Psychological First Aid Training for Nursing Students (PFA-EDU)

Nurhayat Kiliç Bayageldi

Status: Completed

Conditions: Crisis Intervention; Emergency Preparedness; Self-Efficacy; Nursing Students

Treatments: Other: Psychological First Aid Training

Study type: Interventional

Funder types: Other

Identifiers

NCT07086170

E-18457941-050.99-50732

Details and patient eligibility

About

This randomized controlled trial aimed to evaluate the effect of psychological first aid (PFA) training on disaster response and psychological first aid application self-efficacy among nursing students. The study included 132 participants, with 72 in the intervention group and 60 in the control group. The intervention group received six 60-minute online PFA training sessions over three weeks. Data were collected using the Personal Information Form, Disaster Response Self-Efficacy Scale (DRSES), and the Psychological First Aid Application Self-Efficacy Scale. After the training and follow-up, the intervention group showed significantly higher self-efficacy scores across all DRSES sub-dimensions and in applying PFA, compared to the control group. Findings suggest that integrating PFA training into nursing education can enhance students' readiness and competence in disaster response.

Full description

Disasters pose significant challenges to healthcare systems and frontline professionals, particularly nurses. Psychological first aid (PFA) is a fundamental psychosocial support approach that aims to reduce stress, promote adaptive functioning, and improve psychological well-being in individuals affected by disasters. However, nursing students often lack formal training in disaster preparedness and psychosocial interventions.

This randomized controlled trial was conducted to evaluate the effect of psychological first aid training on disaster response self-efficacy and psychological first aid application self-efficacy among senior nursing students. The study was designed according to the CONSORT guidelines and included a total of 132 participants, with 72 students in the intervention group and 60 in the control group. Students in the intervention group received a total of six 60-minute online PFA training sessions delivered twice a week for three weeks. The training content was based on internationally recognized PFA principles.

Data collection tools included the Personal Information Form, the Disaster Response Self-Efficacy Scale (DRSES), and the Psychological First Aid Application Self-Efficacy Scale. Measurements were taken before the training, immediately after the training, and at 3 months follow-up. Results showed significant improvements in the intervention group's scores across all sub-dimensions of disaster response self-efficacy (on-site rescue competency, disaster psychological nursing competency, quality of role undertaken, and adaptation competency) and in their perceived self-efficacy to apply PFA, compared to the control group.

These findings emphasize the importance of integrating structured PFA training into nursing education to enhance disaster preparedness and psychosocial intervention competencies among future healthcare professionals.

Enrollment: 132 patients

Sex: All

Ages: 21 to 24 years old

Volunteers: Accepts Healthy Volunteers

Inclusion and exclusion criteria

Inclusion Criteria:Volunteered to participate after being informed about the study

Were fourth-year nursing students at the participating universities

Had not previously participated in similar training that could bias results

Had not received any prior psychological first aid (PFA) training or services

Had no internet access problems during the intervention period -

Exclusion Criteria:Individuals who did not complete the post-training or follow-up assessments

Students who withdrew from the study voluntarily during the intervention process

Participants who experienced technical issues that prevented their attendance in most training sessions

Individuals with prior experience in psychological first aid or formal training in disaster response

Trial design

Primary purpose: Other

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: None (Open label)

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132 participants in 2 patient groups

Intervention Group

Experimental group

Description:

This group received online psychological first aid (PFA) training. Students were randomly divided into four subgroups. Each group received six 60-minute sessions over three weeks. Sessions included slides, videos, Q\&A, role-plays, and case-based discussions. Group members shared thoughts, asked questions, and practiced PFA scenarios. A 17-minute PFA video was also shown. The training was delivered by the researcher and emphasized core PFA principles such as safety, calmness, and self-efficacy.

Treatment:

Other: Psychological First Aid Training

Control Group

No Intervention group

Description:

Participants in this group did not receive any training during the study period. They continued with their standard nursing curriculum without any additional intervention.