتلاأ ةفلتخملا ةيصخشلا ةياقولا تاودأ عاون
الأفاده ةصاخلا
ىوتحملا
ةماعلا فادهلأا
3
ةمدقم
رصم ىف ىنفلا ميلعتلا نع ةمدقم
ربتعي مامتهلاا ميلعتلاب ينفلا رامثتسا ديج ،لبقتسملل متتو ةيلمع ريوطت ميلعتلا ينفلا تايجيتارتسا نمض تاسايسو
،ةلماش يفو ةنولآا ةريخلأا تدادزا ةيمهأ ميلعتلا ينفلا ةباجتسا تارورضلل ةيمتحلا يتلا اهضرفت تايدحتلا
ةيملاعلا ،ةرصاعملا يتلاو بلطتت تاصصخت ريغ تابلطتم ةهجاومل ةيطمن قوس لمعلا يف رصع ،ةملوعلا
ةرياسمو ةروثللةيملعلا ةيجولونكتلاو ،ةيتامولعملاو حبصأ اذل مامتهلاا ميلعتلاب ينفلا نم لولأاتايو يتلا اهعضت
ةرازو ميلعتلا يلاعلا يف رصم اهرابتعا يف .
ةيمهأ ميلعتلا ينفلا
يساسلأا نوكملا وهف ةيميلعتلا ةسايسلا يف ًايجيتارتسإ ًارصنع ينفلا ميلعتلا دعيو ةلص رثكلأالا تاراهملا باستك
اهل ضرعتي يتلا تايدحتلا ةهجاومل كلذو ،ةفلتخملا ةيداصتقلاا تاعاطقلا يف نوينفلا اهجاتحي يتلا ةفرعملاو
ينف تاسسؤملا ثيدحتو ةلاطبلا ةهباجم نإ ثيح ،عمتجملا يلع ريبك دح ىلإ دمتعي ةيسفانت اهلعجو ًايجولونكتو ًا
تايًدحت ىلإ ةفاضلإاب ،عيرسلا يجولونكتلاو يملعلا مدقتلا رصع نلآا شيعي ملاعلاف .بيردتلاو ينفلا ميلعتلا
.ةفعاضم ةيسفانت كلذ بلطتيو ،هملوعلا
4
لأا ةيميلعتلا ةدحولا ىلو
ا نع ةماع ةرظنلأ ةملاسلاو نم
ةيسردملا
5
ناونع ةيميلعتلا ةدحولا ةيسردملا ةملاسلاو نملأا نع ةماع ةرظن :
ددحملا تقولا : ةعاس
الأ : ةددحملا فاده : ىلع نيرداق نوبردتملا حبصيس ةقيقد نوتس ىلاوح قرغتست ىتلا ةيبيردتلا ةرتفلا ةياهن ىف
فيرعتالأ ةيسردملا ةملاسلاو نم
ركذأ عاونلا رطاخم ةسردملا ىف بلاطلا اهل ضرعتي ىتلا
ةيميلعتلا تأشنملا ىف ةملاسلا تاطايتحا ىلع فرعتلا
نع ةلوئسملا ةنجللا رود مهف الأو نم ةسردملا ىف ةملاسلا
الأ : ةمدختسملا ةيبيردتلا بيلاس
ةيشاقنلا ةرضاحملا
ةيعامجلا ةشقانملا
لانهذلا فصعى
عملا تاني : ةبولطملا ةيبيردتلا
ةيميدقتلا ضورعلا– لازريلاف
ألا مييقت بولس ةدحو
ىدعبو ىلبق رابتخا
6
فيرعتةملاسلا ةحصلاو ةينهملا
نم ةيلاخو ةنمآ لمع ةئيب ريفوتب كلذو لمعلا لاجم ىف ناسنلإا ةحصو ةملاس ىلع ظافحلاب متهي يذلا ملعلا وه
ةينهملا ضارملأا وأ تاباصلإا وأ ثداوحلا تاببسم.
عاونألارطاخم ةسردملا ىف بلاطلا اهل ضرعتي ىتلا
1) رطاخملا ةيئايزيفلا: يه رطاخملا يتلا دق نع مجنت مدع ةمئلام ةئيبلا يف فوفصلا( ةيساردلا وأ شرولا
ةيعانصلاو ةينفلا ينابملا وأ ةيرادلإا (لماوعل ةءاضلإا ، ةيوهتلا ، ءاضوضلا ، ةرارحلا كلذو ةجيتن مدعل
قيبطت تاءارجإ ةملاسلا ةحصلاو ةينهملا دنع ءاشنإ تآشنملازيهجتو ةيميلعتلا .
2) رطاخملا ةيسدنهلا : لمشتو رطاخملا ةيتلآا :
رطاخم تلايصوتلا تازيهجتلاو ةيئابرهكلا: نمضتت رطاخملا ةمجانلا نع تلايصوتلا ةيئابرهكلا ليغشتو
تانيكاملا تلالآاو تاودأو لمعلا شرولاب ةينفلا فرغو ةيعانصلاو ءابرهكلا تاحولو ءابرهكلا ةيعرفلا
........خلا .
ارطاخمل ةيئاشنلإا: يه رطاخملا يتلا دق ضرعتي اهل بلاطلا يمدختسمو تآشنملا ةيميلعتلا ةجيتن مدع
قيبطت تاءارجإ ةملاسلا ةحصلاو ةينهملا ءانثأ تايلمع سرادملا دييشت لثم مدع رفاوت ) جراخملا –
تارمملا - مللاس بورهلا - ةملاسلا تازيهجت - ... خلا ).
رطاخملا ةيكيناكيملا: أشنت ةجيتن ضرعت بلاطلا رطاخمل تلالآا تادعملاو شرولاب ةينفلا ةيعانصلاو
تاربتخملاو ةيلمعلا ةجيتن بايغ تاءارجإ ةملاسلا ةينهملا ةحصلاو.
رطاخملا ةيئايميكلا: جردني اهتحت رطاخم داوملا ةيئايميكلا لثم لئاوسلا ةنخدلأاو تازاغلاو ةرخبلأاو
ةبرتلأاو يتلا هجاويها بلاطلا نيلماعلاو يف شرولا ةيعانصلا ءانثأ لقن لوادتو نيزختو هذه .داوملا
رطاخملاةيجولويبلا : يه ام دق بيصي بلاطلا سرادملاب نم ضارمأ ةجيتن دوجو وأ ميثارج تابوركيم
اهزرفت ةئيبلا ةطيحملا مهب ببسب مدع رفاوت قفارملا ةيحصلا اًمك ةبسانملا يتلاو اًفيكو لمشت تادربم هايملا ،
تانازخ هايملا ، تارود هايملا ، فصقملا ، وأ ةجيتن مكارتل تايافنلا ةئيبلاب ةيسردملا.
رطاخم قيرحلا: دق ضرعُت قئارحلا ةايح بلاطلا يمدختسمو تآشنملا ةيميلعتلا يدؤتو رطخلل ىلإ عايض
فلتو تاكلتمملا ةجيتن بايغ تاطايتحا ةملاسلا دنع ةيميلعتلا تآشنملا دييشت وأ مدع اهزيهجت ةزهجأب راذنإ
ةحفاكمو قئارحلا بيردتو قرف لخادسرادملا ةيفيك ىلع فرصتلا يف تلااح قيرحلا .
ةيبلسلا ةيصخشلا رطاخملا : نم ةيميلعتلا ىنابملا ىمدختسمو ةبلطلا بيصي ام ىهوأ مدعل ةجيتن رارض
ةينهملا ةحصلاو ةملاسلا تاءارجا قيبطتب ثارتكلااأ. ةيعوتلا جمارب بايغ ةجيتن اهب ىعولا مدع و
تاطايتحا ةملاسلا يف سرادملا
تافصاوم ىنبملا يسردملا:
دكؤت تاساردلا ةيملعلا ةيمهأ رفوت تافصاوم ةيجذومن يف ينابملا ةيسردملا يتلا ذيفنتل اهئشنت اهططخ ةيميلعتلا
،ةيوبرتلاو اميفو يلي ضرع لصفم هذهل تافصاوملا :
١- عقوملا:
تافصاوملا يتلا بجي اهتاعارم يف ىسردملا ىنبملا عقوم رايتخا :
7
دروأ ديدعلا نم نيثحابلا تافصاوم صئاصخو ةديدع بجي اهتاعارم يف رايتخا عقوملا :لثم
نأ طسوتي نبملاى يسردملا يحلا ينكسلا ، نوكيو ًابيرق نم نكس بلاطلا ،قيرطلاب ًلاصتمو و نأ عقي
ىنبملا يسردملا يف ناكم نمآ نم رطاخملا ، ديعبو نع ةيديدحلا ككسلا عناصملاو راطخأو رورملا.
نأ نوكي عقوملا نم ةيحانلا ةيحصلا ًاديعب نع تاعقنتسملا ءاضوضلاو حئاورلاو تايافنلاو ةهيركلا رداصمو
ثولتلا.
نأ عتمتي عقوم ىنبملا يسردملا رظانمب ةليمج تاحطسمو ءارضخ.
تخا يف ةيوبرتلاو ةيميلعتلا ةيلمعلاب ةطبترملا تاهجلا عيمج ةكراشمراي ىسردملا ىنبملا عقوم.
نأ زاتمت ضرأ ىنبملا يسردملا ءاوتسلااب فافجلاو كسامتلاو ، وتنوك تاذ هبرت ةحلاصو ةبلص ءانبلل
اهيلع.
برق عقوم ىنبملا يسردملا نم تامدخلا ةيسيئرلا.
نأ نوكي عقوم ىنبملا يسردملا يف ناكم نوكي فيرصت هايملا هيف ًاديج.
برق عقوم ىنبملا يسردملا نم تامدخ هايملا.
ةلوهس لوصولا ىلإ عقوم ىنبملا يسردملا مادختساب لئاسو تلاصاوملا.
ضرعت عقوم ىنبملا يسردملا ةءاضلإل عيبطلاية.
تاحاسم ىنبملا يسردملا
لمشت تافصاوملا يتلا بجي اهتاعارم يف ةحاسم ىنبملا : ىلي ام يسردملا
دوجو هحاسم ةيفاك يف ىنبملا يسردملا ةهجاومل عسوتلا ومنلاو يلبقتسملا
للاغتسا ةحاسم ىنبملا يسردملا ًلالاغتسا ًاديج واذه للاغتسلاا طبترم عونب يرامعملا ميمصتلا ىنبملل
يسردملا.
فلاتخا ةحاسم ىنبملا يسردملا فلاتخاب ةلحرملا ةيميلعتلا ددعو بلاطلا ؛ بجيف لقت لاأ ةحاسملا نع
0444 رتم بجيو ةيوناثلا ةلحرملل عبرمأ ةصاخ ةحاسم رفوتت نل تارايسل فقاومو بلاطلا لقن تلافاح
ا ءايلوألأ ةسردملا ىفظومو روم.
ميمصتلا مئلاملا ينبملل يسردملا
نأ مستي ميمصت ىنبملا يسردملا لامجلاب ةيبذاجلاو نم لخادلا نمو جراخلا.
ةنورملا يف ميمصتلا ثيحب حمسي ةهجاومب ومنلا عسوتلاو يلبقتسملا ةبكاومو رصعلا تاروطت باعيتساو
دادعلأا ةديازتملا نم بلاطلا.
نأ رفوتي يف ميمصت ىنبملا يسردملا ةءاضلإا ةيوهتلاو ةديجلا ةبوطرلاو ةبسانملا
بسانت ميمصتلا يلخادلا ينبملل يسردملا عم رامعأ ،بلاطلا عمو ةعيبط جهنملا يساردلا.
بسانتلا نيب ميمصت ىنبملا يسردملا مجحو ةسردملا ددعو بلاطلا.
رفوت طورش نملأا ةملاسلاو يف ميماصت ينابملا ةيسردملا.
طورش تاداشرإو نملأا ةملاسلاو يف ةسردملا
نإ قيقحت نملأا ةملاسلاو ةيسردملا بلطتي عابتا ديدعلا نم طورشلا تاداشرلااو يتلا ؛نوصتخملا اهددح ءانب
ىلع براجت تاربخو ةمكارتم يف اذه ،نأشلا نمو مهأ هذه تاداشرلإاو طورشلا اميلي:
8
طورش تاداشرإو نملأا ةملاسلاو لوصفلل ةيساردلا
نم فورعملا نأ بلاطلا نوضقي مظعم مهتقو يف ةسردملا لخاد لوصفلا بجيف نأ يف نوكت ةئيب ةيحص ةنمآو
رفوتت اهيف طورش نملأا ةملاسلاو نم ثيح صئاصخلا يتلا بجي : ىلي امك اهرفاوت
بجي نأ نوكت ةحاسملا لكل لصف نم ٠٤ ىلإ ٠٤ رتم عبرم ، ىلع لاأ ىدعتي بلاطلا ددع ٠٤ ًابلاط لصفلل
دحاولا ، ىتح نكمي داجيإ ةحاسم ةيناكم بلاطلل عتمتي ةيرحب اهيف ةكرحلا
بجي نأ نوكت ةءاضلإا ءاوس ةيعيبطلا وأ ،ةيعانصلا ةعزوم لكشب فاك حنمل ةءاضإ بلاطلا ةميلس
ةحضاوو دهجتلا نيعلا.
ريفوت دعاقملا لأاوجارد ةصاخلا بلاطلاب ثيحب نوكت ةمئلاتم عم ةلحرملا ، ًاضيأو ةملاسلا ةيحصلا
بلاطلل ةدعاسملاب ىلع ةقيرط سولجلا ، لاأو ببست ةباصلإا وأ ررضلا ىدسجلا ءاوس ، دومعلل ،يرقفلا وأ
مادقلأا وأ تلاضعلا.
بجي ىلع بلاطلا يف لصفلا عابتا تاداشرلإا ةيلاتلا:
o
سولجلا هقيرطب ةحيحصةماقتساو ةيامحل رهظلا نم ةباصلإا.
o
مدع كرت يأ نم تاودلأا ،ةداحلا ءاوس ىلع يسركلا وأ ،جاردلأا ىتح نوكتلا اردصم رطخلل حرجب يأ
نم بلاطلا وأ ةباصإ بلاطلا هسفن.
o
مدع فذق ءايشأ لثم مادقلأا وأ داوملا ةبلصلا ىلع نيرخلآا ىتح لا ببستت يف ثودح تاباصإ ةريطخ يف
نيعلا وأ سأرلا.
: ةيساردلا لوصفلا ىف ةيتلاا تافصاوملا ةاعارم بجيو
صصخت ٠٤ % نم ةحاسم ىنبملا يساردلا لوصفلل ةيساردلا نأو نوكت لصفلا ةحاسم يساردلا نم ٠٤ ىلإ
٠٤ ًارتم ،ًاعبرم عافتراو لصفلا ٠ ،راتمأ نأو نوكي لكش لصفلا يساردلا ،ًلايطتسم ريفوتو ةءاضلإا ةيعيبطلا
ةيعانصلاو لوصفلا يف ،ةيساردلا عيزوتو ىوتسم ةءاضلإا لكشب ديج ىلع عيمج ءاحنأ لصفلا يساردلا. ديوزتو
لوصفلا ةيساردلا ايلاخب ةيئوضورهك ةءاضلإ لوصفلا ًايئاقلت دنع فعض ةءاضلإا وأ ءابرهكلا عاطقنا .أ نوكي ن
ناردج لوصفلا ةيساردلا حتاف ناوللأا ايهازو ريغو عملا ىتح ثدحتلا تاساكعنا نيمأتو ،ةءاضلإل ةنايصلا
ةيرودلا ةرمتسملاو لوصفلل ،ةيساردلا ءاوس تناك ةيعيبط وأ ،ةيعانص فييكتلا ةزهجأك ةئفدتلاو.
رفوتو ةيوهتلا ةمئادلا ةددجتملاو لوصفلل ،ةيساردلا ءاوس تناك ةيعيبط وأ ،ةيعانص فييكتلا ةزهجأك ةئفدتلاو نأو
نوكت ناردج لئاسولا ةيميلعتلا لثم تاروبسلا تاحوللاو ،ةيحيضوتلا ةيلاخ نم ذفاونلا ىتح لا رثؤت تاساكعنا
ةعشأ سمشلا ابلس ىلع ،ةيؤرلا نأو نوكتي دعقم هجردو بلاطلا نم ةعطق هدحاو ةطبارتم. ديوزتو لوصفلا
ةيساردلا عيمجب ةزهجلأا لئاسولاو ىلع دعاست يتلا ةيلمع ميلعتلا .ملعتلاو
طورش نملأا و ةملاسلا بعلاملل تاحاسلاو مللاسلاو:
ربتعت هذه قطانملا نم رثكأ قطانملا يتلا ثدحي اهيف مظعم تاباصلإا ثداوحلاو يتلا ؛بلاطلل عقت اذل بجي ىلع
لك نم ةرادإ ةسردملا بلاطلاو عابتا تاداشرلإا :ةيلاتلا
بجي نأ متي فشكلا ىلع تايضرأ بعلاملا ، نأو نوكت ةيلاخ نم يأ رداصم رطخلا تاببسم وأ ةباصلإا ،
لثم مدع يواست حطسلا دوجوو هايم ىلع ةيضرلأا بنجتل ،قلازنلاا رطخ وأ دوجو عناوم نكمي مادطصلاا
اهب.
9
نم ةياقولل بلاطلا دجاوت لاوط ةحوتفم ةيداعلا باوبلأا وأ ئراوطلا جراخم باوبأ نأ نم دكأتلا متي نأ
ةقرفتم نكامأ يف ثداوحلاو تاباصلإا.
عضو تاداشرإ هجوت دشرتو بلاطلا ةياقولل نم تاباصلإا ثداوحلاو يف نكامأ ةقرفتم.
ىلع بلاطلا مدع عفادتلا ىلع مللاسلا ةصاخو دنع ةياهن مويلا يساردلا ، نأو متي ةهجلا مازتلا ىنميلا نم
جردلا يف دوعصلا ةهجلاو ىرسيلا يف لوزنلا.
نأ متت ةظفاحملا ىلع ةفاظن مللاسلا اهولخو نم يأ بابسأ قلازنلاا يف لوزنلا وأ رثعتلا.
فل ةدمعلأا ةيناسرخلا يف نكامأ بعل بلاطلا وأ مهكيرحت جنفسلإاب مهتياقول مادطصلاا نم ،اهب كلذكو
ةضراع ىمرملا.
طورش تاداشرإو نملأا ةملاسلاو يف تاقفرملا ةيحصلا:
ةملاسلل ةيحصلا يف ةسردملا ةيمهأ ،ةريبك بجيو لماعتلا اهعم ،ةيدجب نأو نوكت ىوتسمب لاع نم ةياعرلا
مامتهلااو ىلع وحنلا :يلاتلا
هايملا:
o
بجي نأ نوكت تانازخ هايملا ةعونصم نم داوم ريغ ةلباق ،أدصلل نأو متي اهفيظنت نيب هرتف ،ىرخأو بجيو
نأ نوكت ةديعب نع رداصم اثولتل.
تارود هايملا:
o
بجي نأ نوكت ةفيظن ىلع رادم ،تقولا وأن متي اهفيظنت داومب ةرهطم عم ريفوت ،فيظنتلل نوباصلا دكأتلاو
نم لمع تاطافش ءاوهلا ًاديج.
o
نأ متي فشكلا يرودلا اهيلع نم لبق نيفرشملا ًاعنم يلأ ثبع نم بلاطلا.
o
نأ نوكت ضاوحأ ليسغ ديلا تايفنحلاو تاعافتراب بسانت ةلحرملا ةيرمعلا بلاطلل.
o
لضفي نأ نوكت تارود هايملا ةعزوم يف عيمج ءاحنأ ىنبملا يسردملا لهسيل اهيلإ لوصولا
o
ةيلباق تارود هايملا ةفاظنلل ،ةلوهسب اهزيهجتو حوارمب طفش.
o
رفوت ةيوهتلا ةددجتملا يف تارود هايملا.
o
ضرتفي نأ نوكت تارود هايملا ىلع ةجرد ةيلاع نم ةفاظنلا.
طورش تاداشرإو نملأا ةملاسلاو يف فصقم ةسردملا ةفرغو تافاعسلإا ةيلولأا:
كانه ددع نم طورشلا بجاولا اهرفاوت يف فصقم ةسردملا ىتح نوكي ًاقفاوم نملأا تابلطتمل ةملاسلاو
نمو ،ةيسردملاأ: ىلي امك اهمه
o
بجي نأ رفوتي يف فصقملا تاجلاث ظفحل تلاوكأملا تابورشملاو نم فلتلا
o
بجي نأ يرفوت يف فصقملا رثكأ نم ذفان ة عيبلل ىتح لا متي محازتلا ، ةلوهسلو ةكرحلا ، ًاضيأو ةحاسمب
ةبسانم.
o
بجي أن نوكي ناكم فصقملا امو هلوح ،ًافيظن يفو ةقطنم ةملظم ، وأ دوجوب تلاظم ةيامحلل نم سمشلا
راطملأاو.
o
بجي عضو ةيامح نم كلسلا ىلع ذفاونلا ةظفاحملل ىلع فصقملا نم لوخد تارشحلا عم عضو قعاص
تارشحلل طفاشو ءاوهلل.
11
o
بجي ريفوت ةيافط قيرح اهلامعتسلا نيح ةجاحلا.
تافصاوملا يتلا بجي اهتاعارم يف ةفرغ تافاعسلإا : ةيلولاا
o
زيهجت ةفرغ تافاعسلإا ةيلولأا تاودلأاب تادعملاو بيبطلل ةمزلالا
o
نييعت ةضرمم فارشلإل ىلع ةفرغ تافاعسلإا ةيلولأا
o
ءاوتحا ةفرغ تافاعسلإا ةيلولأا ىلع ريرس دحاو ىلع لقلأا
o
ريفوت ةيودلأا اهنيزختو يف ةفرغ تافاعسلإا ةيلولأا هديعب نع لوانتم بلاطلا
o
ًاضيأ ةرورض نييعت بيبط ءارجلإ تاصوحفلا تاءارجلإاو ةمزلالا دنع ضرم يأ هتباصإ وا بلاط
ا هاجت ةسردملا ةيلوؤئسملأ ةيسردملا ةملاسلاو نم
ا ةنجل رودلأ ةيسردملا ةملاسلاو نم
.ةيملاعلا ةملاسلا تاطارتشاو ةدوجلا ريياعم قفو ةنمآ ةيسردم ةئيب ةئيهت
تاكلتمملاو حاورلأا ةيامحو تامزلأا ةرادإ يف ةءافكلا نم ٍلاع ىوتسم ىلع ةيرشب رداوك ليهأت
ةسردملا ىلع نيددرتملاو نيلماعلاو ذيملاتلا ىدل ةملاسلاو نملأا ةفاقث رشن
و ريفوتتلاو ةسردملا لخاد ةملاسلاو نملأا لئاسأاهتيحلاص نم دك
ةملاسلاو نملأاب ةصاخلا تاعوبطملاو تاتفلالاو تاقصلملاو ةيداشرلاا تاحوللا دادعإ
سردملا ىنبمب نيدجاوتملا بيردتة ئراوطلا ةلاح ىف ىنبملا ءلاخإ ىلع
11
ةدحولا ةيميلعتلاةيناثلا
ةينهملا ةحصلا
12
ناونع ةدحولا :و ةينهملا ةحصلا جمانربأةينهملا رطاخملا عاون
ددحملا تقولا ةعاس :
الأةددحملا فاده : ىلع نيرداق نوبردتملا حبصيس ةعاس ىلاوح قرغتست ىتلا ةيبيردتلا ةرتفلا ةياهن ىف :
ةينهملا ةحصلا فيرعت
ةشقانمأ ةينهملا ةحصلا جمانرب فاده
ةينهملا رطاخملا فيرعت
ا ديدحتلأ ةينهملا رطاخملل ةفلتخملا عاون
الأ : ةمدختسملا ةيبيردتلا بيلاس
ةيشاقنلا ةرضاحملا
ةيعامجلا ةشقانملا
ىنهذلا فصعلا
: ةبولطملا ةيبيردتلا تانيعملا
هيحيضوت روص
ةيميدقتلا ضورعلا
زريلافلا
أمييقت بولس لا ةدحو :
ىدعبو ىلبق رابتخا
13
ةمدقم
ةيعارز تناك ءاوس تلااجملا فلتخم ىف نولماعلا ضرعتيأ ةيعانص وأ نوكي ةيحص رطاخم ىلا ةيراجت و
لمعلا ةعيبط اهردصمأ اهيف نولمعي ىتلا ةئيبلا وأ ريفوت ىلع ةموكحلا تلمع كلذل . اهب نولغتشي ىتلا داوملا و
ةصاخلا تامدخلا. ةفلتخملا نهملا ةفاك ىف اهل نوضرعتي ىتلا رطاخملا نم لامعلا ةيامحل
ةينهملا ةحصلاو ةملاسلا ريفوتب كلذو لمعلا لاجم ىف ناسنلإا ةحصو ةملاس ىلع ظافحلاب متهي يذلا ملعلا وه
تامهملا ىلع ظفاحيو ةينهملا ضارملأا وأ تاباصلإا وأ ثداوحلا تاببسم نم ةيلاخو ةنمآ لمع ةئيب تانوكمو
. لمعلا ةئيبو
ناسنلإا ىلع ظافحلا ىلإ فدهت يعيرشت راطإ يف مظنلاو دعاوقلاو تاءارجلإا نم ةعومجم يه ىرخأ ةرابعب وأ
. عايضلاو فلتلا رطخ نم تاكلتمملا ىلع ظافحلاو ةباصلإا رطخ نم
ةملاسلا فيرعتلو ا اهل ضرعتي دق ىتلا تاباصلإا نم لماعلا ةيامح ىه لمعلا لاجم يف هتلوازم ببسب لماعل
لمعلا .
