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Provides guidance for assisting in common medical emergencies that occur in children and babies, outlining step-by-step instructions for dealing with such situations as shock, seizures, choking, burns, heatstroke, and insect bites.

Psychological first aid (PFA) is a world-wide implemented approach to helping people affected by an emergency, disaster, or other adverse event. Controlled evaluations of PFA’s training effects are lacking. We evaluated the effectiveness of a one-day PFA training on the acquisition and retention of knowledge of appropriate responses and skills in the acute aftermath of adversity in Peripheral Health Units (PHUs) in post-Ebola Sierra Leone. Secondary outcomes were professional quality of life, confidence in supporting a distressed person, and professional attitude. PHUs in Sierra Leone (n = 129) were cluster-randomized across PFA (206 participants) and control (202 participants) in March 2017. Knowledge and understanding of psychosocial support principles and skills were measured with a questionnaire and two patient scenarios to which participants described helpful responses. Professional attitude, confidence, and professional quality of life were assessed using self-report instruments. Assessments took place at baseline and at three- and six-months post-baseline. The PFA group had a stronger increase in PFA knowledge and understanding at the post-PFA training assessment (d = 0.50; p < 0.001) and at follow-up (d = 0.43; p = 0.001). In addition, the PFA group showed better responses to the scenarios at six-months follow-up (d = 0.38; p = 0.0002) but not at the post-assessment (d = 0.04; p = 0.26). No overall significant differences were found for professional attitude, confidence, and professional quality of life. In conclusion, PFA training improved acquisition and retention of knowledge and understanding of appropriate psychosocial responses and skills in providing support to individuals exposed to acute adversity. Our data support the use of PFA trainings to strengthen capacity for psychosocial support in contexts of disaster and humanitarian crisis. Future studies should examine the effects of PFA on psychosocial outcomes for people affected by crises.

Objective To assess the patterns and determinants of harmful first aid practices in children with acute poisoning, and identify factors influencing caregivers' pre-hospital management. Results This study included 384 children under 12 years, with 29.4% receiving harmful first aid measures. The most common poisoning agents were household chemicals (31.5%), followed by medicines (29.2%). First aid was provided to 29.4% of children, with water and coconut milk being the most common remedies. Harmful first aid was more likely in household chemical poisoning (p = 0.046). Univariate analysis revealed associations between harmful practices and factors such as low maternal education (p = 0.002), remote healthcare access (p = 0.0001), and cultural beliefs (p = 0.003). Multivariate analysis identified remote healthcare access (p = 0.001), low socio-economic status (p = 0.001), low maternal education (p = 0.03), and cultural beliefs (p = 0.05) as significant determinants. Qualitative findings revealed knowledge gaps, financial constraints, and cultural beliefs influencing first aid decisions, highlighting the need for targeted interventions.

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This present study examined the effectiveness of the Psychological First Aid (PFA) e-orientation as well as face-to-face PFA orientation among the general population in Muntinlupa City, the Philippines. The e-orientation group consisted of 150 participants who received a two-hour PFA e-orientation (male: 47, female: 97, others: 6, mean age: 33.4 (SD = 12.1)), the face-to-face (F2F) group consisted of 139 participants who received a two-hour face-to-face PFA orientation (male: 41, female: 95, others: 3, mean age: 35.0 (SD = 13.8)), and the control group consisted of 117 participants who received a two-hour face-to-face health promotion orientation for obesity (male: 48, female: 65, others: 4, mean age: 34.2 (SD = 13.8)). In order to see the effect of these interventions, the confidence to provide PFAs was compared between the pre- and post-interventions in each group with paired t-tests. Further, the number of correct answers regarding the knowledge on PFA was also compared between the pre- and post-interventions utilizing a McNemar test. The results demonstrated that the mean scores on the confidence increased significantly in the e-orientation (pre: 25.1 (SD = 4.7), post: 26.1 (SD = 5.3), p = 0.02) and F2F (pre: 26.2 (SD = 6.0), post: 29.6 (SD = 6.9), p < 0.01) groups. Regarding knowledge on PFA, in the e-orientation group, the number of those who answered correctly increased significantly in a question (pre: 10, post: 24, p = 0.01), and there was a trend for improvement in another question (pre: 63, post: 76, p = 0.06). In the F2F group, the number of those who answered correctly increased significantly in two questions (pre: 21, post: 38, p < 0.01, and pre: 5, post: 14, p = 0.05), and there were trends for improvement in two questions (pre: 69, post: 82, p = 0.06, and pre: 17, post: 27, p = 0.09), while in the control group, there were no significant differences in any of the questions between pre- and post-intervention. The results suggest that both the PFA e-orientation and face-to-face orientation are effective for the general population in terms of increasing confidence and knowledge related to PFA.

