Effectiveness of Educational Intervention on Mothers’ Self-Efficacy and Safety Behaviors in Preventing Home Accidents Among Preschool Children

Effectiveness of Educational Intervention on Mothers’ Self-Efficacy and Safety Behaviors in Preventing Home Accidents Among Preschool Children | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Effectiveness of Educational Intervention on Mothers’ Self-Efficacy and Safety Behaviors in Preventing Home Accidents Among Preschool Children Işın Bıyıkoğlu Alkan, Tülay Kuzlu Ayyıldız, Ceren Boyacıoğlu, and 2 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9449242/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Aim This study aimed to evaluate the effectiveness of a structured home accident prevention training program on mothers’ self-efficacy and safety behaviors regarding preschool children. Methods An experimental design with pre-test–post-test control groups was employed. The study population consisted of mothers of five-year-old children attending two preschools in Zonguldak, Türkiye, between March and June 2024. The final sample included 61 mothers (intervention: n = 30; control: n = 31) who completed all study phases. Data were collected using a Sociodemographic Data Form, the First Aid Self-Efficacy Scale for Home Accidents, and the Home Safety Precaution Identification Scale (HSPIS). Results Post-intervention results demonstrated a statistically significant improvement in self-efficacy scores among mothers in the intervention group compared to the control group (p < 0.05). Within-group analyses also revealed significant increases in both self-efficacy and safety behavior scores following the training (p < 0.05). Furthermore, change scores for both outcome measures were significantly higher in the intervention group than in the control group. Conclusion These findings indicate that structured, interactive educational interventions can effectively enhance maternal self-efficacy and promote safer home environments. Implementing such programs may contribute to reducing preventable home injuries among preschool children and has important implications for community-based child health and injury prevention strategies. Educational intervention first aid home accidents Figures Figure 1 Introduction Unintentional injuries in childhood represent one of the most pressing global public health concerns of our time. According to the Global Burden of Disease Study 2021, unintentional injuries in children and adolescents resulted in over 157 million cases, approximately 305,596 deaths, and more than 28 million disability-adjusted life years (DALYs) worldwide in 2021. (Wei et al., 2025). Despite an overall declining trend in injury mortality, mortality and DALYs rates remain disproportionately higher in low sociodemographic index (SDI) regions, and children under five years of age carry the greatest burden in terms of mortality and disability (Li et al., 2024). In Turkey, home accidents account for approximately 18–25% of all accidents, and around 25% of all childhood injuries take place in the domestic environment, placing this country among those with significant room for preventive action (Altundağ & Öztürk, 2007; Kurt & Aytekin, 2015). The home, paradoxically perceived as the safest space for a child, is in reality where a substantial proportion of serious injuries and fatalities occur. Preschool children aged 0–6 years are particularly vulnerable due to their active exploration of the environment, high activity levels, limited risk perception, and tendency to imitate adult behaviors. Falls, burns, poisonings, and suffocations are among the most prevalent types of domestic injuries in this age group and can result in severe physical and psychological consequences, long-term disability, or death (Erdem et al., 2024; Khalatkar, 2025). The prevention of home accidents among preschool children must therefore be regarded as a public health priority and addressed through targeted, evidence-based strategies. A central factor in creating safer home environments is the role of mothers, who serve as primary caregivers and are typically the first responders when accidents involving young children occur. Increasing mothers' knowledge level and improving their attitudes have been identified as key facilitating factors in the application of preventive measures, whereas mothers' prolonged absence from the home and having multiple children have been shown to act as obstacles to implementing such measures (Younesian et al., 2016). Beyond knowledge and attitudes, mothers' self-efficacy — defined within Bandura's Social Cognitive Theory framework as an individual's belief in their own capacity to successfully perform a specific task — plays a pivotal role in determining actual safety behaviors. Parental self-efficacy is highly related to parenting behaviors and has been shown to predict those behaviors over time, functioning as an antecedent to effective parenting competence (Glatz et al., 2024). Moreover, evidence from recent reviews indicates that parental self-efficacy not only relates to parenting behaviors but also functions as a key determinant of child and family outcomes, highlighting its role as a precursor to effective parenting competence (Waid et al., 2025). In the specific context of accident prevention, task-specific self-efficacy measures — such as beliefs about one's ability to prevent accidents in the home — are considered the strongest predictors of parental competence, as they guide behavior and dictate how well protective activities are performed (Benedetto & Ingrassia, 2018). Safety behaviors, the observable actions mothers take to minimize hazard exposure and injury risk, are closely linked to self-efficacy. Parental supervision has been identified as a critical mediator between the home environment and unintentional injury risk in young children (Ji et al, 2025), and inadequate or inconsistent supervision remains a modifiable risk factor that educational interventions can effectively address. Studies indicate that young children under six years of age are completely out of view of their caregivers approximately 20% of their awake time, and the extent of supervision is particularly poor during these unsupervised intervals, underscoring the importance of improving maternal awareness and supervisory practices (Morrongiello & McArthur, 2018). Educational interventions targeting mothers have emerged as a promising and effective strategy for enhancing both self-efficacy and safety behaviors. Group-based educational sessions utilizing triggering figures, skill development activities, and safety encouragement have demonstrated effectiveness in increasing the identification of accident risk situations and fostering community support and self-efficacy, particularly in families with multiple home safety concerns (Laguna et al., 2024). Furthermore, systematic reviews of home safety programs for parents have consistently demonstrated positive effects on safety behaviors and practices, utilizing diverse intervention methods including home visitations, safety kits, counseling, discussions, and video-based education (Kim et al., 2025). The effectiveness of interventions aimed at preventing home accidents largely depends on achieving sustained behavioral change among caregivers, as parental adherence to safety practices is a key determinant in reducing domestic injury risks in early childhood (Chiu & Chan, 2024). Despite mounting international evidence supporting the effectiveness of mother-focused educational programs, studies conducted in Turkey continue to document insufficient levels of maternal knowledge and safety behaviors regarding home accident prevention, reinforcing the need for locally tailored interventions (Akça et al., 2022; Özkan & Bülbül, 2024). Addressing this gap requires moving beyond knowledge-focused approaches to encompass self-efficacy and safety behavior outcomes, which are more proximal determinants of actual protective action in the home environment. Accordingly, this study aims to examine the effect of an educational intervention on mothers' self-efficacy and safety behaviors in preventing home accidents among preschool children aged 0–6 