ةينهملا ةحصلا فيرعتلو ىنعمب اهسرامي ىتلا ةنهملل هتلوازم ببسب هبيصي دق ضرم ىأ نم لماعلا ةملاس ىه ”
ةباصلإا تدجو ام لمعلا نكي مل ول. ”
أ ةينهملا ةحصلا جمارب فاده
ةيصخشلا ةيئاقولا لئاسولا ريفوت
ةيبطلا تامدخلا ريفوت
ا عيجشتلأارف ةيصخشلا مهتاردق نيسحتو راكتبلاا ىلع د
ا فاشتكا ىلا ىدؤت ىتلا لماوعلا فاشتكالأ ضارم
تاهاعلاو تاباصلاا ثودح ةبسن ضفخ
رمعلا ةلاطا ىلاتلابو درفلا ةحص ىلع ةظفاحملا
اهعيجشتو ةيفيظولا درفلا تاردق ىلع ظافحلا
لمعلا ىف رارقتسلااو هلمع فورظ عم فيكتلا ىلع لماعلا ةدعاسم
ةينهملا رطاخملا فيرعت وه ام
لماعلا ضرعتيأت ءانثأ ةحصلا ىلع رثؤي اررض اهنع جتنيو هلمع طيحم ىف ةرفوتم لماوع ةدع ىلا هلمع ةيد
اما ررضلا اذه نوكيوأ اضارمأ ثداوح و.
أ ةينهملا رطاخملا عاون
1) لارطاخم : لثم ةيئاميكلا
و لئاوسأ نيزنبلا لثم ةرخب
لثم تازاغأ نوبركلا ديسكا لو
أ نطقلا لثم ةبرت– ناتكلا– اكيلسلا
14
2
)
لارطاخماةيئايزيفل : لثم
ءاضوضلا
تازازتهلاا
تاعاعشلاا
ىوجلا طغضلا ىف تاريغت
ةدوربلاو ةرارحلا ىف تاريغت
3) رطاخملا : لثم ةيكيناكيملا
لامعتسا نم تازازتهاو طغضلاو كاكتحلاا تلالأا ثداوحلاو تاباصلاا اهنع جتنيو
4) رطاخملا ةيجولويبلا
اب لماعلا بيصتو لمعلا ةئيب ىف تارشحلاو تابوركيملاو ميثارجلا رفوت ىهولأ ضارم
5) ارطاخمل ةيعامتجلااو ةيسفنلا
لمعلا ىف ةيصخشلاو ةيناسنلاا تاقلاعلا
الأ زفاوحلاو روج
ز لمعلا تاعاس ددع ةداي
لمعلا تايدرو
لمعلا تايلوئسم عيزوت
15
ةدحولا ةيميلعتلا اثلا ةثل
تاطايتحا ةملاسلا ناملأاو شرولاب
ةيكيناكيملا
نداعملا ماحل(– نداعملا عطق– ةكابس
) نداعملا
16
ناونع ةيميلعتلا ةدحولاتاطايتحا : ةملاسلا ناملأاو شرولاب ةيكيناكيملا
ددحملا تقولا : ةعاس
الأ : ةددحملا فاده: ىلع نيرداق نوبردتملا حبصيس ةقيقد نوتس ىلاوح قرغتست ىتلا ةيبيردتلا ةرتفلا ةياهن ىف
ركذ اهنم ةياقولا ةيفيكو نداعملا ةطارخب ةصاخلا ةينهملا رطاخملا
حلب ةصاخلا ةينهملا رطاخملا ديدحت اهنم ةياقولا ةيفيكو نداعملا ما
ةفرعم رطاخملا نداعملا ةكابسب ةصاخلا ةينهملا اهنم ةياقولا ةيفيكو
اهعابتا بجاولا تاطايتحلاا ىلع فرعتلاأ ةشرولاب لمعلا ءانث
الأ : ةمدختسملا ةيبيردتلا بيلاس
ةيشاقنلا ةرضاحملا
ىنهذلا فصعلا
ةيعامجلا ةشقانملا
: ةبولطملا ةيبيردتلا تاينعملا
ةيميدقتلا ضورعلا
زريلاف
ةيحيضوت تاهويديف
ألا مييقت بولس ةدحو
ىدعبو ىلبق رابتخا
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تاطايتحا ةملاسلا ناملأاو شرولاب ةيكيناكيملا
الاوأ: دنع ميمصت ةشرولا:
بجي نأ نوكت ةفاك رصانع ءاشنإ ةشرولا نم داوم ريغ ةلباق لاللاعتش
بجي نأ بصت ةيضرلأا ةناسرخلاب عنمل اهبرشت داوملاب ةيلورتبلا تويزلاو
بجي نأ نوكت ةفاك تلايصوتلا ةيئابرهكلا ةنومأم
ئراوطلا دنع وأ يمويلا لمعلا ءاهتنا دعب يئابرهكلا رايتلا لصفل رايت عطاقب ةشرولا دوزت
فرصلل بسانم ماظنو ليسغ ضوحو يئام درومب ةشرولا دوزت
ايناث: ءانثأ لمعلا ةشرولاب:
رظحي لمع يأ تلايصوت ةيئابرهك ةيفاضإ ةفرعمب لاإ ينفلا صتخملا امهم تناك الأبابس
صصخي ناكم بسانم لكب ةشرو زهجي بيلاودب ةيندعم ظفحل سبلام نيلماعلا
و اهظفح يف ماظنلاب مازتللاا عم ةيوديلا ددعلا ظفحل بسانم ناكم صصخيا دعب اهتداعمادختسلاا
بجي ريفوت تاحاسم ةيلاخ لوح تادعملا يراجلا اهحلاصإ وأ اهتنايص لا لقت نع رتم لك نم بناج
رظحي ظفح داوم ةيلورتب لخاد ةشرولا
رظحي مادختسا داوملا ةيلورتبلا وأ نيسوريكلا رنتلاوأ … خلا يف لسغ ىديلاا
دوزي تادعمب بلاطلا ةياقولا ةبسانملا لكل لمع لخاد ةشرولا
ربتخت تلاآ عفرلا يتلا مدختست ةشرولاب ةفصب ةيرود ةمظتنم ةفرعمب نيلوئسم نيصتخم
دوزت تلالآا تازيهجتلاب ةيئاقولا ةبسانملا لكل اهنم عنمل راطخلأا ةمجانلا نع اهمادختسا
رظحي نيخدتلا لخاد ةشرولا قلعتو ةتفلا كلذب
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تاداشراو دعاوقةملاسلا ىفشرو ماحللا
مدختست ةيلمع ماحللا فدهب لصو نداعملا ،اهضعبب ثيح متي اهنيخست اهلييستو ،اهضعبب اهطبرو دعبو كلذ
حبصت ناتعطقلا نيتلوصوملا يف ةوق ندعملا يلصلأا وأ يوقأ هنم.
لمشتو رطاخملا ةبحاصملا تايلمعل ماحللا يتلآا: ناخدلا ، ةرخبلأا ةماسلا ، داوملا ةرياطتملا ةبلصلا ، ةرارحلا
ةيلاعلا ، عاعشلإا يئوضلا.
عاونأ ماحللا / عطقلا:
ماحللا زاغلاب
ماحللا يئابرهكلا
عطقلا نيجسكولأاب
تاطايتحا ةملاسلا ةماعلا لامعلأ ماحللا عطقلاو:
بجي عنم ةحفاكمو قئارحلا نم للاخ تاوطخلا ةيلاتلا:
يف ةلاح مدع ةيناكمإ داعبإ ءيشلا دارملا هماحل نم ناكم لمعلا ، متي داعبإ عيمج داوملا ةلباقلا لاعتشلإل
ةفاسمل لا لقت نع 11) . ماحللا ناكم نم )ارتم
يف ةلاح مدع ةيناكمإ داعبإ ءيشلا دارملا هماحل ، يفو سفن تقولا مدع ةيناكمإ داعبإ عيمج داوملا ةلباقلا
لاعتشلإل نم ناكم ماحللا ، متي مادختسا رئاتس وأ ةيطغأ لزعل ةبسانم ةرارحلا ، ررشلاو جتاونو ،ماحللا
كلذك متي ةيطغت عيمج داوملا ةلباقلا ةطساوب لاعتشلإل داوم ريغ ةلباق لاعتشلإل شرو ةيضرلأا لفسأ ناكم
ماحللا ءاملاب ءافطلإ ررشلا رياطتملا.
ريفوت تادعم ةحفاكم قئارحلا ةبسانملا برق ناكم ماحللا مادختسلإل يروفلا يف ةلاح ثودح قئارح .
نييعت بقارم قيرحلل نوكت هماهم ةيساسلأا ةبقارم ررشلا رياطتملا جتانلاو نم تايلمع ماحللا يف دودح
ةفاسم 11 ارتم) عم ةرورض مدع كرت ناكم ماحللا لاإ رورم دعب فصن ةعاس يلع لقلأا نم هئاهتنإ
ةرورض دكأتلا نم ولخ ناكم ماحللا نم داوملا ةبهتلملا وأ تازاغلا ةلباقلا لاعتشلإل كلذو ءارجإب تاسايقلا
ةمزلالا ةطساوب ةزهجأ سايق ةبسن تازاغلا ةلباقلا لاعتشلال لمعلا وجب.
مدع حامسلا ءارجإب ةيأ لامعأ ماحل وأ عطق يف ليماربلا ةلمعتسملا لاإ دعب اهفيظنت دكأتلاو اًمامت نم اهولخ
اًمامت نم داوملا ةلباقلا لاعتشلإل.
19
ةياقولا ةيصخشلا نيلماعلل:
ةرورض مادختسا تايقاو نيعلا هجولاو ةبسانملا تاراظن( ماحللا ، يقاو هجولا صاخلا ماحللاب( عم لامعتسا
تاسدع تاذ رتلف بسانم عونل ماحللا
لامعتسا تازافقلا ةمواقملا ةرارحلل ، تلاورفولأا ةينطقلا تاذ مامكلأا ةليوطلا
لامعتسا ءاذح يقاو بسانم اضيأو نكمي لامعتسا ةليرم نم دلجلا.
ةيامحلا ةيحصلا ةيوهتلاو ةبسانملا:
نم نكمملا نأ نوكت ةيوهت ناكم ماحللا نم ةيوهتلا ةيعيبطلا وأ ةيوهتلا ةيكيناكيملا.
نع هتحاسم لقت لا ماحللا تايلمعل صصخملا ناكملا ناك اذإ ةيفاك ةيعيبطلا ةيوهتلا نوكت14444 عبرم مدق
لا ناكملا اذه فقسو نع لقي11 .مدق
يف ةلاح مدع رفاوت طرشلا هلاعأ يلاتلابو مدع ةيافك ةيوهتلا ةيعيبطلا ناكمل ماحللا متي مادختسا ةيوهتلا
ةيكيناكيملا ، لثم ةيوهتلا ةيعضوملا راوجب ةيلمع ماحللا ثيح بحسب موقت ةرخبلأا ةدلوتملا نم تايلمع
ماحللا ةعرسب ةريبك يلإ رتلف صاخ. كلذك نكميمادختسا تاطافش رييغتل ءاوه ناكم لمعلا.
يف تايلمع ماحللا نيجسكولأاب وأ نيلتيسلأا ، بجي نأ رفوتت تاطايتحلاا ةيتلآا:
نوكي نيجسكولأا يف ةناوطسإ نيلتيسلأاو يف ةناوطسإ يرخأ ، ارظنو دوجول نيذه نيزاغلا تحت طوغض
ةيلاع متي مادختسا تامظنم طغضلل يلع لك ةناوطسإ ، متيوليصوت نيجسكولأا نيلتيسلأاو نم تاناوطسلإا
يلإ لعشملا ةطساوب ميطارخ نوكي ثيحب نول موطرخ نيجسكلأا نولورضخأ موطرخ نيلتيسلأا رمحأ متيو
دعب طلخ كلذ نيزاغلا امهلاعشإو ةطساوب لعشملا كلذك ةطساوب ةمدقم .لعشملا
متي نيزخت نيلتيسلأا يف ةلئاس ةلاح يف تاناوطسإ ةصاخ دجوي اهب وشح نم ةدام تاكيليس مويسلاكلا كلذك
ةدام لثم ةبيذم نوتيسلأا يذلا نم هصاوخ صاصتمإ 400 فعض همجح نم نيلتيسلأا دنع ةرارح ةجرد
76 ةجرد تياهنرهف.
متي نيزخت تاناوطسإ نيجسكلأا يلع ةفاسم لا لقت نع 20 مدق نم تاناوطسإ تازاغلا ةلباقلا لاعتشلإل ,عم
مادختسا زجاح هعافترا لا لقي نع 5 مدق لمحتيو قيرحلا ةدمل لقت لا نع فصن ةعاس
يف تايلمع ماحللا يئابرهكلا ، بجي نأ رفوتت تاطايتحلاا ةيتلآا:
بجي ليصوت مسجلا يجراخلا ةنيكامل ماحللا ،ضرلأاب متيو كلذ ليصوتب يضرلأا طقلم ةلواطب ماحللا وأ
ندعملاب دارملا هماحل.
متي مادختسا تادعم ةياقولا ةيصخشلا ةبسانملا يلعو هجو صوصخلا تايقاو نيعلا.
دنع ليصوت ةنيكام ماحللا ، بجي ذخأ تاطايتحلاا ةيلاتلا يف رابتعلإا:
o
ليصوت مسجلا يجراخلا ةنيكاملل ضرلأاب.
o
دوجو عطاق يئابرهك ) زويف) وأ عطاق رايتلل.
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نداعملا عطق تايلمع يف ةملاسلا تاداشرإو دعاوق
تاباصلإا ىلإ مهضرعت يه ،ةفلتخملا عطقلا تلاآو تانيكامل مهمادختسا ءانثأ نيجتنملل ثدحت يتلا رطاخملا مهأ
امسجلا ةنيكاملاب ةكرحتملا ءازجلأا عم جتنملا فارطأ دحأ وأ سبلام لاصتا ببسب نوكت دق تاباصلإا هذهو ،ةين
يفلات نكمملا نمو .مدقلا وأ ديلا عباصأ ىلع داوملا طوقس وأ ،نيعلا يف رياطتملا شيارلا لوخد وأ ،ةلوغشملا وأ
لا تاداشرلإاب مازتللاا دنع ،تاباصلإاو ثداوحلا هذه لثم عوقو:ةيلاتلا ةيئاقو
رويس( ةكرحلا لقن تاعومجم ةيطغت– سورت– ةيقاو ةيطغأب )اهريغو ضباوق.
مامكأ تاذ وأ ،ةضافضف سبلام نيدترملا نيجتنملل لمعلا عنميو ،لمعلاب ةصاخلا سبلاملا جتنملا ءادترا
كلذ هباش ام وأ ،ةيلدتم.
رطخلا تاداشرإو هابتنلاا تاملاع عيمج ةظحلام بجي.
عللا بجي كلذل ،يعانصلا نملأاو ةملاسلا دعاوقو ئدابم عم ىفانتي ،ةيلمعلا ماسقلأاب دجاوتلا ءانثأ ب
ًايئاهن هنع عانتملاا.
رداصم ربكأ نم ربتعي ثيح ،ةفلتخملا عطقلا تلاآو تانيكام ىلع لمعلا ءانثأ قنعلا طابر ءادترا مدع يغبني
رطخلا
قلا لثم ةنيزلا تارهوجم ءادترا مدع يغبنيلسلاسلاو متاوخلاو تادلا.
لمعلا عونل ةبسانملا ةيصخشلا ةياقولا لئاسو مادختسا بجي.
ءانثأ ةصاخو رطخلل ًاردصم ربتعي ثيح ،ليوطلا رعشلا يوذ نيجتنملل بسانم سأر ءاطغ ءادترا بجي
بقثلا تلاآ ىلع لمعلا.
دارملا تلاوغشملا تيبثت ضرغل تاتبثم وأ ةمزلمب بقثلا ةلآ دوزت نأ بجي نمآ لكشب نوكت ثيحب ،اهبقث
قلازنا مدعل ،ًاديج اهفيظنتو ضرلأا ىلع نم تويزلاو موحشلا ةلازإو ،هفيظنتو لمعلا ناكم ميظنت بجي
نيجتنملا.
كيديب ةطرخملا فرط لثم يرئاد لكشب لمعي ءزج يأ فاقيإ لواحت لاو ،ةكرحتملا ءازجلأا نع كيدي دعبا
هتعرس تناك امهم.
عض ءوض يف لمعت لااهنارود ءانثأ ءازجلأل رظنلا ليطت لاو ، في.
ليغشتلا ةعطق تيبثت نم دكأت ىفديج لكشب اهطبرم
اهنارود ءانثأ ةنيكام يأ تاعرس رييغت مدع
فلت يف كلذ ببستي دقف ،ليغشتلا عضو يف اهكرت وأ ،ةنيكام يأ ىلع لمعلا ءانثأ نيرخلآا عم ثدحتلا مدع
ةنيكاملاو ةلوغشملا.
لواحت لاكلذب ةصاخلا ةكوشلا وأ ةاشرفلا مادختساو ،كيديب شيارلا ةلازإ
ةرشابم طبرلا وأ كفلا ةيلمع دعب ةطرخملا فرظ نم فرظلا حاتفم عزن بجي.
يف ةدايز يأ نأ ثيح ،ةلوغشملا عونل ةبسانملا عطقلا تاعرسب تانيكاملا ليغشت بجيس وأ عطقلا ةعر
فلت ىلإ يدؤي ،يعيبطلا لدعملا نع ةيذغتلا ةوق نع جتانلا ةلوغشملا كرحت لامتحاو ،اهرسك وأ ةدعلا
جتنملا ةباصإ لامتحاو ةلوغشملا فلت ىلإ يدؤي دق امم ،عطقلا.
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نداعملا ةكابس شرو ىف ةملاسلا تاداشراو دعاوق
ىلولأا روصعلا ربع تفشتكا يتلاو ،نداعملا ليكشت لاجم يف ةيساسلأا تاعانصلا مدقأ نم نداعملا ةكابس ربتعت
نم ت عجريو ،تاراضحلا مظعم دنع ترهظو ،خيراتلا ىلإ اهخيرا0444 دلايملا لبق ةنس ناسنلإا فرع ذنم(
)ةدودحملا تاعانصلاو ةكابسلا ةيلمع اهيضتقت يتلا ةطيسبلا تاميمصتلا ةقيرط .
و .كاذ نآ مولعلا نم ملع يأ لثم اهلثم ،ةدودحم تازيهجتو تاودأو طيسب بولسأب ةعانصلا هذه تمدختسا ذخأ دق
ملعلا لقص دقلو .نلآا هيلع يه ام ىلإ تلصو ىتح ،ًايجيردت روطتلاو راهدزلاا يف اهمادختساو اهتعانص لاجم
ةماع لوصأو دعاوق اهل عضوو ةعانصلا كلت رارسأ.
يف رهصنملا ندعملا بص للاخ نم جتنم ىلع لوصحلل ليكشت ةيلمع اهنأب نداعملا ةكابس ةيلمع فيرعت نكميو
يلمر بلاق يلمرلا بلاقلا نم كوبسملا عفريو ،بولطملا )جتنملا( كوبسملا لكشب غارف ىلع يوتحي ،يندعم وأ
درجمب كوبسملا جارخإ نكمي هنإف )ميدتسملا( يندعملا عونلا نم بلاقلا ناك اذإ امأ ،ندعملا ةدوربو دمجت درجمب
دمجتلا مامت دعب ضعبلا امهضعب نع بلاقلا يئزج لصف.
نداعملا ةكابس تايلمع يف ةملاسلا تاداشرإو دعاوق
بسن رايتخا لثم ،نارفلأا ىلإ هنحش لبق ماخلا دادعلإ لحارم ةدعب مايقلا ىلإ نداعملا ةكابس ةيلمع بلطتت
ماخلا– ريسكتلا ةيلمع– ىرخلأا تايلمعلا نم اهريغو ... نحطلا ةيلمع.
صإو راطخأ يف ببستت يتلا تايلمعلا نم ريسكتلا ةيلمع تناك املو عطقلا رياطت للاخ نم نيجتنملل تابا
ةقرطملا لعف در نع ةجتانلا.
ةلاحلا نم ندعملا ليوحتب موقي يذلا نرفلا قيرط نع ةعفترم ةرارح تاجرد بلطتت نداعملا رهص ةيلمعو
ةلئاسلا ةلاحلا ىلإ ةبلصلا.
قباسلاو ةدعملا بلاوقلا يف ةرشابم هبصو ةقتوبلا نم هلقن بلطتي رهصنملا ندعملاواهزيهجت.
بنجت ةيئاقو ةزهجأو تاودأ مادختساو ،ةينهملا ةحصلاو ةملاسلا ريبادت ذاختا ىلإ ةقباسلا تايلمعلا هذه بلطتت
ندعملا لقن ةيلمع ءانثأ ةقتوبلا نم ندعملا باكسنا لامتحاو ،ريسكتلا رطاخم لاجملا اذه يف نيلماعلا نيجتنملا
بص ءانثأ ررشلا رياطتو ،بلاوقلا ىلإ رهصنملا ندعملا.
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ةيئاقولا ةزهجلأاو تاودلأا
ىلع ظافحلل ةيئاقولا ةزهجلأاو تاودلأا مادختسا نداعملا ةكابس لاجم يف نيلماعلا نيجتنملا عيمج ىلع بجي
: يتلآاك يهو مهنمأو مهتملاس
لاعتشلال ةلباق ريغلاو ةرارحلل ةمواقملا تينيملأا ةدام نم ةعونصم ردصلا تايقاو.
نيديلا تايقاولاعتشلال ةلباق ريغلاو ةرارحلل ةمواقملا تينيملأا ةدام نم ةعونصم
لاعتشلال ةلباق ريغلاو ةرارحلل ةمواقملا تينيملأا ةدام نم ةعونصم نيقاسلا تايقاو
دلجلا نم ةعونصم ةيذحأ يف ةلثمتملا نيمدقلا تايقاو
توصلل تامتاكو تادادس يف ةلثمتملا نذلأا تايقاو
هجولاو رظنلا تايقاوةرارحلل ةمواقملا ةفافشلا هجولأا يف ةلثمتملا
ةيلخاد ةيذحأب ةفلغملاو ندعملا نم ةعونصملا ةعبقلا يف ةلثمتملا سأرلا تايقاو.
ةراضلا تازاغلاو ةرخبلأا نم ةياقولل يسفنتلا زاهجلا تايقاو
اهيلإ لوصولا لهسي نكامأب نوكت نأ يغبني ،قئارحلا نم ةياقولل ءافطإ ةزهجأ.
23
ةعبارلا ةيميلعتلا ةدحولا
ةيصخشلا ةياقولا تاودأ
24
ناونع ةيميلعتلا ةدحولا ةيصخشلا ةياقولا تاودأ :
ددحملا تقولا : ةعاس
الأةددحملا فاده ىلاوح قرغتست ىتلا ةيبيردتلا ةرتفلا ةياهن ىف : ةعاس : ىلع نيرداق نوبردتملا حبصيس
فيرعت ةيصخشلا ةياقولا تاودأ
ءادترا ةيمهأ ديدحتأ ةيصخشلا ةياقولا تاود
ىلع فرعتلاأ ةفلتخملا ةيصخشلا ةياقولا تاودأ عاون
الأ : ةمدختسملا ةيبيردتلا بيلاس
ةيشاقنلا ةرضاحملا
ةيعامجلا ةشقانملا
ىنهذلا فصعلا
يعملان: ةبولطملا ةيبيردتلا تا
ةيميدقتلا ضورعلا
زريلاف
ةيحيضوت تاهويديف
أ مييقت بولس ةدحولا
ىدعبو ىلبق رابتخا
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ةيصخشلا ةياقولا تادعم
ب دوصقملا ام تادعم ةيصخشلا ةياقولا
نمو ةرشابملا لمعلا ثداوحو تاباصإ نيجتنملل نمؤت يتلا ةياقولا لئاسو مهأ يه ةيصخشلا ةياقولا تادعم
يهو ةينهملا ضارملأا رايتخلاا نسحب اهتءافكو هلمع ةعيبطل اقفو جتنملا اهمدختسي ةيئاقولا ددعلا نم ةعومجم
جتنملا نع رطخلا عنم يف اهفده قيقحت اهل نكمي ىتح اهلامعتسا ةلوهسو ةيجاتنلإا ةيلمعلاو مسجلل اهتمءلام يف
نومأملا دحلا ىلإ ضرعتلا ةجرد فيفخت وأ.
