Effect of Simulation-Based First Aid and Basic Health Training on Parents of Children With Special Need
2026年8月27日 更新者：Gülşah Kayserilioğlu、Ankara Yildirim Beyazıt University
Effect of Simulation-Based First Aid and Basic Health Training Grounded in the 5E Model on Knowledge and Skills of Parents of Children With Special Needs: This Workshop Brings Life!
Childhood accidents and sudden health emergencies are significant public health concerns that may lead to severe injury or death.
Parents, as primary caregivers, play a critical role in providing timely first aid and basic health interventions; however, studies indicate that their knowledge and practical skills are often limited, particularly among families of children with special needs.
Therefore, structured training programs are essential.
This study aims to evaluate the effect of 5E (Engage, Explore, Explain, Elaborate, and Evaluate)model-based simulation training in first aid and basic health on the knowledge and practical skills of parents of children with special needs.
By integrating active learning, hands-on workshops, and interactive teaching methods, the program seeks to enhance theoretical knowledge and practical competence, ultimately supporting safer and more effective responses to pediatric emergencies.
研究概览
研究类型
介入性
注册 (估计的)
66
阶段
- 不适用
参与标准
研究人员寻找符合特定描述的人，称为资格标准。这些标准的一些例子是一个人的一般健康状况或先前的治疗。
资格标准
适合学习的年龄
- 成人
- 年长者
接受健康志愿者
是的
描述
Inclusion Criteria:
Age 18 years or older Being a parent of a child with special needs Living with the child with special needs Being able to read and write in Turkish Not being a healthcare professional providing care to the child Having no previous first aid training
Exclusion Criteria:
Having a visual or speech impairment Not living with the child with special needs
Withdrawal Criteria:
Voluntary withdrawal from the study Failure to attend the required training sessions during the five-week training program Failure to participate in the post-training assessment
学习计划
本节提供研究计划的详细信息，包括研究的设计方式和研究的衡量标准。
研究是如何设计的？
设计细节
- 主要用途：卫生服务研究
- 分配：随机化
- 介入模型：并行分配
- 屏蔽：单身的
武器和干预
参与者组/臂 |
干预/治疗 |
|---|---|
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无干预：control
Participants in the Control Group will not receive any theoretical instruction, practice, or simulation-based training during the study period and will be observed as a no-intervention control group.
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实验性的：5E Model-Based Simulation Training Group
Participants in the 5E Model-Based Simulation Training Group will receive a comprehensive five-week training program including theoretical instruction, mannequin-based practice, and simulation-based scenarios.
The simulation-based activities will cover common pediatric emergencies such as airway obstruction, loss of consciousness, bleeding, dehydration, psychological first aid, and basic life support.
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Participants in the 5E Model-Based Simulation Training Group will receive a comprehensive five-week training program based on the 5E instructional model, including theoretical instruction, mannequin-based practice, and simulation-based scenarios.
The simulation-based activities will cover common pediatric emergencies such as airway obstruction, loss of consciousness, bleeding, dehydration, psychological first aid, and basic life support
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实验性的：Standard Training Group
Participants in the Standard Training Group will receive a five-week training program with the same duration and educational content as the 5E Model-Based Simulation Training Group, including theoretical instruction and mannequin-based practice, but without simulation-based scenarios.
This design will allow the assessment of the added effect of 5E model-based simulation training on training effectiveness.
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Participants in the Standard Training Group will receive a five-week training program with the same duration and educational content as the 5E Model-Based Simulation Training Group, including theoretical instruction and mannequin-based practice, but without simulation-based scenarios.
This design will allow the assessment of the added effect of 5E model-based simulation training on training effectiveness.
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研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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Parent and Child Descriptive Information Form,
大体时间：Pre-training assessment(to)=Before the first training session (November 6, 2026)
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The Parent and Child Descriptive Information Form is a 10-item form used to collect demographic and background information about the parents and their children with special needs.