years. By targeting these outcome variables simultaneously, the study seeks to contribute to the development of comprehensive, mother-focused programs that go beyond information transfer to foster genuine behavioral change, ultimately promoting safer home environments for preschool children. Materials and Methods Study Design This research was conducted using an experimental design with pre-test–post-test and intervention–control groups to determine the effect of home accident prevention training provided to mothers of preschool children on their level of knowledge. Research Hypotheses H1 : The education provided to mothers has an effect on the mean scores of the First Aid Self-Efficacy Scale for Home Accidents among mothers in the intervention group. H2 : The education provided to mothers has an effect on the mean scores of the Home Safety Precaution Identification Scale for Mothers of Children Aged 0–6 Years among mothers in the intervention group. Sample Size and Randomization The population of this study consisted of mothers of five-year-old children attending two preschools in the city center of Zonguldak, Turkey, between March 2024 and June 2024. A total of 82 mothers participated — 40 in the intervention group and 42 in the control group. A sampling method was not applied; all mothers who met the inclusion criteria were invited to participate. Inclusion criteria were: having a child aged 0–6 years, being literate, having no communication difficulties, and volunteering to participate. Participants were randomly assigned to the intervention and control groups using a simple randomization method. The randomization sequence was generated using a computer-based random number generator prior to the study. Each participant was assigned a number, and group allocation was determined according to this random sequence. To reduce selection bias, the randomization process was conducted by a researcher independent of the study, and allocation concealment was ensured until the assignment stage. During the data collection phase, 21 mothers withdrew (10 from the intervention group and 11 from the control group). The final sample consisted of 30 mothers in the intervention group and 31 mothers in the control group, all of whom completed all stages of the study. A post-hoc power analysis was conducted using G*Power 3.1 software based on the observed effect sizes. For the comparison of change scores between the intervention and control groups, the effect size was calculated as Cohen’s d = 1.55 for the First Aid Self-Efficacy Scale, indicating a very large effect, and d = 0.68 for the Home Safety Precaution Identification Scale, indicating a moderate-to-large effect. With a total sample size of 61 participants and an alpha level of 0.05, the statistical power was calculated to be greater than 0.99 for the First Aid Self-Efficacy Scale and approximately 0.80 for the HSPIS. These results indicate that the sample size was sufficient to detect statistically significant differences between groups. Data Collection Tools Data were collected using the Sociodemographic Data Form, the First Aid Self-Efficacy Scale for Home Accidents, and the Home Safety Precaution Identification Scale for Mothers of Children Aged 0–6 Years (HSPIS). 1. Sociodemographic Data Form This form was developed by the researchers based on the literature and includes 12 questions regarding mothers’ and children’s demographic characteristics (e.g., age, education level, occupation, income status). 2. First Aid Self-Efficacy Scale for Home Accidents (FASESA) Originally developed by Wei et al. (2013) and adapted into Turkish by Altundağ et al. (2020), this scale evaluates the mother’s perceived competence in administering first aid in home accident situations. It consists of 12 items rated on a five-point Likert scale, ranging from 1 (“strongly disagree”) to 5 (“strongly agree”). Higher scores indicate greater self-efficacy regarding first aid practices. The Cronbach’s alpha reliability coefficient for the original scale was reported as 0.89. In this study, Cronbach’s alpha values were 0.846 for the pre-test and 0.831 for the post-test, indicating high internal consistency. 3. Home Safety Precaution Identification Scale for Mothers of Children Aged 0–6 Years (HSPIS) Developed by Çınar and Görak (2003), this scale measures mothers’ attitudes and behaviors toward preventing home accidents in children aged 0–6 years. It contains 40 items, including 34 positive and 6 negative statements. Each item is scored on a five-point Likert scale (1 = “never” to 5 = “always”). Negative items (6, 9, 23, 26, 30, and 40) are reverse-coded. Total scores range from 40 to 200, with higher scores indicating that the mother adopts more safety precautions to prevent home accidents. The original study reported a Cronbach’s alpha of 0.82, while the present study found values of 0.869 (pre-test) and 0.883 (post-test). Data Collection Procedure The home accident prevention training for mothers was structured around five educational objectives: What are home accidents? How safe is your home for your children? What types of injuries and consequences occur in home accidents? What are the correct first aid interventions in home accidents? What are the ways to prevent home accidents and the responsibilities of families? The educational program encouraged mothers to reflect on their own knowledge and behaviors regarding home safety and included interactive learning activities. Training was delivered in two 45-minute sessions (a total of 90 minutes) over two consecutive weeks. To enhance social awareness about home accidents among families with children aged 0–6 years, researchers designed posters and brochures. The posters carried the slogan “ How safe is your home for your child? ” and included visual illustrations highlighting potential hazards. Brochures featured diagrams of household risk zones, first aid steps, and cartoon images to facilitate self-assessment by participants. Expected outcomes of the training included: Increased maternal knowledge about home accidents and preventive measures Adoption of preventive behaviors to minimize home hazards Enhanced awareness and confidence regarding first aid interventions Stages of the Research First Session (Pre-test and Training Part 1) This phase involved meeting the mothers, providing information about the training, and administering the pre-test. Participants were then educated about the frequency and types of home accidents and the importance of creating a safe home environment. Educational brochures were distributed to mothers, and visual materials (posters and brochures) were displayed to reinforce safety messages. This session lasted approximately 45 minutes. Mothers in the control group completed only the pre-test and received no training during this period. Second Session (Training Part 2 and Interactive Practice) This session focused on the consequences of injuries, first aid practices, and family responsibilities in accident prevention. It included a question–answer session, visual presentations, and short videos illustrating common household accidents. Interactive discussions followed to ensure comprehension and engagement. Post-Training Evaluation One week after the training, post-test data were collected simultaneously from both the intervention and control groups to evaluate changes in mothers’ knowledge and behaviors regarding home accidents. Variables Dependent Variables : Mean scores of the First Aid Self-Efficacy Scale for Home Accidents and the Home Safety Precaution Identification Scale for Mothers of Children Aged 0–6 Years (HSPIS). Independent Variables : Sociodemographic characteristics such as age, education level, occupation, and parental employment status. Data Analysis Data were analyzed using SPSS 25.0 (Statistical Package for the Social Sciences for Windows). Descriptive statistics (frequency, percentage, mean, and standard deviation) were used to summarize data. Normality was assessed using histogram, Q–Q plots, box plots, and skewness–kurtosis coefficients. For normally distributed data, Independent samples t-test was used to compare the two groups. Paired samples t-test was used to evaluate pre-test