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Objective: Continuous education and training in disaster preparedness is critically important for first aid and emergency program students, who will be the future healthcare professionals, especially in the pre-hospital setting. This training aims to improve their knowledge and practices and ensure their competence in preparing for and managing potential disasters or risks. Therefore, this study aims to examine the effect of a disaster education program, delivered to first aid and emergency program students using a peer-supported teaching method, on disaster preparedness beliefs and disaster attitudes.
The research will be conducted using a pre-test-post-test single-group quasi-experimental design. The study will be conducted with second-year students (n=75) studying in the First Aid and Emergency Program at Eğirdir Health Services Vocational School. Data for the research will be collected twice, before and after the training, using a "Descriptive Information Form," a "General Disaster Preparedness Belief Scale," and a "Disaster Attitude Scale" via face-to-face interviews. The intervention will include a training program consisting of four sessions for the students. The data will be analyzed using parametric/non-parametric tests to determine whether they conform to a normal distribution.
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Intervention group | Active Comparator | peer-supported disaster education |
|
| control group | Other | routine training program |
|
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| peer-supported disaster preparedness training | Other | Peer-supported disaster preparedness training programs differ from other training methods because they rely on learning through peer interaction rather than expert-centered transfer of knowledge. |
| Measure | Description | Time Frame |
|---|---|---|
| General Disaster Preparedness Belief | The scale consists of 31 items on a five-point Likert scale and six sub-dimensions: perceived sensitivity, perceived barriers, perceived benefit, perceived seriousness, self-efficacy, and motivation for action. The minimum score is 31, and the maximum is 155. The scoring system for the sub-dimensions is as follows: self-efficacy sub-dimension 8-40 points, motivation for action sub-dimension 5-25 points, perceived sensitivity sub-dimension 6-30 points, perceived barriers sub-dimension 6-30 points, perceived benefit sub-dimension 3-15 points, and perceived seriousness sub-dimension 3-15 points. Items 4, 6, 8, 13, 14, 15, 16, 17, 18, 19, 23, 25, 26, and 30 are negative statements and are reverse-scored. The scale yields scores between 31 and 155. | 1 month |
| Disaster Attitude | The scale consists of 23 questions and has three sub-dimensions: "Cognitive" (7 questions), "Affective" (9 questions), and "Behavioral" (7 questions). The scale is a five-point Likert type, with scores ranging from 23 to 115. Higher scores indicate a higher level of disaster awareness. | 1 month |
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Inclusion Criteria:
Exclusion Criteria:
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Suleyman Demirel University | Isparta | Isparta | 32000 | Turkey (Türkiye) |
| PubMed Identifier | Type | Citation | Retractions |
|---|---|---|---|
| 40007756 | Background | Emaliyawati E, Ibrahim K, Trisyani Y, Songwathana P. The Effect of Integrated Simulation Experiential Learning Disaster Nursing for Enhancing Learning Outcomes Among Undergraduate Nursing Students: A Quasi-Experimental Study. Adv Med Educ Pract. 2025 Feb 21;16:311-321. doi: 10.2147/AMEP.S489163. eCollection 2025. | |
| 36819388 | Background |
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Sharing individual student data is not considered ethically appropriate.
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The intervention in this study is a disaster education program delivered using a peer-supported teaching method. The program consists of four sessions, each lasting one hour. The first three sessions will provide students with theoretical and visual content. The final session will involve an experiential learning activity.
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The statistician who will be doing the statistics in the study will be blindfolded.
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| Rutin | Other | routine training program |
|
| Alkalash SH, Alhashmi Alamer EH, Allihyani AM, Alhazmi AS, Alharthi RM, Bugis AM. Knowledge of and Attitude Toward Disaster Preparedness Among Secondary School Students in the Western Region of Saudi Arabia. Cureus. 2023 Jan 18;15(1):e33926. doi: 10.7759/cureus.33926. eCollection 2023 Jan. |
| Background | Adiyoso W, Kanegae H. Effectiveness of disaster-based school program on students' earthquake-preparedness. J Disaster Res. 2013;8:1009-17. |
| ID | Term |
|---|---|
| D001519 | Behavior |
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| ID | Term |
|---|---|
| D012431 | Rutin |
| ID | Term |
|---|---|
| D044948 | Flavonols |
| D005419 | Flavonoids |
| D002867 | Chromones |
| D001578 | Benzopyrans |
| D011714 | Pyrans |
| D006573 | Heterocyclic Compounds, 1-Ring |
| D006571 | Heterocyclic Compounds |
| D006574 | Heterocyclic Compounds, 2-Ring |
| D000072471 | Heterocyclic Compounds, Fused-Ring |
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