Effectiveness of a Social Cognitive Theory Intervention on Promoting Personal Protective Equipment (PPEs) Use among Iranian Aluminum Company Workers

Workers in industrial workplaces are at increased risk of developing, occupational hazards, work-related accidents, and diseases. Personal Protective Equipment use (PPE) may protect the user against accident or safety risks in the working environment. Educational interventions may improve knowledge and practice related to prevention, but little is known about their knowledge and exposure prevention. This study was aimed to determine the effect of educational intervention based on social cognitive theory (SCT) on knowledge and (PPEs) use among Iranian workers of Aluminum Company (IRALCO).  This parallel randomized trial was conducted in a sample of 188 workers who were randomly assigned as the intervention (n=94) and a control (n=94) groups. The intervention group received an educational intervention of six sessions lasting 45-60 minutes augmented with the electronic-learning whereas; the control group attended a routine education program of the company. A researcher-made questionnaire based on SCT constructs and a practice/checklist was used to collect data at baseline and six months after the intervention. Mann-Whitney Test and Wilcoxon Signed Ranks Test analysis were used for data analysis using SPSS version 24.0. P<0.05 was considered statistically significant. After the intervention, knowledge, practices (checklist) items, and all SCT constructs (except emotional adaptability (P= 0.077) revealed significant differences in the intervention group (P≤0.001) whereas in the control group were no significant differences (P>0.05). This study indicated that the application of educational intervention based on SCT constructs can reflect a positive impact on knowledge and appropriate use of PPEs to reduce occupational-related injuries. This theory is a recommended method to improve workers’ personal protective behaviors.