Effectiveness of a First Aid Training Program on Knowledge and Practices Regarding Management of Convulsion among Teachers Working in Selected Primary Schools

Background: Convulsions are sudden episodes of involuntary muscular activity associated with abnormal electrical activity in the brain and may occur in children because of epilepsy, fever, central nervous system infection, trauma, metabolic disturbances, or other causes. Teachers are frequently the first adults available when a seizure occurs in school, and their immediate response can influence the child’s safety. Inadequate knowledge and inappropriate first-aid practices may result in avoidable injury, delayed referral, and unnecessary fear. The present study evaluated the effectiveness of a structured first aid training program in improving primary school teachers’ knowledge and practices regarding management of convulsion. Objectives: To evaluate the effectiveness of a first aid training program on knowledge and practices regarding management of convulsion among teachers working in selected primary schools. Methods: A quantitative evaluative approach with a pre-experimental one-group pre-test–post-test design was adopted. Sixty primary school teachers were selected by non-probability purposive sampling from selected primary schools. Data were collected using a demographic proforma, a 20-item structured knowledge questionnaire, and a 10-item practice checklist regarding management of convulsion. A pre-test was followed by administration of the first aid training program and subsequent post-test assessment. Descriptive statistics, paired t-test, and chi-square test were used. Results: Before the intervention, 12 (20.0%) teachers had poor knowledge, 39 (65.0%) average knowledge, and 9 (15.0%) good knowledge. After training, no teacher had poor knowledge, 42 (70.0%) had average knowledge, and 18 (30.0%) had good knowledge. Mean knowledge increased from 11.18 ± 3.29 to 15.98 ± 2.75 (paired t = 11.801, p < 0.001). Pre-test practice levels were poor in 9 (15.0%), average in 36 (60.0%), and good in 15 (25.0%); post-test practice was average in 21 (35.0%) and good in 39 (65.0%), with no poor practice. Mean practice increased from 5.62 ± 1.72 to 7.42 ± 1.79 (paired t = 7.532, p < 0.001). Teaching experience was significantly associated with pre-test knowledge (χ² = 16.167, p = 0.013); other selected demographic variables were not significant. No selected demographic variable was significantly associated with pre-test practice. Conclusions: The first aid training program significantly improved both knowledge and practice scores regarding management of convulsion among primary school teachers. Regular school-based seizure first aid education, skill demonstration, and refresher training may improve teacher preparedness for seizure emergencies.