Development, implementation, and evaluation of a lay responder disaster training package among school teachers in Angeles City, Philippines: using Witte's behavioral model

Salita, Crizelda; Liwanag, R.; Tiongco, Raphael Enrique; Kawano, Razel

doi:10.1016/j.puhe.2019.02.002

Cited by 8 publications

(10 citation statements)

References 28 publications

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“…Notou-se nesta pesquisa que, de maneira geral, o nível de conhecimento dos professores sobre primeiros socorros foi baixo ou insuficiente, corroborando com os resultados apresentados na revisão integrativa a qual identificou níveis baixos de conhecimento dos professores nos testes pré intervenção (48) . Vários estudos, de diferentes nacionalidades vêm apontando o baixo nível de conhecimento em primeiros socorros por parte dos professores (49)(50)(51)(52)(53)(54)(55) . Os países que obtiveram resultados satisfatórios foram Irã e…”

Section: Resultsunclassified

Professores Da Educação Básica Estão Aptos a Prestar Primeiros Socorros?

Moraes

Montebello

Darc

et al. 2021

Rev. Enferm. Atual In Derme

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Objetivo: Identificar qual conhecimento que os professores da educação básica possuem sobre primeiros socorros. Métodos: Estudo bibliográfico, descritivo, tipo revisão integrativa realizado entre maio e julho de 2020 com artigos dos últimos cinco anos das bases de dados PubMed, SciELO e LILACS acessadas pela Biblioteca Virtual em Saúde (BVS) utilizando os descritores em Ciências da Saúde “primeiros socorros” e “professores” em português e inglês. Resultados: Foram incluídos neste estudo 40 artigos. Em geral, os conhecimentos dos professores foram baixos e insuficientes. No entanto, mais de 70% deles gostariam de aprender sobre o tema. Profissionais da saúde como fontes de conhecimento foram pouco referidos. Os estudos abordaram primeiros socorros a diferentes situações como acontecimentos gerais, epilepsia/convulsões, traumatismo/avulsão dentária, entre outros. Conclusões: Foi predominante o baixo nível de conhecimento sobre primeiros socorros entre professores da educação básica evidenciando necessidade de investimentos na formação de professores no assunto e na parceria saúde-educação para promover ambientes escolares seguros.

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Section: Resultsunclassified

Professores Da Educação Básica Estão Aptos a Prestar Primeiros Socorros?

Moraes

Montebello

Darc

et al. 2021

Rev. Enferm. Atual In Derme

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“…These results suggest that students with better academic performance may demonstrate a higher level of motivation and engagement throughout their schooling [131]. As a result, they may be more attentive to the disaster training and education provided by the school, leading to more positive attitudes towards it [31]. Additionally, they may have stronger cognitive abilities, enabling them to better understand complex concepts and appreciate the value and importance of disaster preparedness education [132].…”

Section: Discussion Related To Students' Insights On School-based Dis...mentioning

confidence: 98%

“…Youth are among the most vulnerable populations during disasters, especially those attending school during such events [27,28]. School buildings are often destroyed during disasters [29], taking the precious lives of children and teachers and disrupting access to education after the disaster [13,30,31]. The reconstruction of these schools can take years and is very costly.…”

Section: Introductionmentioning

confidence: 99%

Exploring Students’ and Teachers’ Insights on School-Based Disaster Risk Reduction and Safety: A Case Study of Western Morava Basin, Serbia