تاصصختلاو ةيجاتنلإا تايلمعلا مئلاي امب فانصلأا نم ديدعلا ىلإ ةيصخشلا ةياقولا لئاسو عونتتو، عفد ام اذه
هعونتو اهجاتنإب ننفتت نأ ةيصخشلا ةياقولاو ةملاسلا لئاسول ةعنصملا تاكرشلا نم ريثكلاا :اهنم ركذنو-
ةياقو سأرلا
مدختست ةذوخلا ةبلصلا ةجلاعملا كيتسلابلاب امحلةي سأرلا ةمواقمو تامدصلا ةليقثلا نود نأ رسكنت كلذك
مواقت قارتخلاا مجانلا نع طوقس ماسجأ ىلع سأرلا.
لبق مادختسا ةذوخلا بجي دكأتلا نم اهتملاس مدعو دوجو تاققشت وأ تامدص اهب نأو ةطبرلأا ةناطبلاو ريغ
ةقزمم
ةياقو نيعلا هجولاو:
ةياقول نيعلا هجولاو نم رطاخملا ةيئايميكلا ةيكيناكيملاو ) زرش رياطتم - رهصنم ندعم- ...خلا ( بجي ءادترا
تاراظنلا ةيقاولا وأ تاراظنلا ةيجاجزلا ةيقاولا وأ يماح هجولا.
يقاو نذلأا:
بجي يلع عيمج نيلماعلا نيذلا نولمعي يف نكامأ ةيلاع ءاضوضلا ديزتو اهتدش نع 85 لبيسيد ءادترا
تادعم ةياقو نذلأا ىتح لا اوضرعتي دقفل ةساحعمسلا مهيدل ايجيردت عم لوط ةرتف ضرعتلا هذهل ءاضوضلا
نكمي ىتح نأ اولصي يلإ ةجرد اودقفي اهيف مهعمس ايئاهن
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موقي لوئسم مسق ةملاسلا ةحصلاو ةينهملا سايقب ةجرد ءاضوضلا يف ناكم لمعلا يلعو ءوض جئاتن سايقلا
· متي رايتخا ةدعملا ةبسانملا ةياقول نذلأا.
تادعم ةياقو نذلأا:
تامهم ةياقولا ةصاخلا نذلأاب موقت ضيفختب ةجرد ءاضوضلا ىف ناكم لمعلا ىلإ دح لقأ نم دحلا حومسملا
ضرعتلا هل بتكيو ، ىلع لك ةدعم اهنم ةميق ضيفختلا ىف ةدش ءاضوضلا ىتلا اهنكمي نأ اهضفخت.
1. ةيطغأ نذلأا:
يطغت نذلأا ةيجراخلا نوكتو ازجاح توصلل يهو رفوت ةيامح نذلأل نم رطخ ضرعتلا ءاضوضلل ةيلاعلا.
2. تادادس نذلأا:
عضوت لخاد ةانق نذلأا عنصتو نم كيتسلابلا وأ طاطملا اهنكميو ليلقت ءاضوضلا يتلا لصت يلإ نذلأا لمعتستو
يف نكاملأا يتلا غلبت اهيف ةدش ءاضوضلا ةيلاع ادج
ةياقو مدقلا:
نم رثكأ تاباصلإا يتلا ضرعتي اهل نولماعلا يف نكاملأا ةيعانصلا يه تاباصإ ،مدقلا كلذل بجي رارمتسا
ءادترا ةيذحأ ةملاسلا ةيامحل مدقلا.
عاونأ ةيذحأ ةملاسلا:
ةيذحأ ةملاس ةيدلج نوكت اهتمدقم ةاطغم بلصلاب ةيامحل عباصلأا نم رطخ ءايشلأا ةطقاسلا كلذك دجوت ةعطق
نم ذلاوفلا نيب لعنلا ةيامحلل نم رطاخم قارتخلاا ةطساوب داوملا ةداحلا لثم ريماسملا عاونلأا هذهو اضيأ عنمت
قلازنلاا يف نكامأ لمعلا.
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ةيذحأ ةملاس ةيطاطم ةليوط لمعلل نكاملأاب ةلتبملا هايملاب امئاد اهلمعتسيو كلذك لاجر ءافطلإا.
ةيذحأ ةملاس ةيطاطم ةصصخم نيلماعلل يف لاجم ءابرهكلا ثيح رفوت مهل ةيامح ةريبك دض قعصلا رايتلاب
يئابرهكلا.
ةياقو زاهجلا يسفنتلا:
لمعتست ةزهجأ سفنتلا ةفلتخملا نيكمتل صخشلا يذلا اهيدتري نم لمعلا يف نكامأ نوكت ةبسن نيجسكولأا اهيف
ريغ ةيفاك ةيلمعل سفنتلا ببستو رطخ يلع ،ةايحلا وأ نكامأ اهب تازاغ ةماس وأ ةبرتأ ،ةحصلاب رضت متيو
رايتخا ةزهجأ سفنتلا ةبسانملا لمعلل دعب فرعتلا يلع ةعيبط داوملا يتلا ضرعتي اهل ةجردو نولماعلا اهتروطخ
دعبو ءارجإ تاسايقلا ةمزلالا ةبسنل نيجسكولأا.
مازحلا يقاولا لبحو ذاقنلإا:
مدختست ةمزحأ ةملاسلا لبحو ذاقنلإا دنع لمعلا يف نكامأ ةعفترم كلذو نيمأتل لماعلا نم رطخ ،طوقسلا
ايلاح متيو مادختسا مازح توشارابلا لادب نم مادختسا مازحلا ىداعلا.
يف ةلاح لمعلا لخاد نكاملأا ةقلغملا وأ تانازخلا متي مادختسا مازح ةملاس صاخ لبحو ذاقنإ كلذو ىتح
جارخإ نكمي لماعلا يف عضو ميقتسم لا هضرعي ةباصلإل دنع هجارخإ يف تلااح ئراوطلا.
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ةياقو ديلا
مدختسي ةيامحل يديلأا تازافقلا ةيقاولا كانهو ةدع عاونأ اهنم يلع وحنلا يلاتلا:
تازافقلا ةيقاولا ةعونصملا نم شامقلا دلجلاو غوبدملا مدختستو ةيامحل يديلأا نم اياظشلا ماسجلأاو ةداحلا
دنع ةلوانم داوملا يتلا اهب فارطأ ةداح.
تازافقلا ةيقاولا ةعونصملا نم طاطملا وأ كيتسلابلا لمعتستو ةيامحل يديلأا ءانثأ ةلوانم داوملا ةيئايميكلا
ضامحلأاك تايولقلاو
تازافقلا ةمواقملا ةرارحلل مدختستو دنع لمعلا يلع تادعملا ةنخاسلا لثم بيبانأ راخبلا وأ كاسملإ يناولأا
ةيجاجزلا ةنخاسلا لماعملاب ءانثأو تايلمع ماحللا.
ةيامح مسجلا:
تلاوهرفولأا ليارملاو ةيقاولا مدختستو دنع لمعلا برقلاب نم تانيكاملا يفو شرولا.
فطاعملا لدبلاو ةيقاولا ةعونصملا نم كيتسلابلا مدختستو ةيامحلل نم رطاخم داوملا ةيئايميكلا لثم
تايولقلاو ضامحلأا.
29
ةدحولا ةيميلعتلا ا ةسماخل
تافاعسلإا ةيلولأا
31
ناونع ةيميلعتلا ةدحولا : تافاعسلإا الأ ةيلو
ددحملا تقولا : 3اس تاع
الأ ةددحملا فاده ىلاوح قرغتست ىتلا ةيبيردتلا ةرتفلا ةياهن ىف :3 تاعاس : ىلع نيرداق نوبردتملا حبصيس
ا ىلع فرعتلالأ قودنص ىف اهرفاوت بجاولا تاود تافاعسلإا الأ ةيلو
ىلع فرعتلاأ تايولو تافاعسلإا ةيلولاا
ةطيسبلا حورجلا فاعسا ةقيرط تاءارجا لمع
ةقيمعلا حورجلا فاعسا ةقيرط تاءارجا لمع
نيب ةقرفتلاأ تاءارجا لمعو قورحلا عاون تافاعسلإا اهعاونا عيمجل
تاءارجا لمع تافاعسلإا الألل ةيلو رسكب باصم
تاءارجا لمع تافاعسلإا الأ ةيلو نيعلا ىف باصملل
تاءارجا لمع تافاعسلإا الألل ةيلوىعولا نادقفب باصم
لمعتاءارجا تافاعسلإا الأ ةيلو فيزنلا ةلاح ىف
الأ : ةمدختسملا ةيبيردتلا بيلاس
ةيشاقنلا ةرضاحملا
ةيعامجلا ةشقانملا
راودلأا ليثمت
ىنهذلا فصعلا
يعملان : ةبولطملا ةيبيردتلا تا
ةيميدقتلا ضورعلا
قودنص دادعا تافاعسلإا الأو ةيلوأ هتاود
زريلاف
ةيحيضوت تاهويديف
ألا مييقت بولسةدحو
ىدعبو ىلبق رابتخا
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فيرعت تافاعسلإا :ةيلولأا
تافاعسلإا .ةيبطلا ةدعاسملا وأ فاعسلإا لوصو لبق باصملا ىلإ مدقت يتلا ةيروفلا ةياعرلا نع ةرابع ةيلولأا
ةيلديص تافاعسلإا ةيلولأا
عقوم تافصاومو ةيلديص هشرولا:
( ماقرلااب ةطنش نوكت لا لاثمف دحأ ىأ قيرط نع ةعرسب اهحتف لهسي لكشلا ةطيسب ةطنشلا نوكت نأ بجي
دوجوم ريغ نوكي امبر ىذلا اهبحاص لاا اهحتف عيطتسي لاف ) حيتافم اهل ةطنش وا
هديعب عضوتو ةلوهسب اهيلا لوصولا لهسي ىتح اهدوجو نكامأب ةطنشلا لخاد بيترتلاب ءايشلاا عضوت نع
فاجو دراب ناكم ىفو رشابملا سمشلا ءوض نع ةديعب ، ةكرحلا نكامأ
نكمي فاعسلاا ةطنش رفاوت مدع ةلاح ىفو ةشرولا نم ةقرفتم نكامأ ىف ةريغص طنش دجاوت نم دبلا
تاراهم مادختسا تافاعسلإا طبر وأ ةروسكم دي قيلعتل ةطبرلاا وأ ، روسكلا تيبثت ىف مازحلا لثم ةيلولاا
حرج
تايولوأ تافاعسلإا الأ ةيلو
ب دوصقملاأ ىف ةباصا عم فيزن عم روسك دوجو لاثم ةلكشم نم رثكا دوجو ةلاح ىف هنا ىه فاعسلاا تايولو
: ىتلااك لخدتلل ةيولوا كانهف سفنتلا فقوت اهنع جتني ردصلا وا ةبقرلا وا سأرلا
ىعانص سفنت لمعب لاوا سفنتلا فقوت فاعسا.
رسكلل ةريبج لمع
اهدوجو ةلاح ىف اهجلاعو ةمدصلا ثودح عنم
ةسردملاب ةشرو لك ىف اهرفاوت بجاولا تافاعسلإا قودنص تانوكم
ددع2 ضرع مقعم ريغ شاش طابر5 وا مس14 مس
ددع2 ساقم رايغلل مقعم شاش طابر0 مس
ددع2 ساقم رايغلل مقعم شاش طابر8 مس
ددع1 طغاض طابر5 مس
ددع1 طسوتم ىبط نطق سيك
ددع1 ) رتسلاب ( قصلا طيرش ةركب2 مس
) نيداتيب ( ىجراخ رهطم ةجاجز ددع
لوحك رهطم ةجاجز ددع
ىبط نوباص
صقم
ددع2 ) تاقلاع ( ثلثم طابر
رتمومرت
) ءىفاد وا دراب ءاوس ةدامك لامعتسلال ( ءام ةبرق
ددع1 لال ةمقعم ريغ كيتسلاب تازافق سيك ةدحاو ةرم لامعتس
ةدحاو ةوبع حلم لولحم
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نيجسكوا ءام
قورحلل مهارم
بشخ ناسل ضفاخ
نيع ةرطق
ةبيقح حضوت ةروص تافاعسلإا الأةيلو
: ) يلولأا حسملا ( باصملل يئدبملا مييقتلا
اذه ةايح ددهت يتلا لماوعلا ىلع فرعتلا متي اهللاخ نم و باصم فاعسلإ مدقتلل عبتت يتلا تاوطخلا يه
: نأ نكمي تاوطخلا هذه قيرط نع و باصملا
- ةايح شعنت- باصملا ةلاح نسحت- .تافعاضملا عنمت
: تاوطخ ثلاث ىلع لمتشي و ، يناوث ةدع يلولأا حسملا ءارجإ قرغتست دق و
1- باصملا ىلع وأ كيلع راطخأ يأ نم هولخ و ناكملا صحفت
Check
2
-
ةدعاسملا بلطت
Call
3
- باصملا فعست Care
•
:باصملا فاعسإ
:يتلآا قيرط نع كلذ و ، هتباجتسا ىدم و باصملا يعو ةجردل قيقد مييقتب أدبا
- :يعولا ةجرد
لآا قيرط نع نوكي و ًايعاو باصملا ناك اذإ امم دكأتلل :يت
)هكيرحت مدع ةاعارم عم( ريخب ناك اذإ امع هلأسا و هزه
. ًايعاو ربتعيف ريبعتلا وأ درلا عاطتسا اذإ
أدبا و ، هدرفمب باصملا كرتت لا و ، فاعسلإاب لاصتلاا ةراملا دحأ نم بلطاف عطتسي مل اذإ، ضبنلا سجب
يئاوهلا رمملا دادسنا مدع نم دكأتلا كلذ و سفنتلا ةظحلام و ( ةيبنجلأا ةيدجبلأا فورحلا ةلسلس قيبطتب
) طقف ةركذتلل
CAB
C
:)ضبنلا( ةيومدلا ةرودلا
Circulation
ىلع دوجوملا يتابسلا نايرشلا نم ضبنلا سح قيرط نع كلذ و ، ضبني باصملا بلق نأ نم دكأتلا بجي
نايرشلا نم ضبنلا سح متيف عيضرلا امأ لفطلا و غلابلا يف ةبقرلا يبناج دضعلا فصتنم يف دوجوملا يدضعلا
.عيضرلل يلخادلا
.سفنتلا و بلقلا شاعنإ يف ءدبلا ىلإ رملأا جاتحي ، ضبن دوجو مدع ةلاح يف
33
A
:يئاوهلا رمملا
Airway
.حوتفم يئاوه رمم هيدل باصملا نأ نم دكأتلا بجي
.حوتفم ءاوهلا رمم نأ هانعم اذهف عاو وأ ملكتي ناك اذإف
باصملا ناك اذإ و عم عاطتسملا ردقب فلخلل سأرلا عفد قيرط نع نوكت ءاوهلا رمم حتف ةقيرطف ، يعولا دقاف
يلفسلا كفلا عفر قيرط نع نوكت حتفلا ةقيرطف ةبقرلاب ةباصإ ثودح عقوت ةلاح يف امأ ، ىلعأ ىلإ نقذلا عفر
. قنعلا كيرحت نود نيديلا عباصأب نيتيوازلا نم ىلعأ ىلإ
سنا ثدحي دق ًانايحأ و رملأا جاتحي ةلاحلا هذه يف و بيرغ مسج يأ وأ لئاوس وأ ماعط ةطساوب ءاوهلا رممل داد
.ًلاوأ دادسنلاا ةلازإ ىلإ
B
:سفنتلا
Breathing
ريغ سفنت تاوصأ يأ رودص وأ سفنتلا يف ةبوعص يأ دوجو ةظحلام و ، سفنتي باصملا نأ نم دكأتلا بجي
.ةيعيبط
بجيف يعولا دقاف باصملا ناك اذإ .ًاحوتفم يئاوهلا رمملا ىلع ظافحلا
ةظحلام ( باصملا ردص ضافخنا و عافترا ةيؤر و باصملا فنأ و مف نم باصملا ريفز عامس و ساسحإ
.) سفنتلا
و غلابلل فنلأل مفلا وأ مفلل مفلا قيرط نع يعانص سفنت ءاطعإ يف ًاروف ءدبلا بجيف سفنتي لا باصملا ناك اذإ
ضرلل ةبسنلاب امأ لفطلا.ًاعم عيضرلا فنأ و مف ىلع فعسملا مف عضيف عي
ةيبلقلا تامزلأا
و ، مدلاب بلقلا ةلضع يذغت يتلا نييارشلا دحأب ديدش قيض وأ ةطلج ثودحل ةجيتن ًابلاغ ثدحت ةيبلقلا ةبونلا نإ
. ةقباس تارم ةدعل ةرركتم نوكت نأ وأ ةرم لولأ ثدحت نأ نكمملا نم ةيبلقلا ةبونلا هذه
•تاملاعلا : ضارعلأا و
1- ، امهيلك وأ نيفتكلا دحأ ىلإ مللأا بعشتي دق و ، صقلا ةمظع ءارو ردصلا فصتنم يف ةطغاض و ةداح ملاآ
عرفتي يتلا ديلا نم رصنبلا و رصنخلا نيعبصلإا ىتح امهيلك وأ نيعارذلا دحلأ يلخادلا حطسلا و طبلإا كلذكو
و ةبقرلا ىتح مللأا دعصي دق كلذك و ، مللأا اهل رهظب حوللا يتمظع نيب مللأا ثدحي دق ًاضيأ و ، يلفسلا كفلا
.باصملا
2- . ضبنلا ةعرس يف ةدايز ًابلاغ و دراب قرع عم سفنتلا يف روصقب روعشلا
3- .توملا ةظحل بارتقاب روعشلا
0- .ئش يأ لمع ىلع ةردقلا مدع و ديدشلا كاهنلإاب روعشلا
5- فشلا و ًابحاش باصملا هجو نوكي دق و مللأا عم نايثغ ثودح نكمي و ، ةحضاو ةقرز امهب رفاظلأا و نات
. ةيبلقلا ةبونلل بحاصم ئق مث نطبلا ىلعأ
• تافاعسلإا :ةيلولأا
1- .ًايعاو باصملا ناك اذإ ) سلاج فصن ( حيرم عضو يف باصملا عض
2- .بلقلا تلااح فاعسلإ ةصاخ ةزهجملا فاعسلإا ةرايسب لاصتلاا صخش يأ نم بلطا
3- ءانثأ يف همادختسا نكمي ءاود يأ نع تامولعم يأ كل يطعي نأب حمست يعولا نم ةلاح يف باصملا ناك اذإ
.ةعرسلا ىهتنمب همادختسا ىلع ًاروف هدعاس ، ةمزلأا
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0
-
بلقلا شاعنإ ةيلمع ًاروف أدبا ضبنلا فقوت ةلاح يف.سفنتلا و
5- لإا ردقب لواح ، باصملا ةلاحب رضي لقنلا نأ ثيح لوصحلا دعب لاإ باصملا لقن يف فرصتلا مدع ناكم
.نيبردم لاجر قيرط نع لاإ لقنلا متي لا ًاضيأ و ، صصختم بيبط ةراشتسا ىلع
1- .هتلاح روهدت ىلإ يدؤت دق يتلا تارثؤملا لك داعبإ و ةتئدهت و باصملا ةنأمط ىلع لمعت نأ سنت لا
7- .فاعسلإا ةبرع ىلإ تاوطخ عضبل ول و ريسي هعدت لا ، ةمات ةحار يف باصملا لظي
سفنتلا و بلقلا شاعنإ ( ةئجافملا امهتفيظو فقوت دعب
CPR
)
مسجلا فئاظو ىلع ةظفاحملا وه ، ةئجافملا امهتفيظو فقوت دعب سفنتلا و بلقلا شاعنإ ملعت نم فدهلا نإ
يبطلا قيرفلا رضحي ىتح ةيويحلا .صصختملا
•:ئجافملا بلقلا فقوت فيرعت
ىلإ نيجسكلأاب لمحملا مدلا لوصو مدع ىلإ يدؤي امم لمعلا نع ةيومدلا ةرودلا و يسفنتلا زاهجلا فقوت وه
للاخ باصملا شاعنلإ عيرسلا لخدتلا بجي و ، هيعول باصملا نادقف و خملا3 ىلإ5 نم للاقلإل كلذ و ، قئاقد
م تافعاضملا ثودح ةبسنفلت : لث .خملا ايلاخ ةصاخ و مسجلا ايلاخ
•:ئجافملا بلقلا فقوتب ةباصلإا دكؤت يتلا تاملاعلا
1- يعولا نادقف2- سفنتلا فقوت 3- ضبنلا فقوت
( دحاو فعسم ةطساوب غلاب صخشل امهتفيظو فقوت دعب سفنتلا و بلقلا شاعنإ
CPR
)
قو عرسأ يف متت نأ بجي باصملا صخشلا شاعنإ ةيلمع ( نكمم ت1 – 3 نيب تقولا ديزي لا ثيحب ) قئاقد
( ىلع ذاقنلإا و ةباصلإا3 – 5 ايلاخ رومضب صخشلا ةباصإ ىلإ يدؤت هذاقنإ يف ريخأت ةقيقد لك نإف ، ) قئاقد
وبيغلا ىلإ يدؤي امم ، خملا.هفاعسإ دعب للشلا وأ ةب
•:باصملا شاعنإ اهتطساوب متي يتلا تاوطخلا
1- باصملا فتك زه .يعولا نادقف نم دكأتلل فطلب
2- .يعولا نادقف نم دكأتلل ؟ ) ريخب تنأ له ( لاع توصب خرصا
3- يدؤي اذهف كسفنب ةدعاسم راضحلإ باصملا تكرت اذإ هنأ ثيح ، فاعسلإا بلطب ريغلا نم ةدعاسملا بلطا
.تقولا عايض ىلإ
0- و ةبقرلا دانسإ ةاعارم عم هرهظ ىلع ماني ثيحب باصملا فل.شاعنلإا ةيلمع ءدبل سأرلا
5- علأ نقذلا عفر عم لاثم ىرسيلا ديلاب فلخلل باصملا سأر نثال تارمملا ناسللا دسي لا ىتح ، ىنميلا ديلاب ى
.ةيئاوهلا
1- سفنتلا توص عمسا و سسحت ، ردصلا ةكرح ةظحلامب موقتل باصملا فنأ و مف نم كنذأ و كهجو برق
دكأتلل ، نيدخلا دحأ ىلع جراخلا . فقوت دق هنأ وأ ًارمتسم سفنتلا ناك اذإ امم
7- .ةيئاوهلا تارمملا ناسللا دسي لا ىتح ةيئاوهلا تارمملا حتف يف رمتسا
8- ءاوهلا برستي لا ىتح ةهبجلا ىلع ةعوضوملا ديلاب باصملا فنأ دس عم باصملا مف ىلع كمف عضو مكحأ
.لخادلا
9- طعا2 لا عافترا ظحلا و ، نييلاتتم ريفز.ريفزلا ءاطعإ ءانثأ ردص
14- .ًارخؤم ئق ثودح لامتحا و نطبلا خافتنا ىلإ يدؤي ريفزلا زاجتحا ثيح ، باصملا نم جرخي ريفز لك عد
11- نم دكأتلل ، كنم رز لك ءاطعإ دعب باصملا نم جراخلا ريفزلا توص ىلإ عمتسا و ردصلا ةكرح ىلإ رظنا
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.جرخ دق ءاوهلا نأ
12- بسلا نايرشلا صحفا ةلضعلا و مدآ ةحافت نيب عقاولا فيوجتلا ىلع نيعبصإ عضوب كلذ و ، ةبقرلاب يتا
.دعب فقوتي مل ضبنلا نأ نم دكأتلل ، ةبقرلاب ةراملا
13- طعا سفنت دجوي لا نكل و ، باصملاب ضبن دجو اذإ12 .ضبنلا صحفا مث ريفز
10- جلإ دادعتسلال ، باصملا فتك راوجب عكرا ، ضبنلا سحت مل اذإ.بلقلل يجراخ كيلدت ءار
15- هفصتنم ىلإ ًادعاص يردصلا صفقلا ةفاح سسحت و ، ردصلا لفسأ ىلع ةبابسلا و ىطسولا نيعبصلإا عض
.صقلا ةمظع لفسأب لصتملا يرجنخلا فورضغلا ىلإ لصت ىتح
11- .يرجنخلا فورضغلا ىلع ةبابسلا و ىطسولا نيعبصلإا عض
17- اوجب ىرخلأا ديلا ةمظع ةرخؤم عض.نيعبصلإا ر
18- .ةيناثلا ىلع ىلولأا ديلا عض
19- نم طغضني ىتح يردصلا صفقلا ىلع طغضا0 ىلإ5 :يتلآا ةاعارم عم مس
•54 % ، طغض54 % .ماظتناب بلقلا غيرفت و ئلمب حمسي ىتح ، طاسبنا
•.روسكب ردصلا ةباصإ تافعاضم بنجتل ، ًايدومع فتكلا نم طغضلا نوكي نأ
•لا نوكي نأ.تاطغضلا فعضي ينثملا عوكلا نأ ثيح ، نيميقتسم ناعوك
• ىلإ يدؤت ةقيرطلا هذه ثيح تاطغضلا يف مسجلا نزو مادختسا عم ذخفلا لصفم نم ةطغضلا ةكرح نوكت
.دوهجم نودب رسي
24- نوكي ثيحب يعانصلا سفنتلا و بلقلا كيلدتل بسانملا لدعملا ءارجإب مق15 ىلإ ةطغض2 ، ةرود لكل ريفز
.تارم عبرأ ةرودلا رركت و
21- .ريفزلا ءاطعإ ءانثأ ردصلا عافترا ةكرح ظحلا
22- ( عبرلأا تارودلا ةياهن يف تاطغضلا لدعم نوكي نأ صرحا14 – 84 )ق/ض
23- لك يتابسلا نايرشلا صحفا0 .هفقوت رارمتسا وأ ضبنلا عوجر نم دكأتلل ، تارود
20- طعا ضبن دجو اذإ12 صحفا مث ًاريفز .رخلآ نآ نم ضبنلا
25- .يعانصلا سفنتلا و بلقلا كيلدت يف رمتساف ، ضبنلا سحي مل اذإ
:يتلآاب فاعسلإا غلابإ دعاسملا ىلع بجي و فاعسلإا ءاعدتسا هنم بلطا كتدعاسمل صخش رضح اذإ
•.باصملا ناونع
• ةيبلق ةمزأ ( ةلاحل ثدح اذام– ةيبلق ةتكس– مداصت ثداح- ) .......