and post-test differences within each group. The homogeneity of categorical data distributions was tested using chi-square analysis. Results No significant differences were observed between the intervention and control groups regarding the sociodemographic characteristics of parents and children, indicating a homogeneous distribution (p > 0.05) (Table 1 ). Table 1 Demographic Characteristics of Participants Feature t p Intervention group Control group Mean ± Std. Dev. Mean ± Std. Dev. Mother’s age Father’s age Number of child 34.32 ± 3.18 36.60 ± 4.32 1.94±.74 32.30 ± 3.05 34.86 ± 4.34 1.90±.86 1.64 1.93 0.35 0.432 0.105 0.567 n % n % χ² p Mother’s occupation Housewife 21 70.0 21 67.7 0.534 FE 0.854 Private sector 5 16.7 7 22.6 Public sector 4 13.3 3 9.7 Mother’s education Primary school 3 10.0 5 16.1 1.206 FE 0.759 Secondary school 2 6.7 3 9.7 High school 13 43.3 10 3.3 University 12 40.0 13 41.9 Mother’s health problem No 27 90.0 28 90.3 0.000 CC 1.000 Yes 3 10.0 3 9.7 Father’s occupation Tradesman 3 10.0 4 12.9 5.349 FE 0.140 Public sector 12 40.0 5 16.1 Private sector 15 50.0 22 71.0 Baba eğitim Primary school 3 10.0 1 3.2 3.321 FE 0.345 Secondary school 1 3.3 4 12.9 High school 15 50.0 18 58.1 University 11 36.7 8 25.8 Economic status Poor 1 3.3 2 6.5 1.035 FE 0.629 Medium 15 50.0 18 58.1 Good 14 46.7 11 35.5 Family type Nuclear Extended 28 2 93.3 6.7 30 1 96.8 3.2 0.001 CC 0.977 Child’s gender Male 10 34.5 14 48.3 1.137 P 0.286 Female 19 65.5 15 51.7 Child's chronic illness/disability No Yes 28 2 93.3 6.7 29 2 93.5 6.5 0.000 CC 1.000 Child care Mother 29 96.7 29 93.5 0.000 CC 1.000 Other 1 3.3 2 6.5 P: Pearson Ki Kare, FE: Fisher's Exact Test: CC: Yates correction No significant differences were observed between the intervention and control groups regarding household characteristics associated with potential home accident risks for children, indicating a homogeneous distribution (p > 0.05) (Table 2 ). Table 2 Participants' Home Life Characteristics Feature χ² p Intervention group Control group n % n % Type of house Apartment 28 93.3 23 74.2 2.798 CC 0.094 Detached house 2 6.7 8 25.8 Number of rooms 1,00 0 0.0 4 12.9 5.225 FE 0.161 2,00 7 23.3 10 32.3 3,00 18 60.0 14 45.2 4,00 5 16.7 3 9.7 Garden at home Yes 8 26.7 14 45.2 2.261 P 0.133 No 22 73.3 17 54.8 Stairs at home Yes 19 63.3 20 64.5 0.000 CC 1.000 No 11 36.7 11 35.5 History of household accidents No 22 73.3 26 83.9 1.010 P 0.315 Yes 8 26.7 5 16.1 P: Pearson Ki Kare, FE: Fisher's Exact Test: CC: Yates correction It was determined that there was no statistically significant difference in pre-test HSPIS scores between the intervention and control groups in children aged 0–6 years (p > 0.05). However, a statistically significant difference was observed in post-test HSPIS scores between the intervention and control groups (p < 0.05). Within the intervention group, a statistically significant increase was found between pre-test and post-test scores, with post-test scores being higher than pre-test scores (p 0.05) (Table 3 ). Table 3 Within- and Between-Group Comparisons of HSPIS Scores Among Mothers’ of Children Aged 0–6 Years Intervention group Control group Between groups Scale Mean ± Std. Dev. Mean ± Std. Dev. t p HSPIS Pre-test 179.50 ± 12.37 178.71 ± 17.43 0.204 0.839 Post-test 182.60 ± 10.74 178.19 ± 17.29 2.11 0.038 Within group t -2,429 1.012 p 0.022* 0.319 A paired-samples t-test was used for within-group comparisons, and an independent-samples t-test was used for between-group comparisons. *p < 0.05 It was determined that there was no statistically significant difference between the intervention and control groups in the pre-test scores of the First Aid Self-Efficacy Scale for Home Accidents (p > 0.05). However, a statistically significant difference was found between the intervention and control groups in the post-test scores of the First Aid Self-Efficacy Scale for Home Accidents (p < 0.05). When the change within the intervention group was examined, a statistically significant difference was observed between the pre-test and post-test scores, with post-test scores being higher than pre-test scores (p 0.05) (Table 4 ). Table 4 Within- and Between-Group Changes in the First Aid Self-Efficacy Scale Scores for Home Accidents Scale Intervention group Mean ± Std. Dev. Control group Mean ± Std. Dev. Between groups t p First Aid Self-Efficacy Scale Pre-test 41.33 ± 7.41 43.58 ± 9.55 -1.024 0.310 Post-test 46.57 ± 6.78 43.77 ± 9.64 2.395 0.019 Within group t -6.435 -1.063 p 0.001 * 0.296 A paired-samples t-test was used for within-group comparisons, and an independent-samples t-test was used for between-group comparisons. *p < 0.05 When the comparison of changes in measurement instruments between groups (i.e., the comparison of post-test and pre-test score differences across groups) was examined, it was determined that the change scores of participants in the intervention group were significantly higher than those of the control group for both the HSPIS and the First Aid Self-Efficacy Scale for Home Accidents ( p < .05) (Table 5 ). Table 5 Comparison of Changes in Measurement Instruments by Groups (Comparison of Pre-Test and Post-Test Score Differences Across Groups) Scales Groups Mean ± Std. Dev. Between groups t p HSPIS Intervention group 3.10 ± 6.99 2.632 0.012* Control group -0.52 ± 2.84 First Aid Self-Efficacy Scale Intervention group 5.23 ± 4.45 6.047 0.001* Control group 0.19 ± 1.01 The independent samples t -test was employed. *p < 0.05 Discussion The present study examined the effect of a structured educational intervention on mothers' first aid self-efficacy and safety behaviors concerning home accident prevention among preschool children aged 0–6 years. The findings demonstrate that mothers who participated in the two-session training program showed statistically significant improvements in both the First Aid Self-Efficacy Scale for Home Accidents and the Home Safety Precaution Identification Scale scores at post-test, while no meaningful change was observed in the control group. These results are consistent with the broader literature affirming that targeted educational programs can produce meaningful gains in parental preparedness and protective behavioral responses in the domestic environment (Kendrick et al., 2012; Kim et al., 2025). One of the most compelling findings of this study is the large effect size observed in the First Aid Self-Efficacy Scale for Home Accidents (Cohen's d = 1.55) following the educational intervention. Pre-test scores were comparable between the intervention and control groups, yet post-test scores diverged significantly in favor of the intervention group, with the within-group comparison also reaching high statistical significance. This pattern strongly supports the conclusion that the educational program was the primary driver of change in maternal self-efficacy, rather than maturation or extraneous factors. These findings align closely with Bandura's Social Cognitive Theory, which posits that self-efficacy beliefs — individuals' judgments of their own capabilities to perform specific tasks — are among the most powerful determinants of human behavior (Bandura, 1997). Within this framework, mastery experiences and vicarious learning constitute the most effective pathways to building self-efficacy (Pajares, 2002). The interactive and skills-oriented design of the training program used in this study, which included case presentations, visual demonstrations, and participatory question-and-answer sessions, likely provided participants with vicarious mastery experiences that strengthened their confidence in performing first aid actions. This is consistent with evidence that educational interventions grounded in social cognitive principles produce stronger self-efficacy gains compared to didactic-only approaches (Kim et al., 2025; Wang et al., 2020). Comparable results have been reported across diverse settings. Göger et al. (2025), in a descriptive cross-sectional study conducted among 266 mothers in Turkey's Eastern Black Sea Region, found that maternal first aid self-efficacy was below average overall, and was significantly associated with educational level, number of children, income, and prior