Enhancing students’ knowledge and self-efficacy through integrated first aid and psychological first aid training

This study aimed to evaluate the effect of integrated first aid training, including Psychological First Aid (PFA), on health sciences students' first aid knowledge and psychological self-efficacy. A quasi-experimental, pretest - posttest control group design was used, involving a total of 76 health sciences students, with 38 in the intervention group and 38 in the control group. The intervention group received a structured 14-week training program that incorporated both physical first aid practices and PFA. Pretest and posttest data on first aid knowledge and psychological self-efficacy were collected from both groups. The results showed significant improvements in the intervention group's outcomes. First aid knowledge scores increased from a pre-test mean of 29.95 ± 6.36 to a post-test mean of 33.07 ± 7.66 (<i>p</i> = 0.006). Similarly, psychological first aid self-efficacy scores improved from 122.97 ± 19.27 to 164.07 ± 7.75 (<i>p</i> < 0.001). These findings support the integration of PFA into first aid training programs, highlighting the importance of addressing both the physical and psychological dimensions of emergency care. The study also emphasizes the need to include such programs in health sciences curricula and recommends extending first aid education to broader populations, including the general public, in order to promote a culture of preparedness and resilience.