36
•
.هنم ملكتي يذلا نوفيلتلا مقر
•ا نيباصملا ددعل.فاعسلإ نوجاتحي نيذ
•.غلابلا تقو نيباصملا ةلاح
•.نيباصملل فاعسإ نم مت اذام
ىتح ، غلابلا ىقلتي يذلا صخشلا اهعضي نأ دعب ثيدحلا ةياهن يف نوفيلتلا ةعامس عضو غلبملا ىلع بجي و
ىقلتي يذلا صخشلا نأ ًامامت دكأتي.ةمزلالا تامولعملاب ىفتكا دق غلابلا
ءاعدتسلا عرشأ مث ، ةقيقد ةدمل سفنتلا و بلقلا شاعنإ لمع يف رمتسا ، كتدعاسمل صخش يأ رضحي مل اذإ امأ
.سفنتلا و بلقلا شاعنإ لامكتسلا باصمل ًاعيرس ةدوعلا و ، فاعسلإا بلطل صخش يأ
؟ شاعنلإا ةيلمع نع فقوتلا متي ىتم
1- دوعي امدنع .ضبنلا و سفنتلا
2- .بلقلا تامدص زاهج دجاوت وأ فاعسلإل يبطلا قيرفلا رضحي امدنع
3- .فعسملل ديدشلا قاهرلإا
: شاعنلإا ةيلمعءانثأ اهثودح لمتحملا رارضلأا
ةئرلا كتهت ىلإ يدؤي عولضلا رسك
ةوقرتلا ةمظع رسك
:باصملل دودسملا ءاوهلا ىرجم حتف اهتطساوب متي يتلا تاوطخلا
1- .دودسم يئاوهلا ىرجملا نأ نم دكأتلل ، قانتخلااب سحأ وأ قرش دق ناك اذإ باصملا ظحلا
2- ةدعاسم ديري ناك ذإ امع باصملا لأسا
3- دعاسي لاعسلا نإف ، ةيئاوهلا تارمملل ًايئزج دادسنلاا ناك اذإ هنأ ثيح ) حكي ( لعسي نأ باصملا نم بلطا
.بيرغلا مسجلا درط ىلع
0- ل اذإ هتبقر كاسمإ يف أدب و ) حكي ( لعسي نأ عيطتسي لا وأ كيلع درلا عطتسي م
: يتلآاك كلذ و ، ءاوهلا ىرجم جراخ بيرغلا مسجلا ظفلي ىتح كيلمياه ةقيرط تاوطخ عبتا
- . ) طسولا ( هرصخ لوح كعارذ فل و ، باصملا فلخ فق
- ةرسلا قوف باصملا نطب مامأ كدي ةضبق نم ماهبلإا بناج عض. ىرخلأا ديلاب كتضبق كسما و ، ةرشابم
- . ةعيرس تاعفدب نطبلا ىلع و لخادلا ىلإ طغضا
- .هيعو باصملا دقفي وأ بيرغلا مسجلا جرخي ىتح ةعيرسلا تاعفدلا هذه ررك
• نيديلا عضو متي كلذل ، ىودج نود اهتيلعاف عيضت تاعفدلاف ، نيدبلا وأ لماحلا ةلاح يف عبتت لا ةقيرطلا هذه
م .صقلا ةمظع فصتن
) غلاب صخش ( يعولا دقاف باصمل دودسملا ءاوهلا ىرجم حتف
: باصملل دودسملا ءاوهلا ىرجم حتف اهتطساوب متي يتلا تاوطخلا
1- حتف نم نكمتت يكل ، هرهظ ىلع ءاقلتسلاا عضو يف هعضت و هفلت نأ بجي ههجو ىلع ىقلم باصملا ناك اذإ
.ءاوهلا ىرجم
2- حأ ةدعاسم بلطا.فاعسلإا بلطي نأب كراوجب د
3- صملا سأر نثا با نم بيرغلا مسجلا جرخي نأ لمتحملا نم ثيح ، نيبناجلا دحأ ىلع ةطيسب ةلامإ عم فلخلل
37
.ضرلأا ىلع باصملا عوقو دنع هسفن ءاقلت
0- مسجلا ةلازلإ ، ةيفاطخ ةقيرطب لخادلا نم باصملا مف حسمل كعبصإ لخدأ .بيرغلا
5- يف حجنت مل اذإ.ردصلا عافترا ظح لا و ريفز دحاو ددع باصملا طعا بيرغلا مسجلا ةلازإ
1- : يتلآاك كلذ و ، ءاوهلا ىرجم جراخ بيرغلا مسجلا ظفلي ىتح كيلمياه تاوطخ عبتا ، ردصلا عفتري مل اذإ
- .باصملا يذخفب طيحت ثيحب كيتبكر ىلع سلجا
- .ةرسلا قوف ةدحاو دي ةحار عض
- ع ىرخلأا ديلا عض.ةيلاتتم ةعيرس تاعفد سمخب نطبلا ىلعلأ طغضاو ىلولأا ىل
7- تاوطخلا ررك0 ،5 ،1 .نيصتخملا و فاعسلإا ةدعاسم يتأت وأ بيرغلا مسجلا ظفلي نأ ىلإ
8- باصملا ءاطعإ يف أدباف بيرغلا مسجلا جارخإ نم تنكمت اذإ2 .ردصلا عافترا ظحلا و ، ريفز
9- ا ضبن تدجو اذإ ، ضبنلا صحفا ددع باصملا طع12 شاعنإب أدبا ضبن دجوي مل اذإ و ، ةقيقد ةدمل ًاريفز
.سفنتلا و بلقلا
قورحلا
•:قورحلا فيرعت
.رشابملا بهللا وأ ةيواك ةيواميك داومل وأ ةرارحلا ديدش يجراخ رثؤمل مسجلا ضرعت نم أشنت يتلا ةباصلإا
•:قورحلا بابسأ
1- بهللا لثم ةفاجلا ةرارحلا
2- رحلا.ةنخاسلا لئاوسلا لثم ةبطرلا ةرا
3- .يئابرهكلا قعصلا
0- .ةقيمعلا ةعشلأا
5- .تايولقلا و ضامحلأا لثم ةيواميكلا داوملا
•:قورحلا تاجرد
- .مللأاب روعش عم فيفخ مرو و دلجلا رارمحا ىلإ يدؤي ىلولأا ةجردلا نم قرح
- مرو عم عيقاقف روهظ ىلإ يدؤي ةيناثلا ةجردلا نم قرح.فيفخ رارمحا عم ديدش مللأابروعش و رهاظ
- اثلا ةجردلا نم قرحل فلت ةجيتن ةقرتحملا ةقطنملا يف مللأاب ساسحلإا باصملا صخشلا دقفي هيف و ةث
.ًامحفتم ًاقورحم دلجلا رظنم ودبي دق و ةيسحلاءاضعلأا
:ةماه تاميلعت
.قرتحملا ءزجلاب قصتلم ئش يأ عزنت لا
ارم وأ تويز يأ عضت لا.قرتحملا ءزجلا ىلع مه
.قرتحملا ءزجلا قوف رايغلا طبرل ًاقصلا ًاعمشم عضت لا
.ةرشابم قرحلا قوف ًايبط ًانطق عضت لا
مقت لا.قرحلا نع ةجتانلا عيقاقفلا عقفب
:قورحلا ةروطخ ىلع لدت تاملاع
1- نع قرتحملا ءزجلا ةحاسم ةدايز24 % و نيغلابلل ةبسنلاب مسجلا ةحاسم نم14 % ب.لافطلأل ةبسنلا
38
2
-
.ةيلسانتلا ءاضعلأا ةقطنم وأ نيمدقلا وأ ردصلا وأ نيديلا وأ ةبقرلا وأ هجولا قارتحا
3- .باصملا يعو ةجرد يف روهدت ثودح
•: قورحلا فاعسإ
مللأا فيفخت [ : ىلإ قورحلا فاعسإ فدهي– ثولتلا عنم- .] ةمدصلا جلاع
: لاوأ تافاعسلإا يسبلا قورحلل ةيلولأا:ةنخاسلا لئاوسلا و ةفاجلا ةرارحلا نع ةجتانلا ةط
1- .قيرحلا ناكم نع ًاديعب ةعرسب باصملا لقنا
2- .قرتحملا ءزجلا يف خافتنا ثدحي نأ لبق ةعاسلا وأ متاوخلا وأ سبلاملا باصملا ءزجلا قوف نم عزنا
3- ةدمل دراب ءام يف قرتحملا ءزجلا سمغا14 عشلا ءافتخا نيح ىلإ وأ قئاقد.مللأاب رو
0- .ثولتلل ًاعنم قرتحملا ءزجلا قوف ًافيظن ًارايغ عض
5- .نيرخلآا و كسفن ةيامحب مق و كيدي لسغا
:اايناث تافاعسلإا :)ريبكلا ناسنلإا فك مجح = قرتحملا ءزجلا مجح ( ةريبكلا قورحلل ةيلولأا
1- ىلع باصملا عض ، نارينلاب ةلعتشم باصملا رعش وأ سبلام تناك اذإ ىلع ًايقلتسم ضرلأا
.ءاملاب هرمغا وا ةداجس وأ ةيناطبب باصملا طغ و ، هرهظ
2- لمعب مق تافاعسلإا .يئاوهلا ىرجملا ةيرح و سفنتلا نيمأتل ةيلولأا
3- .ثولتلل ًاعنم ، فيظن رايغ وأ ةفيظن سبلامب هلك قرتحملا ءزجلا طغ
0- .رخآ بورشم يأ وأ ءاملا نم تاعرج باصملا طعا
5- ا. ةمزلالا ةيبطلا ةياعرلا ميدقتل يبط زكرم ىلإ باصملا لقن
:ااثلاث تافاعسلإا : ةيواميكلا داوملا نع ةجتانلا قورحلل ةيلولأا
داوملا .نيعلا و دلجلا بيصت يه و ، تايولق وأ ًاضامحأ نوكت ام ًابلاغ ةيواميكلا
1- ًاروف باصملا صخشلا سبلام عزنا
2- ريزغ ءامب مسجلا لسغا نع لقت لا ةدمل34 .هايم موطرخ وأ شدلا ًامدختسم ةقيقد
3- .ةيواميكلا داوملا ةلداعمل داوم يأ لمعتست لا و ًاديج ءاملاب لسغت نيعلا ةباصإ ةلاح يف
0- .ةفيظن ةءلامب باصملا طغ
5- ستلات.دلجلا وأ عيقاقفلا عزنت لا و مهارم وأ ًاتويز مدخ
1- .ًاروف فاعسلإا بلطا
:ااعبارا تافاعسلإ :ةيئابرهكلا قورحلل ةيلولأا
1- .باصملا سمل لبق ًاروف يئابرهكلا لاصتلاا عزنا
2- .ضبنلا سايقل بسانم ناكم يأ نم ضبنلا ساسحإب كلذ و ضبني لاز ام هبلق نأ و سفنتي باصملا نأ دكأت
3- شاعنلإا ةيلمع يف ًاروف أدبا .رملأا مزل اذإ سفنتلا و بلقلل
0- دعاسملا بلطا.ًاروف ة
حورـــــــــــجلا
•:حرجلا فيرعت
:مسجلا ةجسنأ يف قزمت وه
: ىلإ حورجلا مسقنت و
39
يف عطقلا ثدحي و ًاميلس دلجلا ىقبي نيح ثدحي و ًاميلس دلجلا ىقبي نيح ةقلغم حورجلا نوكت دق :ةقلغم حورج
.دلجلا تحت ةجسنلأا
دلجلا يف عطق اهب رهظي يتلا حورجلا يه :ةحوتفم حورج فيزنب ةبوحصم نوكت ام ةداع ةحوتفملا حورجلا و ،
.يجراخ
•:اهبابسأ و ةحوتفملا حورجلا عاونأ
1- ثدحت و ، ضرلأا لثم ةنشخ ماسجأب كاكتحلاا وأ ةطيسبلا شودخلا لثم دلجلا طشك درجم يه و :تاجحسلا
.ضرلأا ىلع طوقسلا نم ًابلاغ لافطلأا يف
لااحلا هذه يف لمتحملا فيزنلا ديزي لا ثولتلا لامتحا نكل و ، ةيومدلا تاريعشلا نم مدلل طيسب برست نع ت
.ةحوتفملا ةجسنلأا ىلإ امهقيرط ايرتكبلا و رابغلا دجي دق اذإ ، دوجوم
2- لثم ةداحلا ماسجلأا اهببست و فاوحلا ةمظتنم نوكت ةداع و ةجسنلأل ةعطاق حورج يه و :ةيعطقلا حورجلا
ثكي و ، جاجزلا عطق و نيكاكسلا.حورجلا هذه نم فيزنلا ر
3- عبصلأا عازتناك باصملا مسج ةجسنأ نم ءزج قزمت وأ لاصفنا اهيف ثدحي حورج يه و :ةيعزنلا حورجلا
تلالآا و ثداوحلا نم تاباصلإا وأ تاناويحلا ضعل ةجيتن ةداع ثدحت و مسجلا فارطأ دحأ وأ نذلأا فرط وأ
و ، ديدش فيزن ةداع اهبقعي و ، تاعقرفملا و ، مسجلا يف هناكم ىلإ عزتنملا ءزجلا ةداعإ نيحارجلا ضعبل نكمي
.ىفشتسملا ىلإ باصملا عم عزتنملا ءزجلا لسري نأ ًامئاد ىصوي كلذل
0- .اياظشلا و ريماسملا لثم ةببدم ماسجأ نم ببستت حورج يهو : ) ةذفانلا ( ةيذخولا حورجلا
ةجسنلأا لخاد ةقيمع ةفاسم ىلإ حورجلا هذه لصت دق ببدملا مسجلا نكل و رهاظ يجراخ فيزن اهنم ودبي لا و ،
.ًايلخاد ًافيزن ببسيف ءاضعلأا و ءاشحلأا بيصيف ريبك قمع ىلإ ةجسنلأا قرتخي دق
طاشنل ريبك لامتحا كانه و يجراخلا اهفيزن ةلق و اهقمعل ثولتلل ًلاامتحا حورجلا رثكأ نم حورجلا هذه و
.سوناتيتلا بوركيم
5- لا حورجلا ىقبي و ةداح ريغ ةبلص ةلآب مادطصلاا ةجيتن تامدكلا وأ ةقلغملا حورجلا مظعم ثدحت : ةقلغم
ثدحي دق و ، ةديدش اهتباصإ نوكت دق دلجلا تحت ةجسنلأا نكل ، دلجلل ًاطيسب ررضلا نوكي دق وأ ًاميلس دلجلا
مرو ىرن و ملأ نم وكشي باصملا دجن و دلجلا تحت ةيومدلا ةيعولأا يف فيزن. ةوخرلا ةجسنلأا يف ًانولت و ًا
•:ةقلغملا حورجلا فاعسإ
- . حورجلاب ةباصملا قاسلا وأ عارذلا عفرا
- . ةباصلإا ةقطنم ىلع دراب ءام وأ جلث تادامك عض
- باصملا لسري ةيلخادلا ءاضعلأا ةباصإ يف تهبتشا اذإ و تاباصإ وأ روسك نع ًاثحاب ًاديج باصملا صحفا
ىلع ضرعلل ًاروف .بيبطلا
•: ) حوتفم حرج نم ريزغلا فزنلا ( ىربكلا ةحوتفملا حورجلا فاعسإ
- .حرجلا ىلع ًارايغ عض
- .فزنلا فقوتي ىتح حرجلا ىلع طغضا
- .بلقلا ىوتسم قوف حرجلاب ةباصملا قاسلا وأ عارذلا عفرا
- .ًاطغاض ًاطابر عض
- لا و هطبرا و رخآ ًارايغ عض فيزنلا فقوت مدع ةلاح يف قباسلا رايغلا عزنت
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-
.مدلاب ةقطنملا دمي يذلا يسيئرلا نايرشلا ىلع طغضا
- .عارذلا ةمظع ىلع يسيئرلا نايرشلا طغضت عارذلاب حوتفم حرج نم ريزغلا فيزنلا ةلاح يف
- .قاسلا يف يذخفلا نايرشلا ىلع طغضت قاسلا يف حرج نم ريزغلا فزنلا تلااح يف و
- زكرملا ىلإ باصملا لقنا.سوناتيتلا لصم هؤاطعإ و حرجلا ةطايخ نكمي ىتح ، يبطلا
- دعبو لبق ًاديج كدي لسغا تافاعسلإا.