first aid training. The authors concluded that first aid self-efficacy is shaped more by education and experiential factors than by demographic characteristics alone, underscoring the modifiability of this construct through structured learning. Similarly, Can and Bayer (2023), using the same validated scale and found that those who had previously received first aid training reported significantly higher self-efficacy scores, further confirming that formal education is a key lever for improving maternal confidence in emergency response. The current study extends these cross-sectional observations by demonstrating, under experimental conditions with a control group, that a brief but well-designed educational intervention can produce substantial and statistically significant self-efficacy gains within a short timeframe. The importance of maternal first aid competence cannot be overstated. Since mothers serve as primary caregivers and are overwhelmingly the first responders when home accidents involving children aged 0–6 years occur, their ability to act swiftly and correctly in emergency situations is directly linked to child survival outcomes (Al-Otaibi et al., 2025; Ji et al., 2025). Evidence from Saudi Arabia indicates that even among educated parent populations, first aid knowledge and practice remain suboptimal and that willingness to attend training courses is associated with prior exposure to formal educational programs (Al-Otaibi et al., 2025). These findings reinforce the necessity of institutionalizing maternal education in first aid as part of routine primary care and community health services. The educational intervention also produced a statistically significant improvement in HSPIS scores within the intervention group, as well as a significant difference in score changes between groups, although the between-group post-test difference was more modest (Cohen's d = 0.68) compared to the first aid self-efficacy outcome. This pattern may reflect the fact that safety precaution behaviors are more deeply embedded in habitual routines and environmental constraints, and therefore require a longer period of sustained reinforcement to shift substantially (Chiu & Chan, 2024). Nevertheless, the statistically significant between-group change score confirms that the training produced a directionally meaningful and measurable difference in maternal safety behaviors over the study period. These findings are consistent with evidence from systematic reviews and multicomponent trials of home safety programs for parents. Kim et al. (2025), in a systematic review of infant home safety programs for parents, identified positive effects on safety behaviors and practices across a range of intervention modalities, including home visitation, safety equipment provision, counseling, and video-based education. The authors also noted that providing structured feedback to participants was among the most effective strategies for reinforcing behavioral outcomes, a principle that was incorporated into the current study's interactive design through participatory discussions and visual reinforcement materials. Similarly, the controlled before-and-after study by Taylor et al. (2023) in the United Kingdom found that evidence-based multicomponent home safety interventions led to significantly greater adoption of specific safety practices — including safe poison storage and development of fire escape plans — compared to controls, while also noting that sustained effects required extended follow-up periods. The role of parental supervision as a mediating mechanism between home environment characteristics and child injury risk is increasingly recognized in the literature. Ji et al. (2025), in a study conducted among parents of children aged 0–3 years in Shanghai, demonstrated that parental supervision functioned as a significant mediator between the home environment and unintentional injury risk, and that factors such as household hazard density and parental time pressure moderated the quality of supervision. These findings suggest that education-based improvements in safety precaution behaviors may function partly through enhancing mothers' vigilance and supervisory capacity, rather than through physical home modification alone. The HSPIS, which captures both attitudinal and behavioral dimensions of home safety across multiple hazard domains, is therefore a sensitive instrument for detecting such changes. The analysis of home life characteristics in the current study showed no significant differences between groups regarding stair presence, garden access, household accident history, or dwelling type, confirming that the observed differences in HSPIS post-test scores reflect the effect of the educational intervention rather than baseline environmental disparities. This strengthens the internal validity of the study's causal inferences. The evidence further supports the contention of Wang et al. (2020) and Laguna et al. (2024) that safety promotion programs produce proportionally larger effects among families with multiple pre-existing home safety concerns, suggesting that targeted identification and prioritization of high-risk households could enhance the efficiency of future interventions. The educational intervention in this study was structured around five evidence-based objectives and delivered in two 45-minute interactive sessions over two consecutive weeks. The use of visual materials, posters, brochures with household hazard diagrams, and short video presentations was deliberate and grounded in learning theory principles: multimodal instruction enhances retention and transfer of health education content, particularly for audiences with varying literacy levels. The interactive design — featuring participatory discussions, reflective exercises, and question-and-answer sessions — aligns with the emphasis on mastery experiences and verbal persuasion as central sources of self-efficacy development (Bandura, 1997; Pajares, 2002). These mechanisms are thought to be particularly potent in the context of parenting education, where confidence-building and normalization of preventive behaviors are as important as knowledge acquisition. The scoping review by Kim et al. (2022) of interventions for the prevention of safety accidents involving infants identified feedback as one of the most critical factors in enhancing learning outcomes, noting that supervisor feedback during group-based sessions was associated with positive behavioral change among young mothers. The current study incorporated structured feedback opportunities within its interactive sessions, which may have contributed to the strong self-efficacy gains observed. Furthermore, Laguna et al. (2024) demonstrated that group-based educational sessions employing triggering figures, skill development activities, and community encouragement strategies were particularly effective in high-risk families with multiple home safety deficits, underscoring the added value of participatory methodologies. The findings of the present study corroborate these observations and add to the growing evidence base supporting interactive, multimodal, and group-based educational approaches for maternal home safety training. Within the Turkish context, several studies have documented significant deficits in maternal knowledge, self-efficacy, and safety behaviors regarding home accident prevention and first aid (Özakar Akça et al., 2017; Özkan & Bülbül, 2024; Yiğit et al., 2023). Yiğit et al. (2023), in a pandemic-period study assessing mothers' safety measures and first aid self-efficacy simultaneously, identified low baseline self-efficacy scores and inadequate safety practices, particularly among mothers with lower education and those with more children. These baseline deficits mirror those observed in the pre-test phase of the current study, where intervention group mothers' self-efficacy mean score (41.33 ± 7.41) reflected room for meaningful improvement. Studies conducted in Turkey have also highlighted that many mothers, despite awareness of accident risks, fail to translate knowledge into consistent protective practices — a gap that self-efficacy theory directly addresses. Altundağ and Öztürk (2007) found that face-to-face educational programs significantly improved mothers' knowledge and home safety awareness, while Turan et al. (2010) observed that families who received structured home accident education demonstrated higher safety scores post-training. The current study builds on these earlier findings by explicitly targeting self-efficacy as a mechanism of behavioral change, rather than limiting evaluation to knowledge outcomes. This distinction is theoretically important: knowledge is necessary but not sufficient to produce behavioral change; it is the belief in one's ability to act on that knowledge that serves as the proximal predictor of protective behavior (Benedetto & Ingrassia, 2018; Glatz et al., 2024). Özakar Akça et al. (2017), similarly emphasized that structured home safety training produced significant improvements in safety awareness and behavioral assessments among Turkish mothers, while Pakkirisamy & Priya (2021) reported that planned educational interventions markedly increased knowledge levels regarding home accident prevention. The current study confirms and extends these findings by using validated psychometric instruments with established reliability, a randomized controlled design, and explicit measurement of self-efficacy — an outcome that is more closely linked to actual behavior change than knowledge alone. Conclusion The findings of this study demonstrate that education provided to mothers about home accident prevention significantly increased their knowledge levels and self-efficacy regarding first aid practices and household safety precautions. These results indicate that structured and interactive educational programs can be effective in promoting safer home environments for preschool children. Considering the positive impact observed, it is recommended that nationwide educational initiatives be developed to raise parental awareness and promote child safety in the home environment. Programs should aim to reach families from various socioeconomic and educational backgrounds to ensure equitable access to preventive knowledge and first aid skills. The significant difference observed between the intervention and control groups suggests that mother-focused education has measurable benefits in increasing knowledge and safety-oriented behaviors. Future studies should further investigate the factors influencing the success of such training — including content, duration, teaching methods, and participant characteristics — to enhance the effectiveness and sustainability of interventions. It is also recommended that nurses and healthcare professionals play an active role in planning and implementing educational programs for mothers. As trusted figures in primary care and community health settings, nurses can provide continuous guidance, reinforce learned behaviors, and help mothers apply safety and first aid practices in real-life contexts. Additionally, future research should focus on identifying mothers with low knowledge levels about home accident prevention and first aid and prioritizing educational interventions for these groups. Expanding such programs to include fathers and other caregivers may also contribute to broader family engagement and increased child safety. Promoting public awareness through community campaigns, visual materials, and digital education platforms can further strengthen preventive efforts. Ultimately, increasing mothers’ knowledge and self-efficacy in home accident prevention and first aid will reduce the risk of injuries, protect children’s health, and support their overall well-being. Limitations and Directions for Future Research This study has several limitations that should be considered when interpreting the findings. First, post-test evaluations were conducted only one week after the educational intervention. Although short-term effects were demonstrated, longer-term follow-up assessments (e.g., at 3–6 months) are essential to evaluate the sustainability and persistence of behavioral changes over time, as supported by previous research indicating that maintenance of behavior change requires extended observation periods. However, due to school closures during the study period, it was not feasible to conduct these follow-up assessments. Also, mothers of children aged 0–6 years who attended a single kindergarten in the city center of Zonguldak, Turkey, and who voluntarily agreed to participate. Data were collected from a total of 61 mothers, and the findings may not be generalizable to all populations. Consequently, the long-term impact of the intervention on mothers’ safety behaviors and self-efficacy could not be determined. This limitation restricts the ability to draw conclusions about the durability of the observed effects. Future studies are recommended to include longer follow-up periods to better assess the continuity and real-world applicability of behavioral changes. Given the rapidly expanding role of digital technologies in health education, future interventions should explore the potential of mobile application-based and web-based delivery formats for maternal home safety training. Evidence from digital parenting safety interventions suggests that technology-mediated programs can produce comparable or superior outcomes to face-to-face delivery for certain behavioral domains, particularly when they incorporate interactive feedback, personalized content, and social support features. In the Turkish context, where smartphone penetration is high, digital platforms may offer scalable and cost-effective avenues for reaching diverse maternal populations, including those in rural or underserved areas where access to face-to-face educational programs is limited. Practical Implications The findings of this study have direct and actionable implications for nurses, pediatric health professionals, and public health policymakers. Nurses working in primary care, community health centers, and pediatric outpatient settings are optimally positioned to identify mothers with low home safety self-efficacy and to deliver or refer them to structured educational programs. As trusted health professionals who maintain ongoing therapeutic relationships with families, nurses can reinforce safety messages across multiple contacts, model correct first aid procedures, and provide the verbal encouragement that is a recognized source of self-efficacy enhancement. The integration of standardized home accident prevention modules into existing maternal and child health services; including well-baby visits, immunization clinics, and parenting classes; represents a low-cost, high-reach strategy for embedding safety promotion into routine care. At the policy level, the results support the case for developing nationally standardized maternal home safety education curricula that are evidence-based, culturally appropriate, and tailored to diverse literacy levels. The use of visual materials, illustrated brochures, and culturally resonant analogies; as demonstrated to be effective in this and related studies; can increase accessibility for mothers with lower formal education. Policymakers should also consider extending educational programs beyond mothers to include fathers, grandparents, and other household members who play caregiving roles, as evidence increasingly shows that family-level engagement produces more sustained behavioral change than individual-focused approaches. Sustained public awareness campaigns, school-based programs for future parents, and community-level safety initiatives can complement individual education efforts and contribute to a broader culture of child safety consciousness. Declarations Data Availability Statement The data sets generated and/or analyzed during the current study are available from the authors upon reasonable request and with the permission of SUMS. Ethical Considerations Prior to the study, ethical approval was obtained from the Human Research Ethics Committee of a university (Approval No: 383097, dated December 30, 2023). Written permission was also obtained from the participating institutions. Mothers were informed about the study’s purpose, confidentiality of their identities, and voluntary participation before data