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Citation |
Lehna C, Todd JA, Keller R, Presley L, Jackson J, Davis S, Hockman K, Phillips-Payne C, Sauer S, Wessemeier S. Burns 2013; 39(6): 1277-1284. |
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Affiliation |
University of Louisville School of Nursing, 555 S. Floyd St., K-4060, University of Louisville, Louisville, KY 40292, USA. Electronic address: carlee.lehna@louisville.edu. |
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Copyright |
(Copyright © 2013, Elsevier Publishing) |
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DOI |
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PMID |
23465788 |
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Abstract |
The purpose of this project was to evaluate a standardized, interactive, home fire safety program for elementary school students. BACKGROUND: Senior baccalaureate nursing students in their pediatric clinical rotation taught burn prevention techniques using Hazard House, a model house filled with common household fire hazards (Hazard House, 2006, Ref. 1). Elementary school students were encouraged to identify the hazards and discuss ways in which the house could be made safer. Local firemen then briefly presented what to do if a fire occurred, how firemen may look during a rescue, and the importance of working smoke alarms in the home. METHODS: A pretest-posttest design was used to examine the effectiveness of an educational intervention. The three groups of participants included 128 kindergarten students, 311 students in grades 1-2, and 61 students in grades 3-4. The tests and interventions were tailored appropriately for each age group. RESULTS: There was no difference in pre- and post-test scores for the students in kindergarten and grades 3-4 (p>0.05). However, there was a significant difference for students in grades 1-2 (p<0.001). CONCLUSION: It is important for nurses to assess for and teach about fire injury prevention to prevent potentially devastating irreversible injuries. The results suggest that the educational intervention was effective in improving the understanding of fire safety for students in grades 1-2. Future studies may need to include a larger sample of students for the other grades. Language: en |