ABSTRACT
Aim
This study evaluated the effects of an experiential learning–based first aid training program on knowledge and self-efficacy among mothers of children with intellectual disabilities.
Methods
A pretest–posttest control-group design was conducted in four special education schools. The intervention group received a 4-week training program. Data were collected using the Self-Efficacy Scale for Home Accidents and the First Aid Information Form. Linear mixed-effects models assessed group × time effects, and intraclass correlation coefficients (ICCs) evaluated clustering.
Results
A significant group × time interaction was found for self-efficacy (p = 0.006), with greater improvement in the intervention group. The ICC was 0.21, indicating moderate clustering. Correct responses to several first aid items also increased.
Conclusion
Experiential learning–based training may improve first aid knowledge and self-efficacy. Findings remained robust after accounting for data dependencies but should be interpreted cautiously given the limited number of clusters.