collection began. Consent Written and verbal consent of samples was obtained before participating in the study. Disclosure All authors read and approved the final manuscript. Conflicts of Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. Funding This study was funded by the Scientific and Technological Research Council (TÜBİTAK) under the 2209-A Program for Supporting Research Projects of Undergraduate Students. This research was presented as an absract at the EAPS 2025 Congress with support from the TÜBİTAK 2224-A Programme for Supporting Participation in International Scientific Activities. Author Contribution IBA: Writing–review & editing, Writing–original draft, Visualization, Supervision, Investigation, Conceptualization. TKA:Writing–review & editing, Writing original draft, Visualization, Validation, Supervision, Project administration, Methodology, Investigation, Formal analysis. CB:Project administration, Conceptualization, Data curation. HGG: Project administration, Conceptualization, Data curation. MMT: Writing–review & editing, Visualization, References Akça, K., Güngörmüş, Z., & Bayrakçı, E. (2022). Examination of mothers’ home accident awareness and first aid self-efficacy. International Journal of Caring Sciences , 15(3), 1886–1894. Alotaibi, O., Alrayya, S., Alotaibi, S., & Algoraini, Y. (2025). Parental awareness and knowledge of first aid for children in Saudi Arabia: a multiregional cross-sectional study. Frontiers in Pediatrics , 13 , 1575783. https://doi.org/10.3389/fped.2025.1575783 Altundağ, S., & Öztürk, C. (2007). Ev kazalarına yönelik eğitimin, güvenlik önlemleri alınması ve kaza görülme sıklığına etkisi. Ulusal Travma ve Acil Cerrahi Dergisi, 13(3), 180–185. Altundağ, S., Turan, T., & Şafak, M. (2020). Validity and reliability study of the Turkish version of First Aid in Home Accidents Self-Efficacy Scale. Çukurova Medical Journal, 45(1), 71–78. https://doi.org/10.17826/cumj.625945 Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman. Benedetto, L., & Ingrassia, M. (2018). Parental self-efficacy in promoting children care and parenting quality. In Parenting - Empirical Advances and Intervention Resources. 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Home safety education and provision of safety equipment for injury prevention. The Cochrane Database of Systematic Reviews , 2012(9), CD005014. https://doi.org/10.1002/14651858.CD005014.pub3 Khalatkar, V. (2025). Healing children in conflict zones. Indian Pediatrics, 62, 403–404. https://doi.org/10.1007/s13312-025-00105-6 Kim, M. Y., Lee, H. N., Lee, Y. K., Kim, J. S., & Cho, H. (2022). Analysis of research on interventions for the prevention of safety accidents involving infants: a scoping review. Child Health Nursing Research , 28 (4), 234–246. https://doi.org/10.4094/chnr.2022.28.4.234 Kim, M.H., Kim, M.S., Park, S. (2025). Infant home safety programs for parents to prevent ınjuries: A systematic review. Home Health Care Management & Practice , 37(4), 265-275. doi:10.1177/10848223241299107 Kurt, F. Y., & Aytekin, A. (2015). 0–6 yaş grubu çocuklarda ev kazaları. Sağlık Bilimleri ve Meslekleri Dergisi, 2(1), 22–32. DOI:10.17681/hsp.26873. Laguna, G. G. C., Gusmão, A. L. F., Marques, B. O., Bragas, N. B. D. S., Assis, G. A. S., Evangelista, K. D. C., & Silva, N. O. E. (2024). Educational strategies for preventing accidents in childhood: A systematic review. Cadernos de saude publica , 40 (10), e00036224. https://doi.org/10.1590/0102-311XEN036224 Li, C., Jiao, J., Hua, G., Yundendorj, G., Liu, S., Yu, H., Zhang, L., Yang, X., & Liu, L. (2024). Global burden of all cause-specific injuries among children and adolescents from 1990 to 2019: a prospective cohort study. International journal of surgery (London, England) , 110 (4), 2092–2103. https://doi.org/10.1097/JS9.0000000000001131 Morrongiello, B.A., McArthur, B.A. (2018). Parent supervision to prevent injuries to young children. Injury Prevention, 1-9. https://www.child-encyclopedia.com/injury-prevention/according-experts/parent-supervision-prevent-injuries-young-children Özakar Akça, S., Çankaya, T., & Aydın, Z. (2017). Diagnostic levels of Mothers having Children between the age of 0-6 years about Taking Precautions against Home Accidents and the Effects of Training on Home Accidents. J Contemp Med , 7 (1), 50-57. https://doi.org/10.16899/gopctd.299084 Özkan, S., & Bülbül, Ş. (2024). Exploring the relationship between parenting stress, resilience, and self-efficacy of first aid for home accidents in mothers with 0–4-year-old children. International Journal of Health Sciences and Research , 14(9), 337–347. https://doi.org/10.52403/ijhsr.20240943 Pajares, F. (2002). Overview of social cognitive theory and of self-efficacy. Emory University. Retrieved from https://people.wku.edu/richard.miller/banduratheory.pdf. 05.02.2025 Pakkirisamy, U., & Priya, V. (2021) Planned teaching programme on knowledge regarding prevention of accidents in under-five children among mothers in selected villages, Gwalior, Madhya Pradesh. Journal of Emerging Technologies and Innovative Research, 8(9),893-899. (ISSN-2349-5162) Taylor, M. J., Orton, E., Patel, T., Timblin, C., Clarke, R., Watson, M. C., Hayes, M., Jones, M., Coupland, C., & Kendrick, D. (2023). Effectiveness of systematically delivered evidence-based home safety promotion to improve child home safety practices: a controlled before-and-after study. Injury Prevention: Journal Of The International Society for Child And Adolescent Injury Prevention , 29 (3), 227–233. https://doi.org/10.1136/ip-2022-044745 Turan, T., Altundağ Dündar, S., Yorgancı, M., & Yıldırım, Z. (2010). The prevention of home accidents among children aged 0–6 years. Turkish Journal of Trauma & Emergency Surgery , 16(6), 552–557. Waid, J., Abusaleh, K., & Marsalis, S. (2025). Approaches to strengthen parental self-efficacy: An umbrella review of systematic reviews. Children and Youth Services Review , 177,108483. https://doi.org/10.1016/j.childyouth.2025.108483 Wang, Y., Gielen, A.C., Magder, L.S., Hager, E.R., & Black, M.M. (2020). Varying effect of a randomized toddler home safety promotion ıntervention trial by ınitial home safety problems. Maternal Child Health Journal, 24, 432–438. https://doi.org/10.1007/s10995-019-02845-x Wei W, Lyu W & Zhang Y (2025). Global patterns and health impact of unintentional injuries among children and adolescents, 1990–2021. Front. Public Health , 13, 01-18. 1626739. doi:10.3389/fpubh.2025.1626739 Wei, Y. L., Chen, L. L., Li, T. C., Ma, W. F., Peng, N. H., & Huang, L. C. (2013). Self-efficacy of first aid for home accidents among parents with 0- to 4-year-old children at a metropolitan community health center in Taiwan. Accident Analysis & Prevention, 52, 182–187. DOI: 10.1016/j.aap.2012.12.002 Yiğit, D., Şayık, D., Açıkgöz, A., & Mumcu, Ö. (2023). Diagnosis of mothers' safety measures for home accidents and determination of first aid self-efficiency during the pandemic. STED, 31(50), 451–460. doi:10.17942/sted.1079094 Younesian, S., Mahfoozpour, S., Ghaffari Shad, E., Kariman, H., & Hatamabadi, H. R. (2016). Unintentional Home Injury Prevention in Preschool Children; a Study of Contributing Factors. Emergency (Tehran, Iran) , 4 (2), 72–77. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-9449242","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":635374344,"identity":"9c03ec10-a894-4403-8aaa-7864f46ff1c1","order_by":0,"name":"Işın Bıyıkoğlu Alkan","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA+0lEQVRIiWNgGAWjYBACNgbGBmYGAwYeCQYGxgMMFUAhZuYGorUwHGA4A9LCiF8LCDCDCLAWxjYQk4AWPv7DbY8LCg7LSLa3XzjMO682mr8dqOVHxTbcDpNIbDeeYXCYR5rnTMFh3m3Hc2ccZmxg7DlzG48WxjZpHqAWOYmcBKCWY7kNQC3MjG14tPAfRNYy51jufIJaGBIhWqQl0g8c5m2oyd1AUIsEUMsMg3QeyZ4zDAfnHDuQuxGo5SA+v8j3H38mXfDH2l7iePvDB29q6nLnnT988MGPCtxaoKAZiHkMgMRhMPcAIfVAUAfE7A+gjFEwCkbBKBgFqAAAyLJZI4iCIkYAAAAASUVORK5CYII=","orcid":"","institution":"Zonguldak Bülent Ecevit University","correspondingAuthor":true,"prefix":"","firstName":"Işın","middleName":"Bıyıkoğlu","lastName":"Alkan","suffix":""},{"id":635374345,"identity":"e65e8216-5987-4714-a224-a1e3f0cf451e","order_by":1,"name":"Tülay Kuzlu Ayyıldız","email":"","orcid":"","institution":"Zonguldak Bülent Ecevit University","correspondingAuthor":false,"prefix":"","firstName":"Tülay","middleName":"Kuzlu","lastName":"Ayyıldız","suffix":""},{"id":635374346,"identity":"79d9d8df-e3e9-4ab9-aefa-bb25d862560d","order_by":2,"name":"Ceren Boyacıoğlu","email":"","orcid":"","institution":"Zonguldak Bülent Ecevit University","correspondingAuthor":false,"prefix":"","firstName":"Ceren","middleName":"","lastName":"Boyacıoğlu","suffix":""},{"id":635374347,"identity":"f62201a1-9eab-4475-99d2-e18cc1f3eabb","order_by":3,"name":"Hatice Gül Güner","email":"","orcid":"","institution":"Zonguldak Bülent Ecevit University","correspondingAuthor":false,"prefix":"","firstName":"Hatice","middleName":"Gül","lastName":"Güner","suffix":""},{"id":635374348,"identity":"dad687b5-c371-4513-ac35-86e276c149ba","order_by":4,"name":"Mehmet Murat Topaloğlu","email":"","orcid":"","institution":"Zonguldak Bülent Ecevit University","correspondingAuthor":false,"prefix":"","firstName":"Mehmet","middleName":"Murat","lastName":"Topaloğlu","suffix":""}],"badges":[],"createdAt":"2026-04-17 12:40:24","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-9449242/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-9449242/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":108972223,"identity":"b656aabc-e552-4bea-a26a-9c201813f724","added_by":"auto","created_at":"2026-05-11 10:35:06","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":30409,"visible":true,"origin":"","legend":"\u003cp\u003eFlow diagram for study participants.\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-9449242/v1/dfbdf04e78bd4052908723ba.png"},{"id":108978321,"identity":"09a80bb0-f7af-46c2-848a-87f150cfc27e","added_by":"auto","created_at":"2026-05-11 11:36:17","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":507106,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-9449242/v1/93114923-ac7e-4868-a46d-6d6fa2518114.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Effectiveness of Educational Intervention on Mothers’ Self-Efficacy and Safety Behaviors in Preventing Home Accidents Among Preschool Children","fulltext":[{"header":"Introduction","content":"\u003cp\u003eUnintentional injuries in childhood represent one of the most pressing global public health concerns of our time. According to the Global Burden of Disease Study 2021, unintentional injuries in children and adolescents resulted in over 157\u0026nbsp;million cases, approximately 305,596 deaths, and more than 28\u0026nbsp;million disability-adjusted life years (DALYs) worldwide in 2021. (Wei et al., 2025). Despite an overall declining trend in injury mortality, mortality and DALYs rates remain disproportionately higher in low sociodemographic index (SDI) regions, and children under five years of age carry the greatest burden in terms of mortality and disability (Li et al., 2024). In Turkey, home accidents account for approximately 18\u0026ndash;25% of all accidents, and around 25% of all childhood injuries take place in the domestic environment, placing this country among those with significant room for preventive action (Altundağ \u0026amp; \u0026Ouml;zt\u0026uuml;rk, 2007; Kurt \u0026amp; Aytekin, 2015).\u003c/p\u003e \u003cp\u003eThe home, paradoxically perceived as the safest space for a child, is in reality where a substantial proportion of serious injuries and fatalities occur. Preschool children aged 0\u0026ndash;6 years are particularly vulnerable due to their active exploration of the environment, high activity levels, limited risk perception, and tendency to imitate adult behaviors. Falls, burns, poisonings, and suffocations are among the most prevalent types of domestic injuries in this age group and can result in severe physical and psychological consequences, long-term disability, or death (Erdem et al., 2024; Khalatkar, 2025). The prevention of home accidents among preschool children must therefore be regarded as a public health priority and addressed through targeted, evidence-based strategies.\u003c/p\u003e \u003cp\u003eA central factor in creating safer home environments is the role of mothers, who serve as primary caregivers and are typically the first responders when accidents involving young children occur. Increasing mothers' knowledge level and improving their attitudes have been identified as key facilitating factors in the application of preventive measures, whereas mothers' prolonged absence from the home and having multiple children have been shown to act as obstacles to implementing such measures (Younesian et al., 2016). Beyond knowledge and attitudes, mothers' self-efficacy \u0026mdash; defined within Bandura's Social Cognitive Theory framework as an individual's belief in their own capacity to successfully perform a specific task \u0026mdash; plays a pivotal role in determining actual safety behaviors. Parental self-efficacy is highly related to parenting behaviors and has been shown to predict those behaviors over time, functioning as an antecedent to effective parenting competence (Glatz et al., 2024). Moreover, evidence from recent reviews indicates that parental self-efficacy not only relates to parenting behaviors but also functions as a key determinant of child and family outcomes, highlighting its role as a precursor to effective parenting competence (Waid et al., 2025). In the specific context of accident prevention, task-specific self-efficacy measures \u0026mdash; such as beliefs about one's ability to prevent accidents in the home \u0026mdash; are considered the strongest predictors of parental competence, as they guide behavior and dictate how well protective activities are performed (Benedetto \u0026amp; Ingrassia, 2018).\u003c/p\u003e \u003cp\u003eSafety behaviors, the observable actions mothers take to minimize hazard exposure and injury risk, are closely linked to self-efficacy. Parental supervision has been identified as a critical mediator between the home environment and unintentional injury risk in young children (Ji et al, 2025), and inadequate or inconsistent supervision remains a modifiable risk factor that educational interventions can effectively address. Studies indicate that young children under six years of age are completely out of view of their caregivers approximately 20% of their awake time, and the extent of supervision is particularly poor during these unsupervised intervals, underscoring the importance of improving maternal awareness and supervisory practices (Morrongiello \u0026amp; McArthur, 2018).\u003c/p\u003e \u003cp\u003eEducational interventions targeting mothers have emerged as a promising and effective strategy for enhancing both self-efficacy and safety behaviors. Group-based educational sessions utilizing triggering figures, skill development activities, and safety encouragement have demonstrated effectiveness in increasing the identification of accident risk situations and fostering community support and self-efficacy, particularly in families with multiple home safety concerns (Laguna et al., 2024). Furthermore, systematic reviews of home safety programs for parents have consistently demonstrated positive effects on safety behaviors and practices, utilizing diverse intervention methods including home visitations, safety kits, counseling, discussions, and video-based education (Kim et al., 2025). The effectiveness of interventions aimed at preventing home accidents largely depends on achieving sustained behavioral change among caregivers, as parental adherence to safety practices is a key determinant in reducing domestic injury risks in early childhood (Chiu \u0026amp; Chan, 2024). Despite mounting international evidence supporting the effectiveness of mother-focused educational programs, studies conducted in Turkey continue to document insufficient levels of maternal knowledge and safety behaviors regarding home accident prevention, reinforcing the need for locally tailored interventions (Ak\u0026ccedil;a et al., 2022; \u0026Ouml;zkan \u0026amp; B\u0026uuml;lb\u0026uuml;l, 2024). Addressing this gap requires moving beyond knowledge-focused approaches to encompass self-efficacy and safety behavior outcomes, which are more proximal determinants of actual protective action in the home environment.