This study uses a single-group pre-test-post-test follow-up design. The aim is to evaluate participants' interpersonal communication competencies and active-empathetic listening skills before and after psychological first aid training.
Psychological First Aid (PFA) is an evidence-based, early intervention designed to reduce initial distress and support short- and long-term adaptive functioning following traumatic events or disasters. PFA is not a formal therapy, but rather a set of supportive actions that can be implemented by both professionals and trained individuals to stabilize and support affected people. PFA can be applied to individuals of all ages and groups by those who have received training. PFA training is offered through various models, including the World Health Organization's "Look, Listen, Connect" approach, the Johns Hopkins RAPID-PFA model, and competency-based frameworks. The RAPID model helps intervention teams provide immediate, compassionate, and practical support to those affected by trauma or disasters. RAPID is an acronym representing five core steps: Rapport \& Reflective Listening, Assessment, Prioritization, Intervention, Disposition. The PFA training designed in this study is based on the RAPID model, a fundamental model. This study aimed to evaluate and monitor the effects of online PFA training, which utilized RAPID-based theoretical presentations, case analyses, scenarios, videos on communication sequences, role-playing, exercises (relaxation exercises, grounding, etc.), feedback, quizzes, and discussion teaching methods, on nurses' interpersonal communication competencies and active-empathetic listening skills. The sample consisted of individuals who participated in the "Psychological First Aid Training Course" given by the researcher and volunteered to participate in the study. Purposive sampling was used as the sampling method. This method was chosen because the sample would consist of course participants. When administering the tests and follow-up tests, participants were asked to give themselves a nickname and use these names in the tests. PHA training was planned as a six-week, six-module online program with two lessons per module, totaling 12 hours. In the first session of the training, pre-tests (Interpersonal Communication Competency Inventory, Active-Empathic Listening Scale) were administered to the participants who volunteered to participate in the research. A final test was administered at the end of the six-week training. A follow-up test will be administered three months after the completion of the training.
Study Type
INTERVENTIONAL
Allocation
NA
Purpose
OTHER
Masking
NONE
Enrollment
10
The PIY training consisted of six modules over six weeks, with two lessons per module, totaling 12 hours, and was conducted online. The training was structured based on the RAPID model.
Faculty of Health Sciences
Bolu, Bolu, Turkey (Türkiye)
Interpersonal Communication Competency
Listening Skills, Social Comfort Skills, Empathy Skills, Expression Skills. It consists of 15 items. The scale is a five-point Likert type. The scale can be scored from a minimum of 15 to a maximum of 75. Higher scores indicate a higher level of interpersonal communication competence. In the original version of the scale, the Cronbach's Alpha value was reported as 0.84; in the Turkish version, it was reported as 0.75.
Time frame: Baseline
Active-Empathic Listening
Perception, processing, and response skills.The scale consists of 11 items divided into three sub-dimensions. There are no items that can be reverse-scored on the scale. The lowest possible score is 11, while the highest is 77. Higher scores on the scale indicate that the participant has a high level of skill in the specified dimension. High scores on the scale indicate that the participant has a high level of skill in the specified dimension.
Time frame: Baseline
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