The form includes questions regarding the participant's age, sex, education level, marital status, employment status, economic status, duration of providing care to the child with special needs, previous participation in similar training programs, and the age and sex of the child receiving care.
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Pre-training assessment(to)=Before the first training session (November 6, 2026)
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First Aid Knowledge Assessment Form:
大体时间：Pre-training assessment(t0) and Post-training assessment(t1)=Before the first training session (November 6, 2026) and immediately after the fifth training session (December 4, 2026)
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The First Aid Knowledge Assessment Form is a 30-item instrument used to assess parents' knowledge of first aid.
It evaluates knowledge related to general first aid, basic life support, foreign body airway obstruction, injuries, bleeding and shock, disorders of consciousness, burns, heatstroke and frostbite, fractures, dislocations and sprains, and poisoning.
Each item is answered as "Yes," "No," or "I don't know."
Correct responses are scored as 1 point, whereas incorrect or "I don't know" responses are scored as 0 points.
Total scores range from 0 to 30.
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Pre-training assessment(t0) and Post-training assessment(t1)=Before the first training session (November 6, 2026) and immediately after the fifth training session (December 4, 2026)
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Basic Health Education Knowledge Assessment Form:
大体时间：Pre-training assessment(t0) and Post-training assessment(t1)=Before the first training session (November 6, 2026) and immediately after the fifth training session (December 4, 2026)
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The Basic Health Education Knowledge Assessment Form is a 14-item instrument developed by the researchers to assess parents' knowledge of topics covered in the basic health education program.
The form evaluates knowledge related to pediatric emergencies, nutrition, home health and safety, and psychological first aid.
Each item is answered as "Yes," "No," or "I don't know."
Correct responses are scored as 1 point, whereas incorrect or "I don't know" responses are scored as 0 points.
Total scores range from 0 to 14.
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Pre-training assessment(t0) and Post-training assessment(t1)=Before the first training session (November 6, 2026) and immediately after the fifth training session (December 4, 2026)
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First Aid Skills Evaluation Form:
大体时间：Post-training assessment(t1)=Immediately after the fifth training session (December 4, 2026)
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The First Aid Skills Evaluation Form is a 36-item instrument developed by the researchers to assess parents' practical first aid skills.
The form evaluates basic first aid, management of airway obstruction, minor bleeding control, and basic life support skills for three age groups: infants (0-1 year), children (1-8 years), and adults.
Each skill is rated on a 0-2 scale, with 0 indicating unable or incorrect performance, 1 indicating partially correct or assisted performance, and 2 indicating fully correct performance.
Total scores range from 0 to 72.
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Post-training assessment(t1)=Immediately after the fifth training session (December 4, 2026)
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合作者和调查者
在这里您可以找到参与这项研究的人员和组织。
出版物和有用的链接
负责输入研究信息的人员自愿提供这些出版物。这些可能与研究有关。
一般刊物
- Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, Wenderoth MP. Active learning increases student performance in science, engineering, and mathematics. Proc Natl Acad Sci U S A. 2014 Jun 10;111(23):8410-5. doi: 10.1073/pnas.1319030111. Epub 2014 May 12.
- Al Daccache M, Abi Zeid B, Hojeij L, Baliki G, Bruck T, Ghattas H. Systematic review on the impacts of agricultural interventions on food security and nutrition in complex humanitarian emergency settings. BMC Nutr. 2024 Apr 19;10(1):60. doi: 10.1186/s40795-024-00864-8.