Cvetković,

Nikolić,

Lukić

2024

Safety

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Integrated disaster risk reduction in schools represents a key component of safety strategies within the educational sector of every country. The aim of this study is to comprehensively explore the impact of various demographic and socio-economic factors on the perceptions of students and teachers regarding disaster risk reduction and safety in schools. This study is distinguished by its extensive empirical approach, employing a multistage random sampling method to conduct 850 face-to-face interviews (650 with students and 200 with teachers) throughout 2023 in 10 out of the total 18 municipalities in the Western Morava Basin of the Republic of Serbia. Two structured survey instruments were developed, incorporating a mix of qualitative (closed-ended) multiple-choice questions and five-point Likert scales. The research proposes two central hypotheses regarding school-based disaster risk reduction. Firstly, it suggests that gender, age, parent’s employment, academic achievement, living situation, parental education levels, and engagement with social media collectively influence students’ perspectives on this matter (H1–H8). Secondly, it posits that gender, age, marital status, parenthood, and educational background significantly impact teachers’ viewpoints on school-based disaster risk reduction (H1–H5). Multivariate linear regression was used to explore predictors of students’ and teachers’ insights on school-based disaster risk reduction. Various statistical tests, including Chi-square, t-tests, one-way ANOVA, and Pearson’s correlation, were employed to investigate the influence of demographic and socioeconomic factors on these insights. The results of multivariate regression analyses indicate that age, gender, and marital status emerge as the primary predictors across various facets of students’ and teachers’ insights on school-based disaster risk reduction, including awareness of disasters, disaster education activities, attitudes toward disaster risk reduction education, and enhancement of disaster information accessibility. The findings of this study provide comprehensive insights into the key factors influencing students’ and teachers’ perceptions of disaster risk reduction in schools. This research not only contributes to the academic discourse on disaster education but also serves as a foundational basis for improving educational programs, developing policies and strategies, refining normative educational frameworks, guiding teacher training, and informing further research in disaster education.

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“…Responders were encouraged to gather information on their duties and the area of operation, and then assess their readiness to join the disaster response team before enrolment [27][28][29][30][31][32][33][34][35]. Organisations were recommended to train responders to monitor their own stress levels for better stress self-management during a disaster response [17,21,27,28,31,32,[35][36][37][38][39][40][41][42][43][44][45][46][47]. Making a thoughtful decision on who should be a member of the response team was also considered part of the role of the organisation before enrolment [28,36,37,42,43,47].…”

Section: Goal 1: Understanding Stressors and Making Them Manageablementioning

confidence: 99%

“…Programs aiming to alleviate existing psychological symptoms have also been found to be useful by some researchers [19]. On the other hand, a few studies did not find such programs effective [20,21]. Still other programs targeting disaster responders' mental health lack empirical evidence to support their effectiveness [22,23].…”

Section: Introductionmentioning

confidence: 99%

A Literature Review on Psychosocial Support for Disaster Responders: Qualitative Synthesis with Recommended Actions for Protecting and Promoting the Mental Health of Responders

Umeda

Chiba

Sasaki

et al. 2020

IJERPH

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Little scientific evidence exists on ways to decrease the psychological stress experienced by disaster responders, or how to maintain and improve their mental health. In an effort to grasp the current state of research, we examined research papers, agency reports, the manuals of aid organisations, and educational materials, in both English and Japanese. Using MEDLINE, Ichushi-Web (Japanese search engine), Google Scholar, websites of the United Nations agencies, and the database of the Grants System for Japan's Ministry of Health, Labour, and Welfare, 71 pertinent materials were identified, 49 of which were analysed. As a result, 55 actions were extracted that could potentially protect and improve the mental health of disaster responders, leading to specific recommendations. These include (1) during the pre-activity phase, enabling responders to anticipate stressful situations at a disaster site and preparing them to monitor their stress level; (2) during the activity phase, engaging in preventive measures against on-site stress; (3) using external professional support when the level of stress is excessive; and (4) after the disaster response, getting back to routines, sharing of experiences, and long-term follow-up. Our results highlighted the need to offer psychological support to disaster responders throughout the various phases of their duties.

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Development, implementation, and evaluation of a lay responder disaster training package among school teachers in Angeles City, Philippines: using Witte's behavioral model

Cited by 8 publications

References 28 publications

Professores Da Educação Básica Estão Aptos a Prestar Primeiros Socorros?

Professores Da Educação Básica Estão Aptos a Prestar Primeiros Socorros?

Exploring Students’ and Teachers’ Insights on School-Based Disaster Risk Reduction and Safety: A Case Study of Western Morava Basin, Serbia

A Literature Review on Psychosocial Support for Disaster Responders: Qualitative Synthesis with Recommended Actions for Protecting and Promoting the Mental Health of Responders

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