•: ) ةذفانلا ( ةيذخولا حورجلا فاعسإ
- .حرجلا كتهت و فيزنلا و حرجلا ثولت و ءاوهلا لوخد عنمل كلذ و مسجلا لخاد زورغملا ءزجلا تبث
•:ةيعزنلا حورجلا فاعسإ
- مسجلا عض زيكرتب حلم لولحم هب سيك يف عوزنملا4.9 % لديصلا نم هيلع لصحت و (ةي اذه عضوي مث )
.جلثلاب ءولمم رخآ سيك يف سيكلا
- .ًاروف ىفشتسم برقأ ىلإ باصملا لقن متي و
:تاظحلام
اصملل نكمي و ةئفاد نيمدقلا و نيديلا عباصأ نأ ًامئاد دكأت فرطلأا دحأ ىلع طغاض طابر عضو ةلاح يف ب
.امهكيرحت
لقنا و فارطلأا يف مدلا نايرسب حمستل طابرلا ةدش نم ففخف ةدوربلا يف ةذخآ فارطلأا عباصأ تدجو اذإ
.ًاروف ىفشتسملا ىلإ باصملا
•: ) ريغص حرج نم فيزنلا جلاع ( ىرغصلا ةحوتفملا حورجلا فاعسإ
- ا لسغال رهطم لولحمبرهطي نأ نكمي و نوباصلا و ءاملاب ًاديج حرج. نيداتيبلا لثم
- لا عمشمب ةتيطغت نكمي رملأا جاتحا اذإ و ، ءاطغ نودب هكرت نكمي ًاريغص حرجلا ناك اذإقص عضو دعب
. شاشلا نم ةريغص ةعطق
- . فقوت فيزنلا نأ دكأت
- .ىرخأ نكامأ يف تاباصإ نع ثحبا
•اظعلا يف رسك + دلجلا يف يعطق حرج ( فعاضم رسكل بحاصملا فيزنلا فاعسإ: ) م
- .ةروسكملا ةمظعلا و يعطقلا حرجلا قوف سبلام ةعطق وأ ًافيظن ًارايغ عض
- .طغاض طابرب قفرب اهطبرا و ةمظعلا لوح تارايغلا نم ةريبك ةيمك عض
- .ةبسانم ةريبج عضوب باصملا ءزجلا تابث ىلع ظفاح
- .ةئفاد فارطلأا عباصأ نأ ًامئاد دكأت
- زكرم ىلإ باصملا لقنا ودب يبط.باصملا ءزجلا كرحت نأ ن
فـــــــــيزنلا
•:فيزنلا فيرعت
.ةيومدلا ةرودلا جراخ مدلا نم ةريبك ةيمك مسجلا نادقف وه
•:فيزنلا بابسأ
1- .طلجتلا ىلع دعاست يتلا لماوعلا صقن لثم مدلا ضارمأ
2- .تاباصلإا و حورجلا
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3
-
. ةيحارجلا تايلمعلا دعب وأ ءانثأ
0- جفنا ةجيتن فيزن رشع ىنثلإا ةحرق نم فزنلا تلااح لثم يومد ءاعو را– يوئرلا نردلا- ئرملا يلاود-
خلا
•:فيزنلا تافعاضم
ءاطعإ نإ تافاعسلإا تافعاضملا ثودح عنمي و ةعرسب نسحتي نأ ىلع هدعاسي فزني يذلا صخشلل ةيلولأا
:ةيلاتلا
1- مدلا دقف2- ةمدصلا3- مللأا0- .يبوركيملا ثولتلا
•:فيزنلا فاقيإ
- .طغاض طابرب طبرلا وأ فزانلا ءاعولا ىلع رشابملا طغضلاب فيزنلا فاقيإ نوكي
- لامعتساب فزانلا ءاعولا ىلع طغضا ينايرشلا فيزنلا ةلاح يف .ةطغاضلا ةطبرلأا وأ عبصلإا
•:فيزنلا عاونأ
- .يجراخ فيزن
- .يلخاد فيزن
ع مدلا دقف نع ةرابع وه : يجراخلا فيزنلا.دلجلا حرج قيرط ن
:ةظحلام
ءاطعإ دعب و لبق ًاديج كيدي لسغت نأ بجي ةيلوأ تافاعسإ ًاباصم يطعت ةرم لك يف هنأ ركذت تافاعسلإا ركذت و
ن يمحت نأ ًامئاد.ىودعلا لاقتنا نم نيرخلآا و كسف
ىلإ مسجلا لخاد نم مدلا جرخي نأ نكمي يلخادلا فيزنلا تلااح يف:يلخادلا فيزنلا تاحتفلا قيرط نع جراخلا
.ةيتلآا تلااحلا لثم ةيعيبطلا
1- ) فاعرلا ( فنلأا فيزن
2- ) يدعملا ئقلا ( ةدعملا نم فيزن
3- ) يلوب فيزن ( لوبلا ىرجم نم فيزن
0- ) يجرش فيزن ( جرشلا نم فزن
5- لبهم فيزن ( لبهملا نم فيزنى )
لا و يلخادلا فيزنلا اهيف ثدحي ىرخأ تلااح كانه و.ناسنلإا مسج نم مدلا جرخي
:ةظحلام
ىلع رهظ اذإ يلخاد فيزن ثودح ناسنلإا عقوتي .يجراخ فيزن بايغ يف ةمدصلا ضارعأ باصملا
•:يفنلأا فيزنلا فاعسإ
دعب ىلع يفنلأا زجاحلل يماملأا ءزجلا يف ثدحي2 .فنلأا لخدم نم مس
1- ح ماملأا ىلإ هسأرب ليمي و سلجي نأ باصملا نم بلطا مدلا علب نلأ مدلا علبي لاأ لواحي و ردصلا سملت ىت
.نايثغلاب هبيصيس
2- ةدمل فيزنلا عضوم قوف ةبابسلا و ماهبلإا نيب طغضلاب فنلأا يتحتف مض14 ءانثأ سفنتلل مفلا حتف عم قئاقد
.فنلأا ةرطنق قوف جلث تادامك عضو نكمي ، طغضلا
3- .فنلأا نم خفنلا مدع باصملا نم بلطا
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0
- جا.هنم للاقلإا وأ ملاكلا مدع عم همف نم سفنتي باصملا لع
5- .قلحلا يف مكارتي يذلا مدلا نم صلختي باصملا لعجا
1- .فاعسلإل يبط زكرم ىلإ باصملا لقني ةعاس فصن للاخ فيزنلا فقوتي مل اذإ
•:نذلأا نم فيزنلا فاعسإ
1- سأرلا ينث عم هرهظ ىلع دقري وأ سلجي نأ باصملا نم بلطا عضولا يف فزنت يتلا نذلأا نوكت ثيحب
.يلفسلا
2- .كيدي لسغا
3- .فيفخ طغاض طابرب هطبرا و ًافيظن ًارايغ عض
0- .رايغلاب ةباصملا نذلأا شحت لا
5- .يبط زكرم ىلإ ضيرملا لقنت لا نذلأا نم يجراخلا ءزجلا يف يحطس حرج نع ًاجتان فيزنلا ناك اذإ
1- خاد نم فيزنلا ثودح ةلاح يف.يبط زكرم ىلإ باصملا لقنا نذلأا ل
تلاضعلا و ماظعلا تاباصإ
•: يه عاونأ ةعبرأ ىلإ تلاضعلا و ماظعلا تاباصإ مسقنت
1- : ناعون وه و :روسكلا
.دلجلا حطس ىلع حوتفم حرجب ةبوحصم ريغ روسك يهو :ةقلغملا روسكلا
سك يه :ةحوتفملا روسكلارو ورب و دلجلا يف ةحوتفم حورجب ةبوحصم و . دلجلا نم ةروسكملا ةمظعلا يفرط ز
.تاباهتللاا و ثولتلا و فيزنلا ثودح لامتحلا ةريطخ يه
2- امه كلذل ةضرع لصافملا رثكأ و ، لصفملاب طيحت يتلا ةطبرلأا يف يئزج قزمت وأ دش ثودح وه :عزجلا
.ةبكرلا و لحاكلا يلصفم
3- نم لصفملل ةنوكملا ماظعلا ىدحإ لاقتنا وه : علخلا لخاد نم ةمظعلا فرط لاقتنا ىنعمب ، يعيبطلا اهناكم
.قفرملا و فتكلا يف ةداع اذه ثدحي و ، هجراخ ىلإ لصفملا
0- تلاضع يه اهل ًاضرعت تلاضعلا رثكأ و تلاضعلا يف قزمت ثودح وه : قزملا وأ يلضعلا قزمتلا
.رهظلا
•:ةماعلا تلاضعلا و ) رسك ( ماظعلا تاباصإ ضارعأ
- ناكم ملأ .ةباصلإا- .دلجلا نول يف ريغت
- .ةباصلإا ناكم مروت- .باصملا ءزجلا يف هوشت
- .باصملا ءزجلا لامعتسا ىلع ةردقلا مدع
:ةماه ةظوحلم
:ةباصلإا ةروطخ ىلع ةلادلا ضارعلأا
.ظوحلم هوشت
.نوللا يف رييغت عم ديدش وأ طسوتم مروت
.باصملا ءزجلا لامعتسا وأ ةكرح ةبوعص
يفرط زورب .دلجلا نم ةمظعلا يف
.فارطلأاب ساسحلإا وأ ةيومدلا ةرودلا نادقف
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.ةباصلإا تقو اهضعبب ماظعلا نم عطق كاكتحاب باصملا روعش
.اهتروطخ ىلإ ةباصلإا بابسأ ريشت ام ةداع
تافاعسلإا تاباصلإل ةيلولأا
• نم فدهلا تافاعسلإا :تاباصلإل ةيلولأا
1- .مللأا ىلع ءاضقلا
2- عنم.ةمدص ثودح
3- .ثولت ثودح عنم
0- .ىرخأ تاباصإ ثودح عنم
•:ةيويحلا فئاظولاب ةصاخ ةيلوأ تافاعسإ
1- .دجو نإ نيجسكأ طعا ، سفنتلا فئاظو يف طوبه دوجو ةلاح يف
2- مق فيزن دوجو ةلاح يفب تافاعسلإا .فيزنلا فقول ةيلولأا
3- .ةيئاوهلا تارمملا ىرجم حتف بجي
•يلوأ تافاعسإ:باصملا ءزجلاب ةصاخ ة
1- كرحت لا يرقفلا دومعلا و سأرلاب تاباصإ دوجو يف كشلا ةلاح يف و ، حيرملا عضولا يف باصملا عض
.ضيرملا
2- .دلجلا ةيامحل ةقيقر ةطوف عضو دعب باصملا ناكملا ىلع ةدراب تادامك عض
3- . ركلاب هيف هبتشملا ءزجلا ليدعت وأ حلاصإ لواحت لا
0- لواحت لا .مروتم وأ باصم ءزج يأ كيلدت
5- .رئابجلاب روسكملا ءزجلا تبث
رـئاــــــبجلا
.هيف رسك ثودح يف هبتشملا ءزجلا تيبثت ىلإ رئابجلا فدهت
•: رئابجلا نم ضرغلا
1- .مللأا ليلقت
2- .تافعاضملا و تاباصلإا نم ديزم ثودح عنم
3- .ةحوتفم روسك ىلإ ةقلغملا روسكلا ليوحت عنم
0- .تلاضعلا وأ نييارشلا يف تاباصلإا نم ديزم عنمل لقنلا ءانثأ روسكملا وضعلا ةكرح عنم
•:يتلآا ةاعارم بجي رئابجلا عضو دنع
- .اهب رسك دوجو يف هبتشي يتلا ةمظعلا ىلعأ و لفسأ لصافملا ربع دتمتل ةليوط ةريبجلا نوكت نأ دب لا
- صملا دلج و ةريبجلا نيب ًانيل ًلاصاف مدختسا نم عطق لامعتسا نكمي و ةيمظعلا تاءوتنلا قوف ًاصوصخ با
.سبلاملا وأ شامقلا
- صحفت و غسرلا دنع ضبنلا سجي عارذلا رسك يفف ، ةيومدلا ةيعولأا ىلع طغضت لا ةريبجلا نأ ةظحلام بجي
ا ةكرح يف ةبوعص وأ ليمنتب باصملا رعش اذإ ًاضيأ و ، دلجلا نول يفريغت روهظ ةظحلامل عباصلأا لاف عباصلأ
.ررض يأ ثودح عنمل ًاروف طابرلا فيفخت نم دب
- .ةريبجلا عضو دعب باصملا ءزجلا عفر
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•
:رئابجلا عاونأ
1- .ةنيل2- .ةبلص3- .ضرلأا
0- .مسجلا نم ىرخأ ءازجأ مادختساب رئابج
:ةنيللا رئابجلا : لاوأ
بكرلا ةقطنم يف رسك لوح ةريبجك طبرت ةطوف وأ ةدخم مادختسا لثم نع ةرابع يه و ) ةقلاع ( وأ ، مدقلا وأ ة
دضعلا ، ةوقرتلا مظع روسك تيبثت يف اهمادختسا متي و ثلثم ةئيه ىلع شامقلا نم ةعطق، .دعاسلا و قفرملا
ةبلصلا رئابجلا : اايناث:
.باصملا جلاع وأ لقن ءانثأ ميلسلا عضولا يفروسكملا فرطلا تيبثتل لمعتسي بلص مسج نع ةرابع يه
- مسج نوكي نأ ةاعارم عم تاقبط ةدع ةيوطم دئارج قاروأ وأ يوق نوتراك وأ بشخلا نم حول مادختسا نكمي
.سلمأ ةريبجلا
- .شامقلا نم ةعطقب ةريبجلا نطبت
:ةيلاتلا لاكشلأا يف ةحضوم ةبلصلا رئابجلا عضو دعب و لبق ةعبتملا تاوطخلا
- .ةباصلإا ناكم لفسأ و ىلعأ دنسا
- ظحلا.ةباصلإا ناكم لفسأ ساسحلإا و ةيومدلا ةرودلا
- باصملا لعجا : ةريبجلا عض نكمأ نإ ناكملا يف ةريبجلا كسمي
- .شاشب ةباصلإا ناكم لفسأ و ىلعأ ةريبجلا تبث
- .ىرخأ ةرم ةباصلإا ناكم لفسأ ساسحلإا و ةيومدلا ةرودلا ظح لا
- ةدوربب روعش وأ قرزأ يعيبط ريغ نول روهظ ةلاح يف .طابرلا فيفخت نم دب لاف ةباصلإا ناكم لفسأ
:مسجلا نم ءازجأ مادختساب رئابج :اثلاث
يف امأ ، ةطبرأب امهتيبثت متي و ، امهضعبل ناذخفلا مضي ، ذخفلا يف رسكلا ناك و ، ئش يأ رفاوت مدع ةلاح يف
.باصملا بناج ىلإ ةروسكملا عارذلا طبريف عارذلا رسك ةلاح
• ةعبتملا تاوطخلا:ةيلاتلا لاكشلأا يف ةحضوم ةبلصلا رئابجلا عضو دعب و لبق
- .ةباصلإا ناكم لفسأ و ىلعأ دنسا و ، ةباصلإا ناكم دنسا
- .ةباصلإا ناكم لفسأ ساسحلإا و ةيومدلا ةرودلا ناكم ظحلا
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.ةباصلإا ناكم ىلعأ و لفسأ ةطبرأ ةدع ررم
- .ةباصلإا ناكم دنع ةطبرأ ررمت لا
- يغ فرطلا برق.باصملا فرطلا ىلإ باصملا ر
- .ًاعم نيفرطلا تبث
- .ىرخأ ةرم ةباصلإا ناكم لفسأ ساسحلإا و ةيومدلا ةرودلا ظحلا
- لاف ةباصلإا ناكم ةدوربلاب روعش وأ قرزأ يعيبط ريغ نول روهظ ةلاح يفدب .طابرلا فيفخت نم
يرقفلا دومعلا و سأرلا تاباصإ
•: نوكت نأ نكمي سأرلا تاباصإ
1- فيزنب ةبوحصم نوكت ام ةداع : سأرلا ةورف يف حورج
2- خملا ةباصإ3- ةمجمجلا ماظعب روسك
•يرقفلا دومعلا و سأرلا تاباصإ بابسأ
1- تارايسلا ثداوح2- عافترا نم عوقولا
3- سطغلا لثم ةضايرلا
•يرقفلا دومعلا و سأرلا تاباصإ ضارعأ
- يعولا دقف وأ يعولا ةجرد يف ريغت
- لاآرهظلا وأ قنعلا ،سأرلاب ةديدش م
- ) فارطلأا كيرحت ىلع ةردقلا وأ فارطلأا يف ساسحلإا نادقف ( فارطلأا يف يئزج وأ يلك للش
- ةمدصلا- تاجنشتلا- سأرلا نم فيزن
- سفنتلا ىلع ةردقلا مدع- رصبلا نادقف- نازتلاا نادقف
- قطنلا تابارطضا- عادص ، نايثغ ، ئق
- يف تامدك نذلأا فلخ و نيعلا لوح ةصاخ سأرلا
- نذلأا وأ فنلأا نم يعاخن لئاس برست وأ نذلأا و فنلأا نم يومد فيزن
- زربتلا و لوبتلا يف مكحتلا ىلع ةرطيسلا نادقف
ىلإ يدؤت دق يتلا و يكوشلا عاخنلل ةباصإ اهنع جتني دق ذإ ةريطخلا روسكلا نم يرقفلا دومعلا روسك ربتعت
للش ثودحميدتسم .
•يرقفلا دومعلا و سأرلا يف هتباصإ يف هبتشملا باصملا فاعسإ
- ةبقرلا و سأرلا ةباصإ ةلاح يف باصملا كرحت لا
- ةباصلإا عضوم يف ةبقرلا و سأرلا تبث
- هيلع ةرطيسلا لواح و فيزنلا فقوأ
- ملا ىرجم نيمأتب مقةحوتفم نوكت ثيحب ةيئاوهلا تارم
- تاملاعلا ظحلا تاجنشتلا ، هتدم و يعولا دقف ىدم ، ةيويحلا
- باصملا ةئفدتب مق
- ةيبط ةياعر تحت ضيرملا لقنل نيفعسملا عدتسا
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ردصلا تاباصإ
ىلع ةقطنملا يوتحت اذإ ، ًاديج اهب نتعي مل اذإ ةايحلاب يدوت دق يتلا ةريطخلا تاباصلإا نم ردصلا تاباصإ نإ
و بلقلا و سفنتلا ءاضعأ:ىلإ مسقنت يه و ىربكلا ةيومدلا ةيعولأا
1- .) عولضلا رسك لثم ( ةقلغم و ةذفان ريغ تاباصإ
2- .يردصلا فيوجتلا لخاد ءاوهلا لوخدب حمست ةحوتفم تاباصإ
•: ضارعلأا
1- .ةباصلإا ناكم ديدش ملأ
2- .قيهشلا ءانثأ ددمتلا ىلع ردصلا ةردقم مدع و سفنتلا يف ةبوعصب باصملا رعشي
3- رارمحا ( ةباصلإا ناكم دلجلا نول يف ريغت– بوحش– .) ناقرز
0- .مدب بوحصم لاعس
5- .ةيومدلا ةرودلاب طوبه و ةمدص
• تافاعسلإا :ةيلولأا
.ةيومدلا ةيعولأا دحأ وأ بلقلا بيصت دق ذإ ةريثك رطاخم ببست دق :ةذفانلا ردصلا تاباصإ فاعسإ
- ود اهناكم ةسورغملا ماسجلأا كرتن.اهكرحت عنمل تارايغلا اهلوح عضوت و اهبحسب موقن نأ ن
- .هفتك و هسأر عفر عم ىفشتسملا ىلإ نكمي ام عرسأب و قفرب ضيرملا لقني
- .ةلاحلا تعدتسا ذإ يعانص سفنت لمع
:عولضلا رسك فاعسإ
- باصمل نكمي ، هدنس و باصملا ءزجلا تيبثتل ةءلام وأ ةدخم مدختسا
ةباصلإا ناكم هدي عضو .ةبقرلاب ةلماح يف قلعي و ردصلا عم عارذلا تيبثت و
- .سفنتلا ةيرح نيمأتل هفتك و باصملا سأر عفرا
- .نكمأ نإ نيجسكأ طعا ، سفنتلا ظحلا
- .ةيويحلا تاملاعلا ظحلا
- .ىفشتسملا ىلإ ًاروف باصملا لقنا
نطبلا تاباصإ
اضعلأل ةباصإ نم اهبحاصي دق اميف نطبلا حورج ةروطخ نمكت.لاحطلا و دبكلا و ءاعملأاك ةيلخادلا ء
•:نطبلا تاباصإ تاملاع و ضارعأ
- ةديدش ملاآ- .نايثغ ، ئق
- تامدك- .شطع
- يجراخ فيزن- .نطبلا نم ءاضعلأا زورب
- دلجلا نول بوحش- .بطر دلجلا سملم
• تافاعسلإا :نطبلا يف حوتفم حرجب باصمل ةيلولأا
1- لواح و فيزنلا فقوأ.هيلع ةرطيسلا
2- ا عضل.هكيرحت مدع عم هرهظ ىلع باصم
3- .حرجلا لوح نم سبلاملا عزنا
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0
-
.لخادلا ىلإ اهتداعإ لواحي لاأ فعسملا ىلع بجي ةحوتفملا حورجلا للاخ نم نطبلا جراخ ءاشحأ دوجو دنع
5- حلم لولحمب وأ هيلغ قبس دربم ءامب رايغلا بطري ( حرجلا قوف ًلالبم ًارايغ عض زيكرت4.9% متي و
. ) ةيلديصلا نم هيلع لوصحلا
1- .ةئفدتلل ةطوفب رايغلا طغ
7- .نكمأ نإ نيجسكأ طعا و ةمدصلا ضارعأ ظحلا
8- .مفلاب ئش يأ باصملا طعت لا
9- ا لقنال.ىفشتسملا ىلإ باصم
ضوحلا تاباصإ
- .نطبلا تاباصإ ضارعأ لثم ضوحلا تاباصإ ضارعأ
- وحلا تاباصإ قفارت دقو فيزن ًانايحأ ثدحي دق و ، ءاعملأا و ةناثملا : لثم مسجلل ةيلخادلا ءاضعلأا ةباصإ ض
.ةديدش ةمدص و يلخاد
- .نطبلا تاباصإ لثم ضوحلا تاباصإ فاعسإ
فارطلأا تاباصإ
.روسك ىلإ ةطيسب تامدك نم فارطلأا تاباصإ حوارتت
•:يولعلا فرطلا تاباصإ : الاوأ
1- :فتكلا تاباصإ فاعسإ
إ.عزج وأ علخ ، رسك لكش ىلع نوكت نأ نكمي فتكلا تاباص
:حورج دوجو ةلاح يف
- طغاض طابر عضو عم دجو نإ يجراخلا فيزنلا فقو
- . عباصلأا و ديلا يف ساسحلإا و ةيومدلا ةرودلا ظحلا
:علخ وأ روسك هابتشا ةلاح يف
- .ةقلاع يف هعضو قيرط نع اهناكم عارذلا تبث
- دلا ةرودلا ظحلا.ساسحلإا و ةيوم
- .باصملا ءزجلا ىلع جلث تادامك عض
2- :دضعلا تاباصإ فاعسإ
- .قفرملا ىلإ فتكلا نم يولعلا عارذلا تبث
- .دجو نإ فيزنلا فقوأ
- .تدجو نإ ةريبج لامعتسا نكمي ، ةقلاع يف عارذلا تبث
- ا تيبثت دعب و لبق عباصلأا و ديلاب ساسحلإا و ةيومدلا ةرودلا ظحلالم.باصملا ناك
- .ةباصلإا ناكم جلث تادامك عض
3- :قفرملا تاباصإ فاعسإ
- .علخ وأ رسك ، عزج لكش ىلع نوكت نأ نكمي
- طغاض طابر عضو عم دجو نإ يجراخلا فيزنلا فقو
- . ساسحلإا و ةيومدلا ةرودلا ظحلا
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.رسك دوجو هابتشا ةلاح يف كلذ و ، هيف دجو يذلا عضولا يف قفرملا تبث
- ب هبصعي مث هبناج ىلإ باصملا عارذ عضوت لب ىنثي لاأ بجيف نكمم ريغ قفرملا ينث ناك اذإ3 تاباصع
.اهطبر و ةريبج عضو نكمي وأ ، ضيرملل باصملا ريغ بناجلا ىلع طبرت و ةضيرع
- .هينث ةيناكمإ ةلاح يف ةقلاع يف هتيبثت نكمي
- جلث تادامك عض- .ىفشتسملا ىلإ باصملا لقنا
0- :مصعملا وأ دعاسلا تاباصإ فاعسإ
- .علخ وأ رسك نوكت نأ نكمي
- طغاض طابر عضو عم دجو نإ يجراخلا فيزنلا فقو
- ساسحلإا و ةيومدلا ةرودلا ظحلا- .باصملا ءزجلا عفرا
- عضولا ىلع ظافحلل فكلا يف شاش طابر عضوي و قفرملا و ديلا ربع عضوت تيبثتلل ةريبج لامعتسا دنع
عيبطلا.شاشب ةريبجلا تبثت و ، عباصلأا و فكلل ي
- .جلث تادامك عض- .ةقلاع يف ديلا عض
•:يلفسلا فرطلا تاباصإ : اايناث
.روسكلا لثم ةريطخ تاباصإ امإ و ، تامدك امإ نوكت نأ نكمي :قاسلا و ذخفلا تاباصإ
: باصملا نإف ذخفلا مظع روسك ةلاح يف
- .ةمدصلا نم ديدش ملأ نم وكشي
- لا.قاسلا كيرحت هنكمي
- .جراخلا ىلإ مدقلا ءاوتلا ظحلاي
- .قاسلا رصق
:قاسلا وأ ذخفلا تاباصإ فاعسإ
- دجو نإ فيزنلا فقو- .باصملا ءزجلا تيبثت
- .ًاروف ءابطلأا نم نيصصختملا عدتسا
:ةلاقن ىلع ةريصق ةفاسم ىلإ باصملا لقن تدرأ اذإ
- امهطبرا و هيقاس نيب ةيناطب عض.ًاعم
- ) بعكلا ( مدقلا لفسأ ىتح ذخفلا ىلعأ نم دتمت ةريبج عضوت مث ًاديج قلغت نأ بجي رئابج دوجو ةلاح يف و
طئارش وأ ةطبرأ ررمت و ، مدقلل يلخادلا بناجلا ىلع دتمت رصقأ ىرخأ ةريبج و ، قاسلل يجراخلا بناجلا ىلع
تاوشح عضوت ( ةبكرلا و لحاكلا نع باصملا تحت شامقلا نم طبرت مث ، ) لحاكلا و ةبكرلا دنع ةيفاضإ
.ةيجراخلا ةريبجلا ىلع دقعلا نوكت و اهيلع ةطبرلأا
- .مدقلا يف سحلا و ةيومدلا ةرودلا ظحلا
:بجي كلذل ةمدصلا ثودحل ًلاامتحا كانه نأ امب
- .رارمتساب باصملا ىلع ةمدصلا ضارعأ ةظحلام
- باصملا ةئفدت ىلع لمعلا- ئدهت ىلع لمعلا.باصملا ة
- .نكمأ نإ نيجسكأ هؤاطعإ
- .فاعسلإا ءاعدتسا مت دق هنأ نم دكأتلا
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.ةميلس ةيومدلا ةرودلا و ، ميلس سفنتلا ، ةحوتفم ةيئاوهلا تارمملا ىرجم نأ نم دكأتلا
- جرد يف ريغت يأ ةظحلامة .باصملا يعو
.رسك وأ علخ ، عزج ، تامدكلا نيب حوارتت :ةبكرلا ةباصإ
صإ فاعسإ:ةبكرلا ةبا
- .دجو نإ فيزنلا فقوأ
- ًاطغاض ًاطابر عض
- جلث تادامك عض- .نيصصختم عدتسا
.علخ وأ ، روسك ، عزج امإ نوكت:مدقلا و لحاكلا تاباصإ
: مدقلا وأ لحاكلا تاباصإ فاعسإ
- .دجو نإ فيزنلا فقوأ
- .ةديج ةفصب مدقلا لوح ةينثم ةءلام وأ ماكحإب ةدخم عضوب مدقلا تبث
- .طبرت مث ةطبرأ ةدع باصملا تحت ررم
- .هتيبثت دعب كلذ و ، مرولا ليلقتل ةباصملا مدقلا وأ لحاكلا عفرا
- .صصختملا بيبطلا يعدتسا
•: ةطبرلأا لامعتسا دنع دعاوق
1- .حيرملا يعيبطلا يحيرشتلا عضولا يف هطبر دارملا ءزجلا عضو بجي
2- رملا ناكملا قوف نطقلا نم تاقبط عضو.دلجلا حطس عم كاكتحا ثودح عنمل كلذ و ، هطبر دا
3- .بجي امم رثكأ هدش مدع كلذك ، ءاخترا نودب طابرلا لمع بجي
0- . ) ىلعأ ( ىلإ ) لفسأ ( ديعبلا ءزجلا نم هاجتا يف اهفلب أدبي ، فارطلأا طبر دنع
5- .حرجلا ناكم نع ًاديعب ًامئاد تيبثتلا سيبابد عض
جنــــــــشتلا
ع وه ًلاماك باصملا ىعو نوكي نأ نكمملا نمو ،اهنم ءزج وأ مسجلا تلاضع عيمج ىف رتوت وأ للش نع ةراب
ًايئزج وأ:
ةرارحلا ةجردل ديدشلا عافترلاا ةجيتن ثدحت ىتلا مسجلا تلاضع عيمجب جنشتلا تلااح ىه ًاثودح ةلثملأا رثكأو ـ
ةسداسلا نس نود لافطلأا دنع )ىمحلا(.
ثملأا رثكأ امأ ـ ىف ببستيو ،سوناتيتلا ضرم نع جتانلا وه ىعو نادقف نودب ىئزجلا جنشتلل ةبسنلاب ًاعويش ةل
ًامامت ريبعتلا اذه ىطعي نيعم لكش اهلو )رخاسلا كحاضلا( ىمسي ام وهو هجولا تلاضع ىف تاجنشت هثودح.
ةعومجم وأ ةلضع ىف رتوت وأ ةشعر هنع جتني سأرلا ةباصلإ بحاصملا جنشتلا كلذك ـ حضوت ةنيعم تلاضع
سأرلاب ةباصلإا وأ فيزنلا ناكم انل.
ةيسوريفلا ضارملأاب ةباصلإا نم ةرخأتم ةلحرم ىف ىتأي ىذلا جنشتلا ًاءوس اهرثكأو تاجنشتلا رطخأ نمو ـ
)ىئاملا ريدجلاو ،ةبصحلا ،ىردجلا( لاثملا ليبس ىلعو
ضارعلأاو تاملاعلا:
كلذ قرغتسي ام ةداعو تلاضعلا بلصت ـلاضعلا سفنب شاعترا ثدحي مث ةقيقد فصن ىلإ ىناوث ةدعت للاخو
زاربلاو لوبلا ىلع ةرطيسلا ًاضيأ دقفي دقو فزنيو هناسل ضيرملا ضعي دقو سفنتلا فقوتي ،هذه بلصتلا ةرتف.
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)قرزلأا ىلإ امهنول لوحت( نيتفشلاو هجولاب ةقرز ثودح
- ع عيمجل رارقتساو ءاخترا ةلاح ًايجيردت ثدحتباصملا تلاض.
عرصلا
ًاببس بطلا دجي لا هب نيباصملا نم ةريبك ةبسن نكلو ،ةديدع بابسأ هل نمزم ىبصع ضرم نع ةرابع وه
نلآا ىتح مهل ًاحضاو.