- Adeoya, A. A., Egawa, S., Adeoya, A. S., Nagatomi, R.; Improving child nutrition in disasters by developing a modeled disaster preparedness nutrition education curriculum; Frontiers in Public Health; 2023; 11; 1293875. Akyol, C., Çiftçi, D. S.; Çoklu ortam tasarımı destekli yapılandırmacı öğretim etkinliklerinin öğrencilerin akademik başarılarına etkisi; OPUS International Journal of Society Researches; 2020; 16(31); 4077-4096. Al Daccache, M., Abi Zeid, B., Hojeij, L., Baliki, G., Brück, T., Ghattas, H.; Systematic review on the impacts of agricultural interventions on food security and nutrition in complex humanitarian emergency settings; BMC Nutrition; 2024; 10(1); 60. Biyikli, C., Yağci, E.; 5E Öğrenme Modeli'ne göre düzenlenmiş eğitim durumlarının bilimsel süreç becerilerine etkisi; Ege Eğitim Dergisi; 2014; 15(1); 45. Çakıcı, T. M.; 4-6 Yaş grubu çocuğu olan annelerin ev kazalarını önlemeye yönelik önlemlerinin incelenmesi, ev kazaları ve ilkyardım konusundaki bilgi, tutum ve davranışlarına eğitimin etkisi: Bir müdahale çalışması; Tıpta Uzmanlık Tezi, Erciyes Üniversitesi; 2016. Dilmen Bayar, B., Yaşar Can, S.; Mardin il merkezinde toplu taşıma aracı kullanan şoförlerin ilk yardım bilgi ve beceri düzeylerinin araştırılması; Avrasya Sağlık Bilimleri Dergisi; 2020; 3(3); 184-189. Dinçer, İ., Balcı, U. G., Harputluoğlu, N., Anıl, M.; Evaluation of the level of basic first aid knowledge of parents; Journal of Pediatric Emergency and Intensive Care Medicine; 2025; 12(1); 14-21. Eldeniz-Çetin, M.; Özel gereksinimli bireylerin tercihlerinin değerlendirilmesi; Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi; 2017; 18(2); 309-328. Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., Wenderoth, M. P.; Active learning increases student performance in science, engineering, and mathematics; Proceedings of the National Academy of Sciences; 2014; 111(23); 8410-8415. García-Blaya, J. Á., Abraldes, J. A., Vaquero-Cristóbal, R.; As
- Garcia-Blaya JA, Abraldes JA, Vaquero-Cristobal R. Assessment of First Aid Knowledge at Different Stages of Education. Healthcare (Basel). 2025 Jun 24;13(13):1507. doi: 10.3390/healthcare13131507.
- Akyol, C., Çiftçi, D. S.; Çoklu ortam tasarımı destekli yapılandırmacı öğretim etkinliklerinin öğrencilerin akademik başarılarına etkisi; OPUS International Journal of Society Researches; 2020; 16(31); 4077-4096.
- Adeoya AA, Egawa S, Adeoya AS, Nagatomi R. Improving child nutrition in disasters by developing a modeled disaster preparedness nutrition education curriculum. Front Public Health. 2023 Dec 7;11:1293875. doi: 10.3389/fpubh.2023.1293875. eCollection 2023.
研究记录日期
这些日期跟踪向 ClinicalTrials.gov 提交研究记录和摘要结果的进度。研究记录和报告的结果由国家医学图书馆 (NLM) 审查，以确保它们在发布到公共网站之前符合特定的质量控制标准。
研究主要日期
学习开始 (估计的)
2026年11月1日
初级完成 (估计的)
2027年1月1日
研究完成 (估计的)
2027年1月1日
研究注册日期
首次提交
2026年3月29日
首先提交符合 QC 标准的
2026年8月27日
首次发布 (实际的)
2026年9月1日
研究记录更新
最后更新发布 (实际的)
2026年9月1日
上次提交的符合 QC 标准的更新
2026年8月27日
最后验证
2026年8月1日
更多信息
与本研究相关的术语
其他研究编号
- Çankırı Karatekin Üni-2
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计划共享个人参与者数据 (IPD)？
不
IPD 计划说明
Participant data may be shared upon reasonable request.
药物和器械信息、研究文件
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研究美国 FDA 监管的设备产品
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