Background and objective One of the strategies for enhancing the mental health literacy of the community could be capacity building in the field of mental health first aid (MHFA) training among health ambassadors, who serve as volunteers between health service providers and families. The present study aims to investigate the effectiveness of MHFA training packages for depression prevention using critical thinking methods on the depression literacy (as a key component of mental health literacy) of health ambassadors to assist in the early identification and timely referral of individuals with depressive disorders. Depressive disorders are among the most prevalent mental health conditions, yet many individuals delay or avoid seeking treatment due to stigma and limited awareness. Improving mental health literacy is therefore essential to promote early recognition and timely help-seeking. Health ambassadors, as community volunteers linking families to health services, are uniquely positioned to support this goal. This study applies a culturally adapted MHFA training package for depression, delivered through critical thinking and role playing, in improving the depression literacy (as a key component of mental health literacy) of health ambassadors. The trial seeks to determine whether this approach enhances their ability to recognize symptoms, provide initial support, and facilitate referral to professional care. Methodology This is a study protocol for a cluster-randomized controlled trial conducted in 10 comprehensive health service centers (CHSCs) in Islamshahr, Iran. A computer-generated random sequence will assign five centers to the intervention group and five to the control group. The allocation sequence will be prepared and concealed by an independent epidemiologist not involved in recruitment or intervention delivery. From each center, 25 eligible health ambassadors (women aged 25–45 years with ≥ 2 years of experience) will be randomly selected, yielding a total sample of 250 participants. The intervention group will receive an eight-session, culturally adapted MHFA training package delivered using problem-based learning and role-playing methods. Depression literacy (as a key component of mental health literacy) will be assessed at baseline and 2 months post-intervention using the questionnaire developed by Reavley et al. (2014). For statistical inference, analysis of covariance (ANCOVA) will be employed to examine group differences, and multivariate linear regression will be applied to adjust for potential confounders, using SPSS software version 24. A p -value of < 0.05 will be considered statistically significant. Discussion This protocol describes a trial designed to evaluate whether mental health first aid (MHFA) training with a critical thinking approach can improve depression literacy (as a key component of mental health literacy) among health ambassadors. Findings from this study may provide evidence to guide future mental health promotion strategies, particularly for the early identification and referral of individuals with depression and the prevention of suicide. Trial registration Iran Randomized Clinical Trial Center IRCT20231225060521N1. Registered on 21 January 2024 (current status: ongoing).

Background . Considering the importance of psychological first aid, which is the first priority when a disaster occurs, developing a web‐based simulation training program for nurses and confirming its effectiveness is necessary. Aim . This study aimed to develop an interactive simulated education program as a psychological first aid program for nurses and verify its effectiveness. Participants . Nurses working in hospitals and the community who had not participated in psychological first aid training in the last year were recruited. Methods . A web‐based interactive simulated educational program for psychological first aid was developed. To verify its effectiveness, a randomized controlled trial design was used. The experimental group participated in a web‐based educational program, while the control group was provided self‐learning data in the form of e‐books. The program’s effects on disaster response core competencies, problem‐solving abilities, and self‐leadership capacity were measured. We used descriptive statistics to analyze the general characteristics, and independent t ‐tests were used to analyze the differences before and after the intervention. Results . The core competencies for disaster response ( t  = −2.239, p < 0.05, Cohen’s d  = 0.59), problem‐solving abilities ( t  = −2.753, p < 0.01, Cohen’s d  = 0.72), and self‐leadership capacity ( t  = −2.073, p < 0.05, Cohen’s d  = 0.54) showed a statistically significant difference between groups. Conclusions . The web‐based simulation education program for psychological first aid training developed in this study effectively enhanced nurses’ ability to respond to disasters and improved their problem‐solving abilities and self‐leadership capacity. Thus, nurses can use the educational program as a tool to learn psychological first aid. This trial is registered with KCT0008965 .