)لام دنارج( ىربكلا تابونلا ىمستو لماكلاب مسجلا ىف امإ ضيرملل ثدحت تاجنشت نع ةرابع عرصلا تابونو
صفنم ةعومجم ىف ةيظحل تاجنشت وألام ىتيب( ىرغصلا تابونلا ىمستو تلاضعلا نم ةل(
عادص وأ نينيعلاب ةللغز وأ ةئيس ةحئار( رعاشملا ضعبب رعشي ضيرملا نأ وه ىربكلا تابونلا زيمي ىذلاو
ةبونلا ثودح لبق )خلإ... .ديدش.
عضوو ضرلأا ىلع ءاقلتسلااب عراسيف ثدحت فوس ةبونلا نأ ضيرملا فرعي نأ نكمم تقولا رورمب وأ ةءلام
هنانسأ نيب شامق ةعطق.
تافاعسلإا ةيلولأا:
هنع ةبلص ماسجأ ىأ داعبإو رهظلا ىلع حيرم ناكم ىف هعضوب كلذو ،هسفن ىذؤي نأ نم باصملا عنم
ةبونلا ءانثأ مفلا ىف ائيش عضت نأ لواحت لاو ،ًامامت.
سفنتي نكي مل اذإ ىعانصلا سفنتلا ةيلمع ًاروف أدبا.
ىأ بصي لاضيرملا مف ىف لئاس.
همسج ىلع ةدراب تادمك عض لب ءام سطغم ىف جنشتملا لفطلا عضت لا.
ًاروف ةيبطلا ةدعاسملا بلطا تاجنشتلا راركت ةلاح ىف.
ًاحوتفم باصملل ىئاوهلا رمملا ىلع ظفاح.
هئيق علاتبا نم هعنمل بناج ىلأ باصملا هجو ردأ ءىق ثودح ةلاح ىف.
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مـمــــستلا
فيرعت : ممستلا
نقحلا قيرط نع ءاوس ، ةيويحلا مسجلا تايلمعب راض ريثأت اهنع جتني ةدام يأ لوصو وه قاشنتسلاا وأ علبلا وأ
.دلجلا وأ
تافاعسلإا : ةفلتخملا ممستلا تلااحل ةيلولأا
:ًلاوأ تافاعسلإا :دساف لكأ وأ ةيبطلا ةيودلأا نم ةدئاز ةعرج لوانتل ةيلولأا
- رظتنت لا. قلحلا فقس سمل قيرط نع ًايعانص ًائيق ثدحأ ، ًاضارعأ
- دعب كلذ ررك14 ئقلا ةيلمع راركت و ، نبللا نم ليلق ءاطعإ نكمي و ، ةيواخ ةدعملا حبصت ىتح قئاقد
دعب يعانصلا15 .ةقيقد
- .باصملا ةظحلام يف رمتسا و ، فاعسلإاب لصتا
- مزل نإ سفنتلا و بلقلا شاعنإب ًاروف أدبا.رملأا
: ًايناث تافاعسلإا : ةماسلا تازاغلاب ممستلل ةيلولأا
- فاقيإ لواح و ، ماسلا زاغلا ردصم نع ًاديعب قلطلا ءاوهلا ىلإ ًاروف باصملا لقنا و ، ضارعلأا رظتنت لا
.زاغلا ردصم
- .فاعسلإا بلطاو ، دجو نإ نيجسكأ طعا
- لا شاعنإب لخدتلا و ، باصملا ضبن و سفنت ةظحلام.رملأا مزل نإ سفنتلا و بلق
- ةقشنتسملا مومسلا نم صلختلا نأ ثيح ، ةلاحلا تنسحت ول و ىتح ةيبط ةهج يأ ىلع باصملا ضرع بجي
.ةيرارمتسا و ءطبب متي
: ةماسلا تازاغلل ةلثمأ
- . محفلا لاعشإ ، تارايسلا مداوع ، بشخلا قرح : نوبركلا ديسكأ لوأ
- جاتوبلا زاغ : نيتويبلا زاغ.زا
- .ةفلتخم تاعانص يف ةرثكب نامدختسي : رولكلا زاغ و رداشنلا زاغ
- .ةمامقلا بلاقم و ةماعلا تاعولابلا نم : نيجورديهلا ديتيربك زاغ
تاغدللا و تاعسللا و ضعلا
•: ىلإ مسقنت
1- بلاك ( تاناويحلا ضع– . ) ططق
2- لحنلا ( تارشحلا عسل– . ) سومانلا
3- ( فحاوزلا غدل نابعثلا– . ) برقعلا
•:تاناويحلا ضع عم لماعتلا
1- .دجو نإ فيزنلا ةيمك يف مكحتلا
2- ةدمل نوباصلا و ءاملاب ًاديج ةضعلا ناكم لسغ5 – 14 . ) باعللا نم صلختلل ( قئاقد
3- . فيظن رايغ عضوي
0- . سوناتيت ميعطت
52
•
: تارشحلا عسل عم لماعتلا
1- شحلا هتكرت ام جارخإ لواح. عباصلأا رفاظأ ةطساوب ةر
2- . نوباص و ءامب ةعسللا ناكم لسغي
3- . فيظن رايغب ةعسللا ناكم ىطغي
0- . مرولا و مللأا فيفختل ةعسللا ناكم ىلع ةدراب تادامك عض
5- . ىفشتسملا ىلإ لقني و ةيساسحلا تلاعافت ضارعلأ باصملا ةظحلام
•: فحاوزلا غدل عم لماعتلا
:برقعلا ةغدل
1- .نوباصلا و ءاملاب ةغدللا ناكم لسغا
2- .ةغدللا ناكم ىلع ةدراب تادامك عض
3- .يعضوملا جلاعلا و مزلالا لصملا ءاطعلإ ىفشتسملا ىلإ باصملا لقني
: نابعثلا ةغدل
1- .هتنأمط و باصملا ةئدهت ىلع لمعا
2- .نوباصلا و ءاملاب ةغدللا ناكم لسغا
3- طافش قيرط نع رمتسم طفش لمع .دجو نإ ةباصلإا ناكم ىلع
0- .ةيوافميللا تاونقلا دسل كلذ و ، ةغدللا ناكم ىلعأ فيفخ طابر لمع
5- ل ةكرحلا نم باصملا عنما.مدلا يف مسلا صاصتما ةصرف ليلقت
1- . جلاعلا لامكتسا و مزلالا لصملا ءاطعلإ ىفشتسملا ىلإ باصملا لقن
53
نيـــعلا تاباـــصإ
يتلا تافعاضملا عنم ىلع دعاست ًاضيأ و مللأا ففخت اهنإ ثيح ًادج ةماه نيعلا تاباصلإ ةميلسلا ةيلولأا ةياعرلا
نع ًامامت عانتملاا بجيف ، رصبلا دقف ىلإ يدؤت نأ نكمي.ةباصملا نيعلا صحف
•: نيعلا يف بيرغ مسج لوخد
نوكت ةداع و ةفلتخم عاونأ و ماجحأ اهل ةبيرغلا ماسجلأا يه و ةينرقلا حطس ىلع وأ يولعلا نفجلا تحت ةدوجوم
.بيرغلا مسجلا درطت دق و نيعلا لسغتف ةرثكب باسنت عومدلا لعجت و نيعلا جيهت
: فاعسلإا ةقيرط
ءام روبنص تحت نيعلا حتفتف رفاوتي مل اذإ و ، نيعلا ليسغل حلم لولحم وأ نيعلل ًلاوسغ كيروبلا لولحم لمعتسي
قفرب راج.اهلسغل
، نيعلا ةلقم مسج قرتخت يتلا ةبيرغلا ماسجلأا كلذك و ، ةينرقلا ىلع بيرغ مسج ةلازإ فعسملا لواحي لاأ بجي
.صتخملا نويعلا بيبط ةطساوب طقف لازت نأ بجي امنإ و
رثكأ بيرغلا مسجلا قارتخا عنمي يك نيعلا حطس نع ًاديعب ىوقملا قرولا نم عونصم عمق ةطساوب نيعلا يطغت
. نيعلا ةلقم لخاد
امم ًاعم ناكرحتت نينيعلا نلأ ةدحاو نيعلا ىلع رصتقت ةباصلإا تناك ول ىتح نينيعلا اتلك يطغت نأ بجي امك
. ةباصملا نيعلا يف مللأا ففخي كلذب و امهتكرح عنمت اهتيطغتف مللأا ببسي
صاخ و فوخلا هباتني دق و ةيؤرلا عيطتسي لا نيعلا بوصعملا صخشلا نأ ركذت حيضوتلا بجي اذل ، لافطلأا ة
متي ىتح تقؤم رمأ نيعلا ةيطغت نأ قفرب هماهفإ و ةكرحلا يف هتدعاسم بجي كلذك و ببسلا باصملا وأ لفطلل
.ىفشتسملا يف باصملا ىلع فشكلا
54
ةدحولا ةيميلعتلالا ةسداس
تلااح ىف ءلاخلإا ةطخ
ءىراوطلاو تامزلأا
55
ناونع ةدحولا :ا ةطخلإا ةلاح ىف ءلاخلأءىراوطلاو تامز
ددحملا تقولا ةعاس :
الأةددحملا فاده اهتدم ىتلا ةيبيردتلا ةرتفلا ةياهن ىف : نوتس: ىلع نيرداق نوبردتملا حبصيس ةقيقد
ةفرعمةسردملا لخاد ئراوطلا تلااح ةهجاوم ةطخ نم فدهلا
ئراوطلا تلااح قيرف تابجاو ىلع فرعتلا
ديدحتسرادملا يف اهرفاوت بولطملا لئاسولا
سرادملا ىف ءلاخلاا نيرامت قيبطت
الأ : ةمدختسملا ةيبيردتلا بيلاس
ةيشاقنلا ةرضاحملا
ةشقانملا ةيعامجلا
راودلأا ليثمت
ىنهذلا فصعلا
: ةبولطملا ةيبيردتلا تانيعملا
لا ضورعلا ةيميدقت
زريلاف
ةيحيضوت تاهويديف
لا مييقت بولسأةدحو :
ىدعبو ىلبق رابتخا
56
ةطخ لإاا ةلاح يف ءلاخلأراوطلا و تامزءى
ةملاسب نيينعملا عيمجل هنم ّدب لا رمأ ،اهل ريضحتلا وأ دادعتسلإاب ءاوس ةئراطلا تلااحلاو تامزلأا ةهجاوم نإ
ملاتلاذي طاقن ديدحت ،ةئراطلا تلااحلا يف ةذملاتلا نم ةسردملا ءلاخإ ةيفيك نمضتت ةطخ عضو بجي كلذل .
ةبيقحو ةيداشرلإا تاحوللا ،ةنملآا عمجتلا تافاعسلإا .راذنلااو ءافطلإا ةزهجأ ىلا ةفاضلإاب ةيلولأا
لإا تايلمع حاجن نامضل اهذيفنت بجاولا تاداشرلإاو تاميلعتلا نم ةعومجم كانهو.ئراوطلا تلااح يف ءلاخ
:يلي ام ىلإ ةسردملا لخاد ئراوطلا تلااح ةهجاوم ةطخ فدهت
.عمجتلا طاقن ىلإ مههجوتب كلذو قيرحلا راذنإ سرج عامس روف ةسردملا يف نم ّلك ءلاخإ
.يندملا عافدلا عم نواعتلاو قيسنتلاب ةئراطلا تلااحلا قيرف بيردتو ليكشت
عنمو رطخلا ىلع ةرطيسلا.قئارحلا راشتنا
ليلدو ةرفوتملا تادعملاو لئاسولا ىلعو ةئراطلا تلااحلا قيرف ىلع يساسأ لكشب ءلاخلإا ةطخ دمتعت
ئراوطلا تلااح قيرف ءادأ ىوتسم مييقتو ةسردملا يلغاش لعف ةدر ةبقارمو ةطخلا ىلع بردتلا متيو .تاميلعتلا
بجيو .ًلابقتسم ءاطخلأا يدافتلأتقيرط ةطخلا لمشت نا ماسقأ فتاوه ماقرأ عضوت نأو ءلاخلال نيلإ ءافط
.زراب عقوم يف نملأاو فاعسلإاو
:ئراوطلا تلااح قيرف تابجاو
:ةيتلآا تابجاولاب هءاضعأ فلكيو ةسردملا يفظوم نم ةمزلأا ةرادإ قيرف ليكشت ّمتي
.ةسردملا يف قيرحلا نم راذنلإا زاهج ليغشت
.ًاروف ةسردملا يف لمعلا فاقيإ
ميظنت ةنملآا عمجتلا ةطقن ىلإ مهلاصيإو بورهلا كلاسم ىلإ مهداشراو ةسردملا يلغاش ءلاخإ ةيلمع
.ةسردملاب ةصاخلا ئراوطلا ةطخ يف ةددحملاو
.رطخلا ةقطنم نع اديعب ةميقلا تاذ ءايشلأاو قئاثولا لقن
ميدقت تافاعسلإا .ةيلولأا
.يندملا عافدلاو فاعسلإاب لاصتلإا
قئارحلا ةحفاكم.ذاقنلإاو ءافطلإا قرف ةدعاسمو
.ناكملا نع يئابرهكلا رايتلا عطق
بجي يتلا( ءلاخلإل ةصصخملا جراخملا ءانثتساب ذفاونلاو باوبلأا ةفاك قلاغإ أ هاجتاب ةكلاس نوكت ن
.)يمسرلا ماودلا ةرتف ةليط جورخلا
ةسردملا يف ئراوطلاو ءلاخلاا ةطخ نمضتت نا بجي هنا ىلإ ةراشلإا ردجت جورخلل لقلأا ىلع نيتقيرط
.نيملعملاو ةذملاتلا اهيلع بردتي ناو ،فرغلاو تاعاقلا نم نملآا
ماسقلأا ءاسؤرو سرادملا ءاردم تابجاو:
:يلي امل ًاقفو قيرحلا علادنا لاح يف ماسقلأا ءاسؤرو سرادملا ءاردم ماهم ديدحت ئراوطلا ةطخ نمضتت
.يئابرهكلا رايتلا لصف نم دكأتلا
دكأتلا.ءلاخلإا تايلمعل ةصصخملا جراخملا ءانثتساب ذفاونلاو باوبلأا قلاغإ نم
.ءلاخلإا تايلمع ىلع فارشلإا
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.)يندملا عافدلا ،ءافطلاا قرف( ئراوطلا ماقرأب لاصتلاا نم دكأتلا
نم دكأتلل عمجتلا ةطقن ىلا هجوتلا . نيلماعلاو ةذملاتلا عيمج دوجو
راخم وأ بورهلا كلاسمب قلعتي اميفولاتلا عيمج نأ نم دكأتلا ماسقلأا ءاسؤر ىلعف ،ئراوطلا جذيم يلغاشو
.ةيداشرإ تاحول اهيلع تبثمو ةحضاو نوكت نأو .اهمادختسا ةيفيك لوحو اهب ةمات ةفرعم ىلع ىنبملا
قئاوعلا نم ةيلاخو ةحوتفم اهيلإ ةيدؤملا تارمملاو ئراوطلا جراخم عيمج نا نم دكأتلا ماسقلأا ءاسؤر ىلع امك
.صاخشلأا عافدنا هاجتاب جراخلل حتفلا ةلهس نوكت نأو يمسرلا ماودلا ةرتف ةليط
ملاتلاو تاسردملاو نيسردملا تابجاوذي :نيفظوملاو
.كابترلاا مدعو ءودهلاب يلحتلا
.ةيئابرهكلا دعاصملا مادختسا مدع
.ئراوطلا جراخمو بورهلا كلاسم للاخ نم عمجتلا طاقن ىلإ هجوتلا
بلاط يأ عنم.بابسلأا تناك امهم ةسردملا ىلا ةدوعلا نم
جراخلا ىلإ ةذفان اهل ةفرغ ىلإ أجلي نأ هيلع ،هل نارينلا ةرصاحمل ىنبملا ةرداغم نع صخش زجع اذإ
بلطيو هذفانلا بناجب فقيو هيلا ناخدلا ذفني لا يك بابلا لوح شامق ةعطق عضو لواحيو ًاديج بابلا قلغيو
.هدعاسملا
بولطملا لئاسولاسرادملا يف اهرفاوت
يهو رئاسخلا نم دحلا يف ًاريبك ًارود بعلت ئراوطلا تلااح ةهجاومل ةمزلالا تادعملاو لئاسولا ريفوت نإ
:ةيتلآا
.ةئراطلا تلااحلاب ةصاخلا عمجتلا طاقن ديدحت
.يروفلا مادختسلإل ةحلاص نوكت نأو قئارحلا عاونأ عيمجل ةيلولأا ةحفاكملا ةزهجأ رفوت
لأا رفوت.ةيلولأا تافاعسلإل ةمزلالا ةيود
.ءلاخلإا تايلمع لهست يتلا ةيداشرلإا تاحوللاو ةيفاكلا ئراوطلا جراخم رفوت
:سرادملا يف قئارحلا ةحفاكم قرف تابجاو
،قيرحلا راذنإ سرج مهعامس دنع كلذل ،ةسردملا لخاد قيرحلا ةحفاكمل صاخشلأا ضعب وأ قرف ةطخلا ددحت
بوشن ناكم ديدحت مهيلع ةحفاكمب مايقلا مث نمو راذنلإا ماظنل ةيحيضوتلا ةحوللا ةظحلام للاخ نم قيرحلا
.قيرحلا فنصل ةمئلاملاو ةسردملا لخاد ةرفوتملا ءافطلإا لئاسوب قيرحلا
ةفاك يف قيرحلا راشتنا عنم ىلع لمعلا ًاضيأ ةحفاكملا قرف ىلع يضتقي ،قيرحلا ةحفاكم لامعأ راطإ يفو
خ نم ةسردملا ءاجرأ.باوبلأاو ذفاونلا قلغ نم دكأتلا للا
ةزهجأو هعونو قيرحلا عقوم ىلا مهداشراو مهعم نواعتلا ةحفاكملا قرف ىلع ،ءافطلاا قرف لوصو دنعو
.ةرفوتملا ءافطلإا لئاسوو
سرادملا يف ءلاخلإا نيرامت
دملا ينابم ءلاخإ ةيفيك( تايلمعلا ططخ رابتخا ىلإ سرادملا يف ءلاخلإا نيرامت فدهت يف ةذملاتلا نم ةسر
ىدمو ،مكحتلاو ئراوطلا تلااح قيرف ةيلاعف ىوتسم ىلع فوقولاو )هتايعادتو رطخلا ةلازإ ،ةئراطلا تلااحلا
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ذاقناو فاعسلاا ،ذاقنلاا ،ءافطلإا يف يناديملا لماعتلا بيلاسأ رابتخاو ،ىرخلأا ةكراشملا تاهجلا عم قيسنتلا
اصتلاا ةءافك مييقتو ةرواجملا تآشنملا.ل
عم قيسنتلا ىدمو ةسردملا يف ةمزلأا ةرادإ قيرف ةءافك ىدم ىلع سرادملا يف ئراوطلا ططخ حاجن زكتري
.ىرخلأا ةصتخملا ةزهجلااو يندملا عافدلا
59
ةدحولا ةيميلعتلااسلا ةعب
ىف ةرشتنملا ثداوحلا عاونأ
قرطو ةيكيناكيملا شرولا
اهنم ةياقولا
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ناونع ةيميلعتلا ةدحولا :قرطو ةيكيناكيملا شرولا ىف عقت ىتلا ةرشتنملا ثداوحلا عاونأ اهنم ةياقولا
ددحملا تقولا : ةعاس
ةددحملا فادهلاا : ىلع نيرداق نوبردتملا حبصيس ةقيقد نوتس ىلاوح قرغتست ىتلا ةيبيردتلا ةرتفلا ةياهن ىف :
فيرعت ثداوحلا
ا ىلع فرعتلالأ ةيكيناكيملا شرولا لخاد ةرشتنملا ثداوحلا نم ةفلتخملا عاون
ثداوحلا عوقول ةكرتشملا لماوعلا ةشقانم
ولا لخاد ثداوحلا نم ةياقولا قرط ىلع فرعتلا ةيكيناكيملا شر
الأ : ةمدختسملا ةيبيردتلا بيلاس
ةيعامجلا ةشقانملا
ةرضاحملا
ىنهذلا فصعلا
راودلأا ليثمت
يعملان : ةبولطملا ةيبيردتلا تا
ةيميدقتلا ضورعلا
ةيحيضوتلا روصلا
زريلافلا
ألا مييقت بولسةدحو
ىدعبو ىلبق رابتخا
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ةمدقم
ثداوحلا ىنعم
ةينامسجلا لماعلا ةحص ىلع رثؤي اررض هنع جتنيو هثودحل عقوتم ريغو هل ططخم ريغ ءىش
ةلصاوتم مايا ةثلاث ةدم هلمع نع لماعلا بيغتي نا طرتشي لمع ةباصا اهناب ثداحلاب فرتعي ىتحو
ا ىه املأ ةيكيناكيملا شرولا لخاد ةرشتنملا ثداوحلا نم ةفلتخملا عاون
نيعلا ةباصا
ىديلاا ةباصا
دلجلا قرح
ةرخبلاا نم قانتخا
فيزنو حرج
ةيبرهك ةمدص
ثداوحلا عوقول ةببسملا ةكرتشملا لماوعلا ىه ام
اماأ لماعلا كولس نع هجتان بابسأا وا لمعلا ةئيب وج نع هجتان ولأ اعم نينث
1) لماعلا كولس
لمعلا ىف ةربخلا صقن
لامهلااو ناحرسلا ىلا ىدؤت ىتلا سفنلاب ةقثلا ةدايز
ءاسؤرلاو ءلامزلا عم تاقلاعلا ءوس
ةحارلا ةلقو مسجلا بعت
تائدهملاو تايلوحكلاو تاردخملا ىطاعت
هب حومسملا نع لمعلا تاعاس ددع ةدايز
لامعتسا مدع ىف لامهاأ ةيصخشلا ةياقولا تاود
ةحصلا ىلع ةظفاحملا نع هموهفم نع لماعلا تامولعم ىف صقن
2) الأ لماعلا ةئيب ىف ةدوجوملا بابس
كرتلأا ةفوشكم ةيئابرهكلا كلاس
ايرود تلالآا ةنايص ىف لامهلاا
هحضاو ريغو ةخستم ريذحتلا تاملاع كرت
ةيوهتلا ءوس : لثم ةيئيبلا لماوعلا ىف مكحتلا مدع– ءاضوضلا– ةءاضلاا صقن
اهتلازا مدعو لمعلا تافلخم كرت
ةيكيناكيملا شرولا لخاد ثداوحلا نم ةياقولا قرط ىه ام
ا قرطلاب اهيفلات ىلع لمعلاو اهبابسا فاشتكاب ثداوحلا عوقو عنم نكميلأ : ةيت
1) أا ىلع ةباقرلا ماكحلأبابس : ةيكولسلا
ىلع لامعلا بيردتأ مهلمع ءاد
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لامعتسا ىلع لامعلا بيردتأ ةيصخشلا ةياقولا تاود
ةيصخشلا ةيحصلا تاداعلا عابتا ىلع لامعلا داشرا
مهتدهاشم دنع لامعلا غيلبتأ ثداوحلا عوقو اهنع جتني ءاطخ
ىرودلا ىبطلا صحفلا ءارجاب لامعلا ةحص ىلع ةظفاحملا
ريفوتأ تاود تافاعسلإا الأ ةيلو
ريفوتاو ةيعوتلا تارشنلأ ثداوحلا نم ةياقولل تابيتكلاو ملاف
ماعلا فيقثتلل تاشقانملاو تاودنلا روضح
ءاسؤرلاو ءلامزلاو لامعلا نيب تافلاخلا ةلازا
2) أ : لمعلا ةئيب ىف ةدوجوملا بابسلاا ىلع ةباقرلا ماكح
ا نم صلختلل ةيوهتلا نيسحتلأ ةبرت
لمعلا زاجناو ةيؤرلا حيضوتل ةديجلا ةءاضلاا نيسحت
ءاضوضلا ليلقت ىلع لمعلا
ريفوتأ ةفاظنلا تاود
ىف تاداشرلاا عضوأ اهضرغ ىدؤت ىتح ةحضاو نكام
لآا ةنايص ىلع ةموادملالا حلاصاو تأ اهلاطع
ا عافترا ةبسن سايق ىنعمب ةئيبلل ىرود سايقلأ وجلا ىف ةبرت لمعلا ىف ءاضوضلا ةبسن سايق ،
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ةنماثلا ةيميلعتلا ةدحولا
ةميلسلا ةيذغتلا ءىدابم
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ا ناونع ةيميلعتلا ةدحول : ةميلسلا ةيذغتلا ءىدابم
ددحملا تقولا ةعاس :
ةددحملا فادهلاا : ىلع نيرداق نوبردتملا حبصيس ةلماك ةعاس ىلاوح قرغتست ىتلا ةيبيردتلا ةرتفلا ةياهن ىف :
ىلع فرعتلاأ مسجلل ءاذغلا دئاوف ةيمه
اهتفيظوو ةيئاذغلا تاعومجملا ىلع فرعتلا
ةيئاذغلا رصانعلا نم لك نم مسجلا هجاتحي ام رادقم اهيلع فقوتي لماوع ةعبس ةشقانم
ةيموي ةديج ةيئاذغ تابجول جذامن دادعا
: ةمدختسملا ةيبيردتلا بيلاسلاا
ةيشاقنلا ةرضاحملا
ىنهذلا فصعلا
ةيعامجلا ةشقانملا
: ةبولطملا ةيبيردتلا تانيعملا
هيحيضوت روص
زريلاف
ةيميدقتلا ضورعلا
ألا مييقت بولسةدحو:
ىدعبو ىلبق رابتخا
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ةمدقم
نم ميلسلا ءاذغلا ربتعيأ . ايلقعو ايندب دارفلاا ومن ىلع ريثات هل ةديجلا ةيذغتلا ىوتسمو . ةماعلا ةحصلا مئاعد مه
ت هل اضياوأ ةيجاتنلاا ةيافكلا ىلع ريث.
