The Effectiveness of RAPID-Based Psychological First Aid Training

Abant Izzet Baysal University

Status: Active, not recruiting

Conditions: Disaster; Personality; Trauma; Psychological Trauma

Treatments: Behavioral: RAPID-based psychological first aid training

Study type: Interventional

Funder types: Other

Identifiers

NCT07473336

AIBU-PSK-MB-05

Details and patient eligibility

About

This study uses a single-group pre-test-post-test follow-up design. The aim is to evaluate participants' interpersonal communication competencies and active-empathetic listening skills before and after psychological first aid training.

Full description

Psychological First Aid (PFA) is an evidence-based, early intervention designed to reduce initial distress and support short- and long-term adaptive functioning following traumatic events or disasters. PFA is not a formal therapy, but rather a set of supportive actions that can be implemented by both professionals and trained individuals to stabilize and support affected people. PFA can be applied to individuals of all ages and groups by those who have received training. PFA training is offered through various models, including the World Health Organization's "Look, Listen, Connect" approach, the Johns Hopkins RAPID-PFA model, and competency-based frameworks. The RAPID model helps intervention teams provide immediate, compassionate, and practical support to those affected by trauma or disasters. RAPID is an acronym representing five core steps: Rapport & Reflective Listening, Assessment, Prioritization, Intervention, Disposition.

The PFA training designed in this study is based on the RAPID model, a fundamental model. This study aimed to evaluate and monitor the effects of online PFA training, which utilized RAPID-based theoretical presentations, case analyses, scenarios, videos on communication sequences, role-playing, exercises (relaxation exercises, grounding, etc.), feedback, quizzes, and discussion teaching methods, on nurses' interpersonal communication competencies and active-empathetic listening skills. The sample consisted of individuals who participated in the "Psychological First Aid Training Course" given by the researcher and volunteered to participate in the study. Purposive sampling was used as the sampling method. This method was chosen because the sample would consist of course participants. When administering the tests and follow-up tests, participants were asked to give themselves a nickname and use these names in the tests. PHA training was planned as a six-week, six-module online program with two lessons per module, totaling 12 hours. In the first session of the training, pre-tests (Interpersonal Communication Competency Inventory, Active-Empathic Listening Scale) were administered to the participants who volunteered to participate in the research. A final test was administered at the end of the six-week training. A follow-up test will be administered three months after the completion of the training.

Enrollment: 10 patients

Sex: All

Ages: 18 to 65 years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• Completion of the PIY Training Course,
• Being able to understand and respond to what is read,
• Giving consent to participate in the study.

Exclusion criteria

• Not having more than one absence from course sessions despite being registered for the training.

Trial design

Primary purpose: Other

Allocation: N/A

Interventional model: Single Group Assignment

Masking: None (Open label)

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10 participants in 1 patient group

Intervention group

Experimental group

Description:

group that received psychological first aid training

Treatment:

Behavioral: RAPID-based psychological first aid training