{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,8]],"date-time":"2026-10-08T14:50:55Z","timestamp":1791471055954,"version":"4.3.4"},"reference-count":38,"publisher":"Ovid Technologies (Wolters Kluwer Health)","issue":"1","license":[{"start":{"date-parts":[[2026,8,1]],"date-time":"2026-08-01T00:00:00Z","timestamp":1785542400000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"}],"content-domain":{"domain":["lww.com","ovid.com"],"crossmark-restriction":true},"short-container-title":[],"abstract":"<jats:sec>\n                    <jats:title>BACKGROUND:<\/jats:title>\n                    <jats:p>Effective first-aid education is a critical public health strategy to reduce the burden on emergency services. This study aimed to evaluate and compare the effectiveness of three interactive first-aid training modalities (case-, video-, and drama-based) on university students\u2019 first-aid self-efficacy.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>MATERIALS AND METHODS:<\/jats:title>\n                    <jats:p>\n                      A three-arm randomized controlled trial with a pretest\u2013post-test design was conducted. The study included 93 university students, randomly assigned to three intervention groups (\n                      <jats:italic toggle=\"yes\">n<\/jats:italic>\n                      = 31 each). The intervention groups received six core first-aid topics delivered through case-, video-, or drama-based methods, while the control group received unstructured education. Data were collected using the \u201cFirst Aid Self-Efficacy Scale.\u201d Statistical analysis was performed using analysis of covariance to compare post-test scores while controlling for baseline differences.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>RESULTS:<\/jats:title>\n                    <jats:p>\n                      More than 95% of the participants were unmarried, and more than 50% in each study group were female. Post-test mean scale scores were highest in the case-based group (194.16 \u00b1 25.17), followed by the video-based (190.61 \u00b1 24.08), drama-based (168.22 \u00b1 54.37), and unstructured groups (162.29 \u00b1 45.19). Baseline sociodemographic assessments revealed a statistically significant difference in gender distribution across groups (\n                      <jats:italic toggle=\"yes\">p<\/jats:italic>\n                      = 0.008). However, after adjusting for these baseline scores, the study results showed no statistically significant differences between the three interactive training groups in total first-aid self-efficacy or its subdimensions at post-test (\n                      <jats:italic toggle=\"yes\">p<\/jats:italic>\n                      &gt; 0.050). While all groups demonstrated a longitudinal improvement in self-efficacy scores from preintervention to postintervention, no single interactive method demonstrated statistical superiority over the others.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>CONCLUS\u0131ON:<\/jats:title>\n                    <jats:p>Interactive first-aid training, regardless of the specific modality, is effective in enhancing students\u2019 self-efficacy. These findings suggest that educators can flexibly employ a range of interactive strategies to achieve comparable outcomes in prehospital emergency care training. Interactive first-aid training meets essential health policy benchmarks for emergency preparedness, offering educators flexible, effective, and interchangeable modalities to enhance public self-efficacy.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.4103\/jehp.jehp_125_26","type":"journal-article","created":{"date-parts":[[2026,8,31]],"date-time":"2026-08-31T14:00:29Z","timestamp":1788184829000},"update-policy":"https:\/\/doi.org\/10.1097\/lww.0000000000001000","source":"Crossref","is-referenced-by-count":0,"title":["Enhancing first-aid self-efficacy: A randomized trial comparing three interactive educational \u0131nterventions"],"prefix":"10.4103","volume":"15","author":[{"given":"Fatma","family":"Avsar","sequence":"first","affiliation":[{"name":"Department of Nursing, Faculty of Health Sciences, Tokat Gaziosmanpa\u015fa University, Tokat, T\u00fcrkiye"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Birgul","family":"Vural","sequence":"additional","affiliation":[{"name":"Department of Nursing, Faculty of Health Sciences, Tokat Gaziosmanpa\u015fa University, Tokat, T\u00fcrkiye"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ayla","family":"Korkmaz","sequence":"additional","affiliation":[{"name":"Department of Nursing, Faculty of Health Sciences, Tokat Gaziosmanpa\u015fa University, Tokat, T\u00fcrkiye"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"276","published-online":{"date-parts":[[2026,8]]},"reference":[{"key":"R2-20261008","doi-asserted-by":"crossref","first-page":"8408","DOI":"10.1007\/s10853-024-09539-y","article-title":"Hemostatic sponge based on easily prepared crosslinked gelatin and sodium alginate for wound healing","volume":"59","author":"Zhou","year":"2024","journal-title":"J Mater 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Res"},{"key":"R30-20261008","doi-asserted-by":"crossref","first-page":"106573","DOI":"10.1016\/j.nedt.2025.106573","article-title":"Finding a balance: Using a pre-post test to evaluate the effectiveness of scenario-based learning using a blended approach among undergraduate nursing students","volume":"147","author":"Rogers","year":"2025","journal-title":"Nurse Educ Today"},{"key":"R31-20261008","doi-asserted-by":"crossref","first-page":"192","DOI":"10.1177\/10468781241301103","article-title":"Effects of role-play simulation-based case studies on motivation and learning strategies in healthcare sciences: A randomised controlled trial","volume":"56","author":"Bouriami","year":"2025","journal-title":"Simul Gaming"},{"key":"R32-20261008","doi-asserted-by":"crossref","first-page":"e58744","DOI":"10.2196\/58744","article-title":"Simulation-based learning supported by technology to enhance critical thinking in nursing students: Scoping 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