ا ناك اذللأش بلاطلا ةيذغتب مامتهائي ةقلاع نم هل امل ايرورضأ ةيجاتنلاا ةقاطلاب ةيساس
مسجلل ءاذغلا دئاوف ىهام
مسجلا ايلاخ ءانب ىف دعاسي
سفنتلاو مضهلا لثم ةيويحلا تايلمعلا اضياو ةكرحلاو طاشنلل تناك ءاوس ةمزلالا ةقاطلاب مسجلا دادما
ضارملاا نم ةياقولا
طاشنلاو ةيويحلاب مسجلا دادما
سمخلا ةيئاذغلا تاعومجملا
سمخلا ةيئاذغلا تاعومجملا لكشت اهدوجو دبلا يتلا ةيساسلأا تائفلا نع ةرابع وه يذلا ،يئاذغلا مرهلا
عونو ماعطلا ةيمك لوح تاهيجوت ةيئاذغ ةعومجم لك نمضتت .نزاوتمو يحص يئاذغ ماظن ىلع لوصحلل
،تاورضخلاو هكاوفلا ،بوبحلا :يه سمخلا ةيئاذغلا تاعومجملا .ةدحاو لك لخاد اهلوانت بجي يتلا ةمعطلأا
،نابللأا تايولحلاو ،تويزلاو نوهدلاو تانيتوربلا.
بوبحلا
لا ىلع ةرذلا بوبحو زبخلاو ةنوركملا لثم بوبحلا يوتحترك امك .تانيماتيفلاو نداعملاو فايللأاو تارديهوب
كلذو ،حصلأا رايتخلاا يه اهريركت وأ اهتجلاعم متي مل يتلا ةلماكلا بوبحلاف ؛ةقاطلل ًاماه ًاردصم لكشت اهنأ
اهنلأ اودقف مهف اذل مهتيقنتو مهتجلاعم مت زرلأاو قيقدلاو ضيبلأا زبخلا .ةيئاذغلا اهرصانع مظعمب ظفتحت
مك لداعي نل هنإ لاإ تانيماتيفلاب رصانعلا هذه نع ضيوعتلا نكمي هنإ نم مغرلا ىلع .ةيئاذغلا مهرصانع
لاهتساب يئاذغلا مرهلا حصني .ةلماكلا بوبحلا يف دجاوتملا تانيماتيفلا نم ك1 يلإ11 .ًايموي بوبحلا نم ةصح
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هكاوفلا تاورضخلاو
ًاماه ًاردصم اهنأ بناج يلإ ،مويساتوبلاو ”ج” و ”أ” نيماتيف كلذ يف امب ةمزلالا ةيئاذغلا رصانعلا هكاوفلا رفوت
نم كلاهتسإب حصنت .فايللأل2 يلإ0 ةيئاذغلا داوملا تاورضخلا رفوت .ًايموي هكاوفلا نم صصح ةيرورضلا
فايللأل ماه ردصم اهنوك نع ًلاضف ،ديدحلاو مويسنغاملاو كيلوفلا ضماحو ”ج” و ”أ” نيماتيف كلذ يف امب
.نوهدلا ةضفخنمو
.ةيئاذغلا داوملاب ىنغلأا تاورضخلا دعت نكادلا رضخلأاو رمحلأاو عطاسلا يلاقتربلا نوللا تاذ تاورضخلا نإ
نم لوانتب يئاذغلا مرهلا حصني ،اذل3 يلإ5 .ًايموي تاورضخلا نم صصح
يهو ،ةديج ةدعاق كانه .ًايموي اهنم ريثكلا لوانتب حمسُي اذل ،ةهكافلا نم لقأ ركس ةيمك ىلع تاورضخلا ىوتحت
هذه نم ةيئاذغلا داوملا نم ريثكلا ىلع لوصحلل كلذو ناوللأا نم ةعونتم ةعومجم ىلع ماعطلا يوتحي نأ
.ةيئاذغلا ةعومجملا
ةيمهأةيئاذغلا تاعومجملا يف تانيماتيفلا :
حيحص لكشب لمعلل مسجلا دعاست يتلا ةيئاذغلا تلامكملا يه تانيماتيفلا .
يه اهفئاظوو ةيسيئرلا تانيماتيفلا :
نيماتيف: أ
بطر هلعجيو دلجلا ةحص ىلع ظافحلا يف دعاسي ثيح ، ضيبلاو ، نابللأا تاجتنمو بيلحلاو كامسلأا يف دجوي
.
نيماتيف B :
، ايلاخلل ماعلا ءادلأا ىلع دعاسي ثيح ، ضيبلاو بوبحلاو بيلحلا برش للاخ نم هيلع لصحت نأ نكمي
لضفأ لكشب مونلا ىلع دعاسي هنأ امك ، يبصعلا زاهجلا ةصاخو .
نيماتيف C :
لثم تاتابنلا نم ءارضخلا ءازجلأاو لاقتربلاو نوميللا يف دجوي ”فلاو خنابسلاو ، تفللارضخلأا لفل. ”
مظعم يف مدلا نأ ثيح ، ةيومدلا ةيعولأا يف لمعلا ريس نسح ىلإو ةفلاتلا ةجسنلأا حلاصإ ىلإ مسجلا جاتحي
رركتم لكشب ةثللا وأ فنلأا نم جرخي نايحلأا.
نيماتيف: د
ضيبلا لوانت نم هيلع لوصحلا نكمي مهم وهو ، سمشلا تامامحل ضرعتت امدنع اضيأ دبكلا لكشيو ، ةدبزلاو
نانسلأاو ماظعلا ةيوقتو ومن ىلع دعاسي هنلأ ادج .
نابللأا
بيلحلاو يدابزلا ؛ةعومجملا هذه لمشتو .”د” و ”أ” نيماتيفو نيفلافوبيارلا و نيتوربلاو مويسلاكلا نابللأا رفوت
بللأا تاجتنم لوانتب حصني .نبجلاو نوهد ةبسن تاذ تاجتنم ضعب كانه نلأ ةضفخنملا نوهدلا تاذ نا
نم لوانتب حصني .زوللا وأ زرلأا وأ ايوصلا نم لئادبلا رايتخا بيلحلا نولوانتي لا نيذلا صاخشلأل نكمي.ةيلاع2
يلإ3 .نابللأا تاجتنم نم ًايموي صصح
نيتوربلا
لوفلاو ضيبلاو كامسلأاو نجاودلاو موحللا دعت ديدحلاو ”ب” نيماتيفو نيتوربلل ةديج رداصم تارسكملاو
ةلازإ عم ،نهدلا نم ةيلاخلا موحللا رايتخا كنكمي .نوهدلا ةيلاع اهنلأ لادتعإب موحللا كلاهتسا بجي .كنزلاو
نم كلاهتساب يئاذغلا مرهلا تاداشرإ حصنت .ةعبشملا نوهدلا ضفخل نجاودلا نم دلجلا2 يلإ3 نم صصح
وي نيتوربلا.ًايم
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نوهدلا تويزلاو تايولحلاو
لسعلاو ركسلا مضت ىهف .نوهدلا نم اهريغو خبطلا تويزو تايلحملا عاونأ عيمج ىلع ةعومجملا اذه يوتحت
نوتيزلا تيزو نهدلاو ةدبزلا بناج يلإ ،ةيعيبطلا تايركسلا نم اهريغو ،ةيعانصلا تايركسلا عاونأو
كلذل .ىرخلأا تويزلا نم اهريغو تاورضخلاو لأا نم ليلقلا كلاهتساب حصني هذه يف ةروكذملا ةمعط
.ةعومجملا
ةيئاذغلا تاعومجملا لك نم مسجلا هجاتحي ام رادقم اهيلع فقوتي ىتلا لماوعلا
: نسلا لافطلاا– ةقهارملا ةرتف– تاعضرملا
ةمعطلاا نم ةيفاضا تايمك ىلا نوجاتحي ءلاؤه لك
: سنجلا هلذبي ىذلا ىلضعلا دوهجملل ارظن ةأرملا نع ةمعطلاا ىف ةيفاضا تايمك ىلا لجرلا جاتحي
) دوهجملا ( لمعلا عون
فيفخ لمع : ىلا نهملا مسقنت– طسوتم لمع– قاش لمع– ادج قاش لمع
ةقاطلا ةمعطا نم ةيفاضا تايمك ىلا جاتحت ادج ةقاشلا نهملاف
درفلل ةيحصلا ةلاحلا
لوانت نم للقي نا بجي ركسلا ضيرم لثم ةمعطلاا نم ةنيعم عاونا لوانت بلطتت ضارملاا نم ضعب كانه
هيتارديهوبركلا ةمعطلاا
تابجولا دادعا ىف عونتلا
ةمزلالا ةيئاذغلا داوملاب مسجلا دميو ةيهشلا حتف ىلع دعاسي
) دوقنلا ( ةينازيملا
ةيئاذغلا هتميق نوكت عفترم هنمث عون لك سيلف ءاذغلل هعوضوملا ةينازيملاب طبترم ةيئاذغلا فانصلاا رايتخا نا
ةيلاع
ةميلسلا ةيئاذغلا ةبجولا نيوكت دنع ةعبتملا تاوطخلا ىه ام
ةفاجلا لوقبلا ( ءانبلا ةمعطا نم رثكا وا عون راتخي– ةيناويحلا ةمعطلاا– اهتيمهلا كلذو ) هيتابنلا ةمعطلاا
مسجلا ايلاخ ءانب ىف
ءانبلا ةمعطا مدقت ةلاحلا هذه ىفف لخدلا ىدودحم ءاذغ ىف اهصقن لامتحا كانهف نمثلا ةيلاغ ءانبلا ةمعطا نا
لوفلا لثم نمثلا ةصيخرلا– جلا نب
) هكاوفلاو تاورضخلا ( ةياقولا ةمعطا نم رثكا وا عون راتخي
) نوهدلاو بوبحلا ( ةقاطلا ةمعطا نم عون هبجولل فاضي
صخشلا هلذبي ىذلا دوهجملا وا لمعلا عون ، سنجلا ، نسلا بسح ىلع ةيمكلا مدقت
مسجلل ةمزلالا ةيئاذغلا رصانعلا ةلماكتم ةيئاذغ ةبجو ىلع درفلا لوصح نمضن نيوكتلا اذهبو
: ةمتاخ
ةميلسلا ةبجولا نيوكت دنع ةعبتملا تاوطخلاو ةيئاذغلا تاعومجملا ىلع انفرعتو مسجلل ءاذغلا ةيمها انشقان نا دعب
دادعاب موقن فوس ةيموي ةديج ةيئاذغ تابجول جذامن.
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ةدحولا ةيميلعتلا لا ةعسات
ةحصلا ىلع ةظفاحملا ةيمهأ
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ناونع ةيميلعتلا ةدحولا :ةحصلا ىلع ةظفاحملا ةيمهأ
ددحملا تقولا ةعاس :
ةددحملا فادهلاا : ىلع نيرداق نوبردتملا حبصيس ةعاس ىلاوح قرغتست ىتلا ةيبيردتلا ةرتفلا ةياهن ىف :
ةحصلا ىنعم فيرعت
ناسنلاا ةحص ىلع رثؤت ىتلا لماوعلا ةشقانم
ةحصلا ىلع ةظفاحملل دئاوف ةسمخ حرش
ةحصلا ىلع ةظفاحملا ىلع دعاست بيلاسا ةينامث ىلع فرعتلا
: ةمدختسملا ةيبيردتلا بيلاسلاا
ةيشاقنلا ةرضاحملا
ةيعامجلا ةشقانملا
راودلأا ليثمت
ىنهذلا فصعلا
انيعملا: ةبولطملا ةيبيردتلا ت
ةيميدقتلا ضورعلا
زريلافلا
أا مييقت بولسةدحول :
ىدعبو ىلبق رابتخا
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همدقم
ميحجلاو ءاقشلا ليبس ضرملا امنيب ميلعتلاو ءاخرلا قيرط اهنا ، ةحصلا نم ىلغا وه ام ايندلا ىف سيل
لا ءاحصلاا سوؤر ىلع جات ةحصلا ” رئاثلا لثملا لوقيو هاري” ىضرملا لاا
؟ ضيرملا ناسنلااو ميلسلا ناسنلاا نيب قرفلا وه ام
: وه ميلسلا صخشلا
ضارما هب سيل
شارفلل مزلام ريغ
ةديج ةلاحب لمعت همسج فئاظو
رعشي هلمعو هتايح ىف ةداعسلاب
هتقاط نم ربكا دوهجم لذب دنع بعتلاب رعشي
ميلسلا صخشلا تافص سكع وه ضيرملا صخشلا امنيب
؟ ناسنلاا ةحص ىلع رثؤت ىتلا لماوعلا ىه ام
1. ةثارولا
نيدلاولا نم دلاولاا ثري ، رعشلا ، نويعلا نول ، ةرشبلا نول ، سأرلا طيحم ، لوطلا لثم مسجلا تامس ضعب
مظعم نا ظحلا نسح نمو لاثم . اعم ملااو بلاا ةباصا ةلاح ىف لاا ثروي اهنم ضعب نكلو ثروت لا ضارملاا
ركسلا ضرم ةلاح ىف كلذل
2. ةئيبلا
تاناويحلاو راجشلااو تاتابنلا لثم ناسنلااب طيحت ىتلا لماوعلا ىهو
ضارملاا ببست ميثارجو تابوركيم لمحت تاتابنلاو تاناويحلا
ديزت ةدوربلا ةدشو ةرارحلا ةدش لثم خانم ، ةمحدزم نكاسمو عناصم نم ناسنلاا اهيف شيعي ىتلا ةقطنملا
ةيبارتلا فصاوعلاو لامرلا اهيف رثكي نكاما ىف رشتنت نويعلا ضارما لاثم . ضارملااب ةباصلاا نم
تادقتعملاو تاداعلا ، ةيعامتجلاا تاقلاعلا
3. تاو ةايحلا ىف ناسنلاا بولسا لاثمو ضارملاا نم ىوكشلا مدع ىف دعاسي ةميلسلا ةيحصلا تاداعلا هعاب
نخدم ريغلاو نخدملا صخشلا نيب ةنراقملا كلذل
ةحصلا ىلع ةظفاحملا بولسا وه ام
ماظن عابتاةميلسلا ةيذغتلا
ةيحصلا ةيصخشلا تاداعلا بولسا عابتا
نيخدتلا لثم ةئيسلا تاداعلا نع داعتبلاا
ةلوازم ةيضايرلا تانيرمتلا
ءاوطنلااو هلزعلا نع دعبلاو ةيعامتجلاا ةايحلا ىف ةكراشملا
ةيدسجلاو ةينهذلا درفلا تاردقل بسانملا لمعلا رايتخا
ىرودلا ىبطلا فشكلا ةعباتم
ةيضرملا ضارعلاا ةجلاعم ىف عارسلاا
؟ ةحصلا ىلع ةظفاحملا دئاوف ىه ام
لقعلاو مسجلا ةزهجا ةملاس ىلع ةظفاحملا
71
ضارملاا نم ةياقولا
طاشنو سامحو ةبغرب ةايحلا ىلع لابقلاا
جاتنلاا ةدايزو لمعلا ىلع ةردقلا
ايلقع ( مسجلل ىعيبطلا ومنلا– ايندب- ) ايعامتجا
ةمتاخ
. ةحصلا وه ناسنلال الله اهبهو ةمعن ربكا
لاقي امكو هتئيبو درفلا نيب لماعتلل بولسا اهنكلو ىنتقت ةعلس تسيل ةحصلااف
” ميلسلا مسجلا ىف ميلسلا لقعلا ”
APPENDIX
V
I
APPENDIX
V
The jury committee
Research supervisor
1) Prof.Dr. Mariam Haggag Soliman
2) Assist. Prof.Dr. Abeer Abdel Aziz Madian
3) Dr. Amira Abdelraheem Mohamed Ali
Jury members:
1) Prof.Dr.Nazek Ibrahim AbdElGhany
2) Prof.Dr. Enas Mohamed Ibrahim
3) Assist. Prof.Dr.Naglaa Kamel Abdallah
4) Assist. Prof.Dr.Rasha Abdel Hakim
5) Assist. Prof.Dr.Neama Yousef
APPENDIX
I
V
ةريحبلاب ميلعتلاو ةيبرتلا ةيريدم
لا ةبلط تاصصخت ءاصحا ىساردلا ماعلل ماع ىعانص8102-8102
/ صصخت ىعانص ةبلطاكيناكيملا ىناثلا فصلا()
ةسردملا مسا بلاطلا ددع
1. ةيوناثلا روهنمد ةيكيناكيملا 033
2. ا ةيكيناكيملا ةيوناثلا صمح وب 273
0. ك راودلا رفةيكيناكيملا ةيوناثلا 033
4. ا وكدةيكيناكيملا ةيوناثلا 171
5. ر ديشةيكيناكيملا ةيوناثلا 151
1. ا ةيدومحملةيكيناكيملا ةيوناثلا 147
7. ا رافلا ىبنلا دبع ىلع ديهشلةيكيناكيملا ةيوناثلا 14
8. ك ةدامح موةيكيناكيملا ةيوناثلا 07
9. ب ردةيكيناكيملا ةيوناثلا 174
13. ا ريماطملا وبةيكيناكيملا ةيوناثلا 147
11. ح ىسيع شوةيكيناكيملا ةيوناثلا 204
12. ا تاجنلدلةيكيناكيملا ةيوناثلا 131
10. ا ةكرتشملا ةيعانصلا ةيرابونل 02
ARABIC
SUMMARY
Arabic summary
461
ىبرعلا صخلملا
،ةملأل ةيقيقحلا ةورثلا جاتنلإا دعي ثيح ةملأا ءاقبل نايحلأا ضعب ىفو ءاخرلل هيساسلاا زئاكرلا دحأ ةعانصلا ربتعت
لإا ىف ةيرارمتسلااو ةلاح ىف لامعلا ناك اذإ لاإ ققحتت نل جاتن.ةديج ةيحص
تفده ايعامتجإ لوبقملا ريغ نمو، جاتنلإا نم مهنيكمتو نيلماعلا ةملاس نامض ىلا ةينهملا ةيحصلا تاسرامملا
ةبسن ةدايز كلذ ىلع بترتي ةئيس ةيحص ةلاح ىف لامعلا نوكي امدنعف. ضرملاو ةافولا ىف لمعلا ببستي نأ ايداصتقإو
و لمعلا ثداوح ةرثكو لمعلا نع بيغتلا. لثملأا ىوتسملا نود هيجاتنلإا و زجعلا ةدايز
نوضرعتي نيذلا لامعلا بيصت يتلا ضارملأا اهنأب ةينهملا ةحصلاو ةملاسلا ةرادلإ اقفو ةينهملا ضارملأا فرعت
ةيجولويب وا ةيئاميك وا ةيئايزيف تناك ءاوس لمعلا عقوم يف ةنيعم ةينهم رطاخمل.
تاباصلاا ربتعت ةينفلا ةيوناثلا سرادملا بلاط نيبأ نم ةدحاو اهنلأ مويلا ملاعلا هجاوت ىتلا ةيحصلا لكاشملا رطخ
.ةافولا ىتح وأ ةايحلا ىدم ةقاعا ىلا ىدؤت نأ نكمي نع لقي لاام تومي ىملاعلا ديعصلا ىلعف000888 سرادملا بلاط نم
نيذلا نع مهرامعأ لقت80 ةدوصقم ريغ تاباصا ببسب اماعسرثكأو اًيون نم 50 ٪ نم تاذ نادلب ىف ثدحت تايفولا هذه
. لخدلا ةطسوتمو ةضفخنم تايوتسم تاهاجتا باستكا ناف كلذلو ةيصخش وا ةيئيب لماوع ببسب ثدحت ابلاغ ثداوحلا كلت
ىنغ لا ةيسردملا شرولاب ةنمآ ةئيب ىلع ةظفاحملا ربتعت امك.سرادملا ثداوح ليلقت ىف اماه لاماع ربتعت ةديج ةينيمأت
بيرق مويلا بلاطف.ةيعانصلا سرادملاب نيلماعلاو بلاطلا ةملاسل ةبسنلاب اهنع دغلا ىف نطولاب ةلماعلا ىوقلا ءاضعأ مه ا
.ةماع عمتجملاو ةصاخ ةعانصلا ىف قبطتس ديكأتلاب سرادملا ىف بستكت ىتلا تاراهملاو تاهاجتلاا نأ امك، بيرقلا
رطاخملا لكب ةيارد ىلع نوكت اهنأ ثيح .ثداوحلا عنم يف اًيسيئر اًرود ةيعانصلا سرادملا يف ةلماعلا ةضرمملا بعلت
بلاطلا فيقثت يف مهم رود اًضيأ اهيدل .بلاطلا ةيامحل ةمزلالا ريبادتلا دوجو نم دكأتتو شرولا لخاد بيردتلاب ةطبترملا
ليلقت وأ عنمل ةملاسلا ريبادت لوح .ةيعانصلا سرادملا يف ثداوحلا
وه هساردلا هذه نم فدهلا ناف ىلاتلابو: ت مييقتأريث لخدت تاسراممو تامولعم ىلع ةينهملا ةملاسلا نع ىميلعت
ةيكيناكيملا ةينفلا ةيوناثلا سرادملا ةبلط نينبلا ةريحبلا ةظفاحمب.
دقو . ةساردلا هذه ذيفنتل ىدعبو ىلبق مييقتل عضخ ىبيرجت هبش ميمصت مادختسا مت ىلع ةساردلا ةنيع تلمتشا دقو008
ابلاط.ةقاعلااو ةنمزملا ضارملأا نم نييلاخو ىناثلا ىساردلا فصلاب نيديقم
:تانايبلا عمج تاودأ
ىلولأا ةادلأا:وميدلا صئاصخلا سايقل ةرامتسا ةيفارغ بلاطلل. تنمضتو لولاا ءزجلا : ءازجأ ةثلاث : صئاصخلا مييقتل
ةيعامتجلااةيفارغوميدلاو ، :ىناثلا ءزجلا،طلل ىضرملا خيراتلابلا مييقتل :ثلاثلا ءزجلا ، بلاطلا ةايح طمن .
ةيناثلا ةادلأا: نع ةرابع ىه ةرامتسا ةملاسلا نع ةيكيناكيملا ةينفلا سرادملا ةبلط تامولعم سايقلةينهملا ةتس تنمضتو .
لولأا ءزجلا : ءازجأ : ىناثلا ءزجلا ،ةسردملا لخاد ةينهملا ةحصلاو ةملاسلا : بلاطلا اهل ضرعتي ىتلا رطاخملا ىف
تاءارجاو ةيسردملا ثداوحلا : ثلاثلا ءزجلا ، ةسردملا : عبارلا ءزجلا ، ناملأاشرولاب اهرفاوت بجاولا ةينملاا لئاسولا ،
ةيصخشلا ةياقولا تاودأ : سماخلا ءزجلا ، : سداسلا ءزجلا ةيلولأا تافاعسلأا.
:ةثلاثلا ةادلأا ةرامتسا ةظحلام مييقتل لخاد ةينملأا لئاسولاةفلتخملا بيردتلا شرو .
Arabic summary
461
:تانايبلا عيمجت تاوطخ نع امأ
ةعماج ضيرمتلا ةيلك نم ةيمسر تاباطخ لاسرإ مت روهنمدىلا ةيكيناكيملا ةينفلا ةيوناثلا سرادملا نيريدم كلذو
.تانايبلا عمجل ةقفاوملا ىلع لوصحلاو ةساردلا نم فدهلا حيضوتل
ةقيرط مادختساب ثحبلا ةنيع رايتخإ متو لحارملا ةددعتم تانيعلا ذخأ ةبسنلاب سرادملل ةيئاوشعلا ةقيرطلابو
.ماسقلال ةبسنلاب ةمظتنملا
ىلع لوصحلا مت دقو ا نم ةبوتكم ةقفاوم بلاطل . ةساردلا كلت ىف نيكراشملا
: ةيعلاطتسلاا ةساردلا ىلع تحبلا تاودأ رابتخإ مت00 بلاط رابتخا مت امك. ةيلصلأا ةنيعلا نم مهفذح مت
. لاجملا اذه ىف ءاربخ ةسمخ بناج نم اهتيقادصم رابتخإ ناكو ثحبلا تاودأ تابثو قدص مادختساب ةيقوثوم
. رابتخلاا ةداعاو رابتخلاا
نم ةرتفلا للاخ رهشأ ةتس ىلاوح تانايبلا عمج ةلحرم تقرغتسإ دقو ربمتبس0885 ىلا سرام0808 .
اتنئ ةساردلا ج:
ءزجلا لولأا :صئاصخلا ةماعلا ةنيعلل ةسوردملا
ةسوردملا ةنيعلل ةيفارغوميدلاو ةيعامتجلاا صئاصخلا
اميف قلعتي رمعلاب ، حوارت نيب 80-80 ةنس طسوتمب رمع 83.65 ±8.08 نيب ةعومجم ةساردلا امنيب رمع طسوتم
ةعومجملا ةطباضلا ناك 83.08 ±8.08.
ناك لقأ نم يثلث (36.3٪ )ةعومجم ةساردلا نوشيعي يف قطانملا ةيرضحلا ةنراقم يثلثب ةعومجملا ةطباضلا
(33.6٪).
ىمظعلا ةيبلاغلا(58٪) ةطباضلا ةعومجملاو ةساردلا ةعومجم نم .مهتاجايتحا ةيبلتل ىفاك مهلخد نكي مل
( عابرأ ةثلاث نم لقأ ىلاوح نأ دجو08.0% ىثلث ىلاوحب ةنراقم ةمحدزم نكاسم ىف نوشيعي ةساردلا ةعومجم )
(30.0%.ةطباضلا ةعومجملا )
فصن نم برقي ام نأ حضتي ، ملأا ميلعت صخي اميف تاهمأ (65.6٪) ةساردلا ةعومجمدق ةلحرملا ىلا اولصو
ىسمخ ىلاوحب ةنراقم ةيوناثلا(65.6٪) تاهمأ.ةطباضلا ةعومجملا
جئاتنلا تحضوأ دقف ملأا ةفيظوب قلعتي اميفو فصن نم رثكأ نأ(00.5٪) ىسمخ ىلاوحو ةساردلا ةعومجم تاهمأ
(68.0٪) .لزانم تابر اوناك ةطباضلا ةعومجملا تاهمأ
نأشبو، بلأا ةفيظو دقف نأ جئاتنلا ترهظأ طبضلابفصن ةنيعلا (08٪) نم اوناك ةساردلا ةعومجم ءابآ نوفظوم
ةنراقم رثكأبنم فصن (57.1%) ةطباضلا ةعومجملا ءابآ.
ةلاحلا ةيحصلا ةماعلا ةنيعلل ةسوردملا
تزربأ ثلث نم لقأ نأ جئاتنلا (68.0٪) ةساردلا ةعومجم للاخ جلاعملا بيبطلا لبق نم ةفوصوم ةيودأ اولوانت دق
عبر ىلاوحب ةنراقم ةيضاملا رهشأ ةتسلا(00.0٪) . ةطباضلا ةعومجملا
( فصن نم لقأ نأ اضيأ ركذلاب ريدجلا نمو60٪ ، 60.3٪ةطباضلا ةعومجملاو ةساردلا ةعومجم ) ىلاوتلا ىلع دق
ةيبط ليلاحت اورجأةيضاملا رهشأ ةتسلا للاخ .
. ةيرصب وأ ةيعمس لكاشم ىأ نيتعومجملا ىدل نكي مل هنأ اضيأ حضتي امك
Arabic summary
466
ةسوردملا ةنيعلل ةايحلا طمن
ةنراقم مويلا ىف تابجو ثلاث نولوانتي اوناك ةساردلا ةعومجم ىثلث ىلاوح نأ حضتا دقف تابجولا ددع صخي اميف
ةطباضلا ةعومجملا ىثلث نم رثكأب(35.6٪.)
ىسمخ نم برقي ام نأ جئاتنلا ترهظأ دقف راطفلاا ةبجو نأشبو(68.6٪) ةبجو نولوانتي اوناك ةساردلا ةعومجم
ايمويراطفلاا ةطباضلا ةعومجملا فصن نم رثكأب ةنراقم (00.5٪.)
ةساردلا ةعومجم فصن نأ جئاتنلا ترفسأ دقف ةعيرسلا تابجولا لوانت نع امأ(08٪) بجولا نولوانتي اوناك تا
ةنراقم اًمئاد ةعيرسلا لقأب نم يثلث ةعومجملا ةطباضلا (36.3٪.)
دعب قلعتي اميفود نأ جئاتنلا تحضوأ دقف مويلاب ءاملا باوكا ةساردلا ةعومجم فصن نم لقأ
(66.3٪) فصن نم رثكأ امنيب اًيموي باوكأ ةينامث نولوانتي اوناك(00.8٪) ةطباضلا ةعومجملا لقأ نولوانتي اوناك
نماًيموي ءاملا نم باوكأ ةينامث.
تاهبنملا لوانت صوصخبو ىمظعلا ةيبلاغلا نأ دجو دقف(58٪( لكو ةساردلا ةعومجم نم )888٪) ةعومجملا
.ةوهقلاو ىاشلا نولوانتي اوناك ةطباضلا
ىثلث نم لقأ نأ دجوف ةيضايرلا ةسرامم صخي اميفو(38.0٪) نيرامتلا نم عون ىأ اوسرامي مل ةساردلا ةعومجم
ةيضايرلاةثلاث نم رثكأب ةنراقم عابرأ(06.3٪) .ةطباضلا ةعومجملا
مونلا تاعاس ددع نأشبو ةيمويلا ناك ةيمويلا مونلا تاعاس ددع طسوتم نأ جئاتنلا ترهظأ دقف0.00 ±8.30 و
0.05 ±8.68 ع ةطباضلا ةعومجملاو ةساردلا ةعومجمل. ىلاوتلا ىل
نم رثكأ نأ جئاتنلا تزربأ دقو ثلث(60.8) نينخدم اوناك ةساردلا ةعومجم سمخ ىلاوحب ةنراقم(08.0٪)
. ةطباضلا ةعومجملا
. ءاود ىلأ نيتعومجملا نم ىأ نمدي مل هنأ اضيأ ركذلاب ريدجلا نمو
ءزجلا يناثلا :ةفرعم بلاطلا بناوجلاب ةفلتخملا ةملاسلل ةينهملا
اميفب قلعتي نع ةسوردملا ةنيعلا تامولعم ةسردملا ىف ةينهملا ةملاسلا نأ دجوف ىوتسم ناك نيتعومجملا لاك
جئاتنلا ترهظأ امنيب. جمانربلا قيبطت لبق ام ةلحرم ىف ائيس مهتفرعم ىميلعتلا جمانربلا قيبطت دعب ام ةلحرم ىف هنأ
ةساردلا ةعومجم فصن نم رثكأ نأ دجو(00.0٪) ةفرعملا نم ديج ىوتسم مهيدل ناك .
ةينهملا رطاخملا صخي اميفو ىمظعلا ةيبلاغلا نأ حضتا دقف(50.8٪ ، 50.3٪) ةعومجملاو ةساردلا ةعومجمل
ناك ىلاوتلا ىلع ةطباضلا ام ةلحرم ىف طسوتم مهتفرعم ىوتسم ىميلعتلا لخدتلا قيبطت لبق . لخدتلا قيبطت دعب امنيب
ثكأ نأ دجو ىميلعتلا ثلث نم ر(68.6٪) ( ىلاوحب ةنراقم ةفرعملا نم ديج ىوتسم مهيدل ناك ةساردلا ةعومجم8.0٪ )
. ةطباضلا ةعومجملا نم
ىميلعتلا لخدتلا قيبطت لبق ام ةلحرم ىف هنأ جئاتنلا ترفسأ دقف ، ةيسردملا ثداوحلا نأشبو
ناك ىدل ىمظعلا ةيبلاغلا(50.8٪) ةساردلا ةعومجمل ىميلعتلا لخدتلا قيبطت دعب نكلو ةفرعملا نم ءىس ىوتسم
ىسمخ ىلاوح نأ دجوف(68٪) ةفرعملا نم ديج ىوتسم مهيدل حبصأ ةساردلا ةعومجم .
، لمعلا شرو ىف اهرفاوت بجي ىتلا ةملاسلا ريبادتب ةصاخلا تامولعملا نع امأ مهيدل ناك نيتعومجملا لاك نأ دجوف
ةفرعملا نم ءىس ىوتسم ىميلعتلا جمانربلا قيبطت لبق ىميلعتلا لخدتلا قيبطت دعب رخلأا ضيقنلا ىلع . رثكأ نأ دجو
ىثلث نم(30.0 ٪) ةفرعملا نم ديج ىوتسم مهيدل حبصأ ةساردلا ةعومجم.
Arabic summary
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اب قلعتي اميفولإ ىميلعتلا لخدتلا لبق هنأ دجو دقف ةيلولأا تافاعسىمظعلا ةيبلاغلاو ةساردلا ةعومجم لك (50.3٪) نم
ناك ةطباضلا ةعومجملاافيعض مهتامولعمو مهتفرعم ىوتسم نأ جئاتنلا تزربأ امنيب . ةعومجم فصن نم رثكأ
ةساردلا(36.3٪) ةديج ةفرعم مهيدل حبصأجمانربلا قيبطت دعب ام ةلحرم ىف.
نيب ةيئاصحا ةقلاع دوجو جئاتنلا ترهظأ دقو ىوتسمو مسقلاو رمعلالا ةفرعم. ةساردلا ةعومجمل نع امأ ةقطنم
نكسلا دقف بلأا ةنهم ، بلأا ميلعت ىوتسم، ملأا ةنهم،ملأا ميلعت ىوتسم، ماحدزلاا لدعم ، ىرهشلا ةرسلأا لخد ،
. ةساردلا ةعومجمل ةفرعملا ىوتسم نيبو لماوعلا هذه نيب ةيئاصحا ةقلاع دوجو مدع نع جئاتنلا ترفسأ
ءزجلا ثلاثلا :تاسرامم تاءارجإ ةملاسلا يف شرو لمعلا ةيبيردتلا
نأ دجوه ىميلعتلا لخدتلا قيبطت لبق ترهظأ امنيب. شرولا ةفاظنل ةبسنلاب ةلماكلا ناملأا لئاسو ىلا ترقتفا شرولا لك
ةلماكلا ناملاا لئاسو ترفاوت دقف ىميلعتلا لخدتلا قيبطت دعب نأ جئاتنلا ةكابسلا شرو عيمج ىف شرولا ةفاظنل ةبسنلاب
لا شرو عابرأ ةثلاثو ،.ماحللا شرو ىثلثو ةطارخ
نمو ريدجلا ركذلاب نأ اضيأ عيمج شرو لمعلا يتلا تمت اهتظحلام ةلماكلا ناملأا لئاسو ىلا ترقتفا اميف قلعتي
ماظنب ةيوهتلا ءاضوضلاو لبق دعبو لخدتلا يميلعتلا.
دقف ، ةءاضلأل ةبسنلاب ةلماكلا ناملأا لئاسو نأشب امأ ىلا ترقتفا اهتظحلام مت ىتلا شرولا عيمج نأ جئاتنلا تزربأ
ىميلعتلا لخدتلا قيبطت دعب ام ةلحرم ىف رخلأا ضيقنلا ىلع.ىميلعتلا لخدتلا قيبطت لبق ام ةلحرم ىف لئاسولا كلت
دق لئاسولا هذه نأ دجو تلمتكا. ةطارخلا شرو عبر ىلاوح ىف
شرو لك نأ اضيأ هابتنلال تفلالا نمو ددعلل ةبسنلاب ةلماكلا ناملأا لئاسو ىلا ترقتفا دق اهتظحلام مت ىتلا لمعلا
.ىميلعتلا لخدتلا قيبطت دعبو لبق ام نيتلحرملا ىف ةيوديلا
ناملأا لئاسو اهب رفاوتي مل اهتظحلام مت ىتلا لمعلا شرو لك نأ اضيأ فسؤملا نمو ميدقتو قيرحلا ةحفاكمل ةيفاكلا
اوس ةيلولأا تافاعسلاا. ىميلعتلا لخدتلا قيبطت دعب وأ لبق ء
تلا شرولا لك ىف ةرفوتم نكت مل ةيصخشلا ةياقولا لئاسو نأ اضيأ ركذلاب ريدجلا نموى وأ لبق ءاوس اهتظحلام مت
.ىميلعتلا لخدتلا قيبطت دعب
: نأ ىلا ةساردلا تصلخ دقف ةيلاحلا ةساردلا جئاتن ىلع اءانبو
ناك اهلمكأب ةساردلا ةعومجم قيبطت لبق ةينهملا ةملاسلاو ةحصلاب قلعتي اميف ةئيس تاسراممو ةفيعض تامولعم اهيدل
يميلعتلا لخدتلا حجن دق ىميلعتلا لخدتلا اذه نوكي كلذبو.ةيلاع ةيئاصحإ ةللاد وذو ظوحلم ريغت ثدح هقيبطت دعب نكلو.
اممو فراعمل ىباجيلاا رييغتلا ىف لثمتملا و دوشنملا هفده قيقحت ىف.ةينهملا ةملاسلاو ةحصلاب قلعتي اميف بلاطلا تاسر
يصون ةيلاحلا ةساردلا ىلإ ًادانتسا ىلي امب:
1. ةسردملا ةرادا
ةيكيناكيملا ةينفلا ةيوناثلا سرادملاب ةصاخلا شرولا لكب ةيصخشلا ةياقولا تاودأ ريفوت
.سرادملاب ثداوحلا ليلقتو ىنملأا ىعولا ةدايزل كلذو جهانملا لخاد ىعانصلا نملأا ميلعت جاردا
ا نع لوئسملا ةكراشملأ نملأل ماع جمانرب دادعا ىف ىحصلا قيرفلاو نيسردملاو ةسردملا ىراداو ىعانصلا نم
نملأاب نيمتهملاو ةيبعشلا تائيهلا ةكراشم عيجشتو ةسردملاب ىعانصلا.كلذ ىف ىعانصلا
اهتنايصو ناملأا لئاسو ريفوتل ةصاخ ةينازيم ريفوت
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عاطق لك ىوتسم ىلع ىعانصلا نملأل ةماع ةنجلو ةسردم لكب ةدوجوملا ىعانصلا نملأا ةنجل ميظنت نيوكت ةداعا
.مهنيب اميف بوانتلاب ةنجللا كلت ماهم ىف ةبلطلا كارشاو ىعانصلا نملأا تاربخ قيسنتل
لوئسم نييعت ةبلطلا قح نع عافدللو ةديدج ةيسردم تاطاشنل طيطخت ىلا راشتسمك ةسردم لكب ىعانصلا نملأا نع
.ةنما ةئيب ىف ميلعتلا ىف
قيرفلا ءاضعاو ىعانصلا نملأا لوئسم ،نيسردملا ، ةسردملا ةرادا نم قيرف ةطساوب ةسردملا ةئيبل ةيرود ةظحلام
عمو تافصاوم ىلع اءانب ةبلطلا نم ددعو ىحصلا شرولا ثيدحت ىف تاظحلاملا كلت جئاتن مدختستو ةددحم رييا
.ةسردملاب
جاردا ةيساسلأا ةايحلا معدو ةيلولأا تافاعسلإا تارود ىف.ةيعانصلا ةيوناثلا سرادملا جهانم
ببست يتلا ةطشنلأا نأشب ةموكحلاو ةسردملا ةرادإ لبق نم بسانملا هيجوتلا لمعلا ةشرو يمدختسم ءاطعإ بجي
ثداوح اهتئيبو لمعلا شرو يف ثداوحلا عوقو ليلقت ىلإ كلذ يدؤيس .ةنملآا ريغ لاعفلأاو ةنملآا ريغ فورظلا لثم
.اهذيفنت متيس يتلا ةطشنلأاب ةيارد ىلع اهومدختسم نوكيس ثيح
بيردتو فيقثتل ةيبيردتلا لئاسولاو ويديفلاو زافلتلاب ةدوزم ةصاخ ةيميلعت لوصف ريفوت بلاطلاتي ام لك لوح قلع
.ةينهملا ةملاسلاو ةحصلاب
.مهئادأ نيسحتل يكيناكيملا ينفلا ميلعتلا بلاط ىدل ةينهملا ةملاسلاو ةحصلل ةيلودلا ريياعملا قيبطت
ليلقت لجأ نم ةسردملا يف بلاطلا عيمجل ةايحلا معدل ةيساسلأا ةيهيجوتلا ئدابملاو ةيلولأا تافاعسلإا رفوتت نأ بجي
ةركبملا تايفولاو ةضارملا .ئراوطلا تلااحو ثداوحلل
زيزعت لجأ نم ءاضوضلاو ةيوهتلا لثم لمعلا ةشرول ةيئيبلا بناوجلاب مامتهلاا نيملعملاو سرادملا يريدم ىلع بجي
.لضفأ لكشب لمعلا ةشرو ةفيظو
.ةيوناثلا سرادملا بلاط نيب ةرطخلا تايكولسلا رطاخم لوح ةيحص ةيفيقثت تارود دقع
ا ددع رابتعا اًضيأ بجي لعجل بلاطلل ةحاتملا تادعملاو لمعلا ةشرو ةحاسم عم اًقفاوتم نيلوبقملا بلاطل بيردتلا
.اًحيرم يلمعلا
نيب ةحص رثكأ ةايح طمن ىلع ظافحلل ةصصخملا زفاوحلا نع ًلاضف ، يعامتجلاا نيكمتلاو ملاعلإا رود ميظعت
.بابشلا
ةيرود ةروصب ةيبيردت جمارب دقعلوح بلاطلل لا ةملاسلاةينهم
دقعةيلولأا تافاعسلإا لوح نيملعملل ةرمتسم ةيبيردت جمارب ميدقت نم اونكمتي ىتح ةمزلالا ةيلولأا تافاعسلإا روف
ثودح. تاباصلإا
ىلمعلا بيردتلا ةشرو ىف ةزهجملا ةيلولأا تافاعسلإا ةبيقح ريفوت.
2. ميلعتلاو ةيبرتلا ةرازو
ةعباتم ميلعتلاو ةيبرتلا ةرازو ىلع بجي.يرود لكشب ةيكيناكيملا ةينفلا شرولا
صيصختريفوتل اًيونس ةموكحلا اهدلوت يتلا لخدلا ةبيرض نم ةنيعم ةبسن شرو لخاد بيردتلل ةمزلالا تادعملا
لمعلا . ىكيناكيملا ىنفلا ميلعتلا تاسسؤمب
3. ىحصلا قيرفلا
ةصاخلا ةيلولأا تافاعسلإا ىلع سرادملاب ةيحصلا رداوكلا بيردتةيعانصلا تاباصلإاب
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. ةيرود ةروصب ىعانصلا نملأا ىلع ةيعانصلا سرادملاب تاضرمملاو ةسردملا ءابطأ نم لك بيردت
ثداوحلا نع غيلبتلاو ةيلولأا تافاعسلإا ىلع ةسردملاب نيلماعلاو ةبلطلا بيردت ىحصلا قيرفلا ءاضعأ ىلع
.نيلماعلاو ةبلطلل ىرود صحف لمعو ءىراوطلا ىف فرصتلاو
ي رطاخملا لوح ةيرود يحص فيقثت تاسلج دقعو ماظتنإب ةيبيردتلا لمعلا شرو ةبقارم ةسردملا ةضرمم ىلع بج
.ةينهملا
4. نيسردملا
.ةيصخشلا ةياقولا تادعم مادختسا ةرورض لوح بلاطلل ةيرود ىحص فيقثت تارود دقع
ءانثأ ةمزلالا داوملاو تلالآاو ةيوديلا تاودلأا لثم ةشرولا تادعم رفاوت نم دكأتلا نيملعملا ىلع بجي.بيردتلا
يف اهيف بوغرم ريغ ثداوح كانه نوكت لا ىتح دعاوقلل مهعابتا نم دكأتلاو بلاطلا ةبقارم ىلإ نوملعملا جاتحي
عتلاو سيردتلا ةيلمع قوعت نأ نكمي ىتلاو لمعلا ةشرو.مل
5. بلاطلا
دادعإ بجيو ، ةينيمأتلا حئاوللاو دعاوقلاب ةيارد ىلع اونوكي نأ اهبلاطو ةيعانصلا سرادملاب نيلماعلا لك ىلع بجي
. ةشرو لكل ةبولطملا لئاسولاو ةسردملاب نيلماعلل ةينيمأتلا تايلوئسملا ددحت هيفو ةسردملاب ىعانصلا نملأا نع بيتك
ىلع طقف سيل بلاطلا بيردت بجي اهتنايصو تادعملا هذهب ةيانعلا ىلع اًضيأ نكلو ، ةيامحلا تادعمل ميلسلا مادختسلإا
.اًبولطم نوكي دق صحف وأ رابتخا وأ قبسم زيهجت يأ كلذ يف امب ،
ىلإ كلذ يدؤيس .ةيكيناكيملا لمعلا شرو يف ثداوحلا عوقو ريثأت نع ةصتخملا تاطلسلا لبق نم بلاطلا غلابإ بجي
ةظقيلا زيزعت ةدوجلا يلاع بيردت ميدقتل اهتئيبو لمعلا ةشرو يفةيكيناكيملا ةيوناثلا سرادملا يف
ثاحبلأا ةيلبقتسملا
مييقت.ةينفلا سرادملا عاونأ ىقاب ىف ةعبتملا ناملأا لئاسو
ا ساردملاب تلاماعلا تاضرمملا بيردتةينفل ةسردملاب ناملأا لئاسو ىلع نيسردملاو
ةيبيردت جمارب دادعاىف ةيلولأا تافاعسلاا نع ةينفلا سرادملا عاونأ ىقاب.
سرادملا ةبلط تاسراممو تامولعم ىلع ةينهملا ةملاسلا نع ىميلعت لخدت رثأ مييقتل ثوحبلا نم ديزملا ءارجا
.جئاتنلا ميمعت نكمي ىتح ، مجحلا ةريبك تانيع ىلع لمتشتل، ىكيناكيملا ىنفلا ىوناثلا
سرادملا ةبلط تاسراممو تامولعم ىلع ةينهملا ةملاسلا نع ىميلعت لخدت ريثأت ةينفلا ةيوناثلا
ةريحبلا ةظفاحمب نينبلا ةيكيناكيملا
ةيملع ةلاسر
ضيرمتلا ةيلك ىلإ ةمدقم– ةعماج روهنمد
إ ةجرد ىلع لوصحلا طورشل ايئزج ءافي
ةيضيرمتلا مولعلا ىف روتكد
ىف
عمتجملا ةحص ضيرمت
نم ةمدقم
نسح نيمأ دمحم ءاميش
عمتجملا ةحص ضيرمت ريتسجام
ضيرمتلا ةيلك
روهنمد ةعماج
0220
ةينفلا ةيوناثلا سرادملا ةبلط تاسراممو تامولعم ىلع ةينهملا ةملاسلا نع ىميلعت لخدت ريثأت
ةريحبلا ةظفاحمب نينبلا ةيكيناكيملا
نم ةمدقم
نسح نيمأ دمحم ءاميش
عمتجملا ةحص ضيرمت ريتسجام
ىلع لوصحللةجرد ةيضيرمتلا مولعلا ىف روتكد
ىف
عمتجملا ةحص ضيرمت
ةلاسرلا ىلع مكحلاو ةشقانملا ةنجل نوقفاوم
ىنغلا دبع ميهاربإ كزان.د.ا ......................
عمتجملا ةحص ضيرمت ذاتسأ
ضيرمتلا ةيلك
ةيردنكسلإا ةعماج
جاجح ميرم .د.ا ناميلس ......................
عمتجملا ةحص ضيرمت ذاتسأ
ضيرمتلا ةيلك
روهنمد ةعماج
د.ا. ميهاربا دمحم سانيا ........................
عمتجملا ةحص ضيرمت ذاتسأ
ضيرمتلا ةيلك
روهنمد ةعماج
م.ا..د ...................... نيدم زيزعلا دبع ريبع
أ ذاتس ضيرمت دعاسمعمتجملا ةحص
ةيلكضيرمتلا
روهنمد ةعماج
فارشلإا ةنجل
.ا.د ناميلس جاجح ميرم......................
عمتجملا ةحص ضيرمت ذاتسأ
ضيرمتلا ةيلك
ةعماج روهنمد
ام...د نيدم زيزعلا دبع ريبع .........................
أ ذاتس ضيرمت دعاسمعمتجملا ةحص
ةيلكضيرمتلا
روهنمد ةعماج
/د ىلع دمحم ميحرلا دبع ةريمأ .......................
سردمءاوهلا ثولتو لمعلا ةئيب ةحص
مسق ءاوهلا ثولتو ةينهملا ةحصلا
ةماعلا ةحصلل ىلاعلا دهعملا
ةعماجالإ ةيردنكس