\u003c/p\u003e \u003cp\u003eAccordingly, this study aims to examine the effect of an educational intervention on mothers' self-efficacy and safety behaviors in preventing home accidents among preschool children aged 0\u0026ndash;6 years. By targeting these outcome variables simultaneously, the study seeks to contribute to the development of comprehensive, mother-focused programs that go beyond information transfer to foster genuine behavioral change, ultimately promoting safer home environments for preschool children.\u003c/p\u003e"},{"header":"Materials and Methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eStudy Design\u003c/h2\u003e \u003cp\u003eThis research was conducted using an experimental design with pre-test\u0026ndash;post-test and intervention\u0026ndash;control groups to determine the effect of home accident prevention training provided to mothers of preschool children on their level of knowledge.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eResearch Hypotheses\u003c/h3\u003e\n\u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eH1\u003c/b\u003e: The education provided to mothers has an effect on the mean scores of the First Aid Self-Efficacy Scale for Home Accidents among mothers in the intervention group.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eH2\u003c/b\u003e: The education provided to mothers has an effect on the mean scores of the Home Safety Precaution Identification Scale for Mothers of Children Aged 0\u0026ndash;6 Years among mothers in the intervention group.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e\n\u003ch3\u003eSample Size and Randomization\u003c/h3\u003e\n\u003cp\u003eThe population of this study consisted of mothers of five-year-old children attending two preschools in the city center of Zonguldak, Turkey, between March 2024 and June 2024. A total of 82 mothers participated \u0026mdash; 40 in the intervention group and 42 in the control group. A sampling method was not applied; all mothers who met the inclusion criteria were invited to participate. Inclusion criteria were: having a child aged 0\u0026ndash;6 years, being literate, having no communication difficulties, and volunteering to participate.\u003c/p\u003e \u003cp\u003eParticipants were randomly assigned to the intervention and control groups using a simple randomization method. The randomization sequence was generated using a computer-based random number generator prior to the study. Each participant was assigned a number, and group allocation was determined according to this random sequence. To reduce selection bias, the randomization process was conducted by a researcher independent of the study, and allocation concealment was ensured until the assignment stage. During the data collection phase, 21 mothers withdrew (10 from the intervention group and 11 from the control group). The final sample consisted of 30 mothers in the intervention group and 31 mothers in the control group, all of whom completed all stages of the study.\u003c/p\u003e \u003cp\u003eA post-hoc power analysis was conducted using G*Power 3.1 software based on the observed effect sizes. For the comparison of change scores between the intervention and control groups, the effect size was calculated as Cohen\u0026rsquo;s d\u0026thinsp;=\u0026thinsp;1.55 for the First Aid Self-Efficacy Scale, indicating a very large effect, and d\u0026thinsp;=\u0026thinsp;0.68 for the Home Safety Precaution Identification Scale, indicating a moderate-to-large effect. With a total sample size of 61 participants and an alpha level of 0.05, the statistical power was calculated to be greater than 0.99 for the First Aid Self-Efficacy Scale and approximately 0.80 for the HSPIS. These results indicate that the sample size was sufficient to detect statistically significant differences between groups.\u003c/p\u003e\n\u003ch3\u003eData Collection Tools\u003c/h3\u003e\n\u003cp\u003eData were collected using the Sociodemographic Data Form, the First Aid Self-Efficacy Scale for Home Accidents, and the Home Safety Precaution Identification Scale for Mothers of Children Aged 0\u0026ndash;6 Years (HSPIS).\u003c/p\u003e \u003cp\u003e \u003cb\u003e1. Sociodemographic Data Form\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThis form was developed by the researchers based on the literature and includes 12 questions regarding mothers\u0026rsquo; and children\u0026rsquo;s demographic characteristics (e.g., age, education level, occupation, income status).\u003c/p\u003e \u003cp\u003e \u003cb\u003e2. First Aid Self-Efficacy Scale for Home Accidents (FASESA)\u003c/b\u003e \u003c/p\u003e \u003cp\u003eOriginally developed by Wei et al. (2013) and adapted into Turkish by Altundağ et al. (2020), this scale evaluates the mother\u0026rsquo;s perceived competence in administering first aid in home accident situations. It consists of 12 items rated on a five-point Likert scale, ranging from 1 (\u0026ldquo;strongly disagree\u0026rdquo;) to 5 (\u0026ldquo;strongly agree\u0026rdquo;). Higher scores indicate greater self-efficacy regarding first aid practices. The Cronbach\u0026rsquo;s alpha reliability coefficient for the original scale was reported as 0.89. In this study, Cronbach\u0026rsquo;s alpha values were 0.846 for the pre-test and 0.831 for the post-test, indicating high internal consistency.\u003c/p\u003e \u003cp\u003e \u003cb\u003e3. Home Safety Precaution Identification Scale for Mothers of Children Aged 0\u0026ndash;6 Years (HSPIS)\u003c/b\u003e \u003c/p\u003e \u003cp\u003eDeveloped by \u0026Ccedil;ınar and G\u0026ouml;rak (2003), this scale measures mothers\u0026rsquo; attitudes and behaviors toward preventing home accidents in children aged 0\u0026ndash;6 years. It contains 40 items, including 34 positive and 6 negative statements. Each item is scored on a five-point Likert scale (1 = \u0026ldquo;never\u0026rdquo; to 5 = \u0026ldquo;always\u0026rdquo;). Negative items (6, 9, 23, 26, 30, and 40) are reverse-coded. Total scores range from 40 to 200, with higher scores indicating that the mother adopts more safety precautions to prevent home accidents. The original study reported a Cronbach\u0026rsquo;s alpha of 0.82, while the present study found values of 0.869 (pre-test) and 0.883 (post-test).\u003c/p\u003e\n\u003ch3\u003eData Collection Procedure\u003c/h3\u003e\n\u003cp\u003eThe home accident prevention training for mothers was structured around five educational objectives:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat are home accidents?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eHow safe is your home for your children?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat types of injuries and consequences occur in home accidents?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat are the correct first aid interventions in home accidents?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat are the ways to prevent home accidents and the responsibilities of families?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003eThe educational program encouraged mothers to reflect on their own knowledge and behaviors regarding home safety and included interactive learning activities. Training was delivered in two 45-minute sessions (a total of 90 minutes) over two consecutive weeks.\u003c/p\u003e \u003cp\u003eTo enhance social awareness about home accidents among families with children aged 0\u0026ndash;6 years, researchers designed posters and brochures. The posters carried the slogan \u0026ldquo;\u003cem\u003eHow safe is your home for your child?\u003c/em\u003e\u0026rdquo; and included visual illustrations highlighting potential hazards. Brochures featured diagrams of household risk zones, first aid steps, and cartoon images to facilitate self-assessment by participants.\u003c/p\u003e \u003cp\u003eExpected outcomes of the training included:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eIncreased maternal knowledge about home accidents and preventive measures\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eAdoption of preventive behaviors to minimize home hazards\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eEnhanced awareness and confidence regarding first aid interventions\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eStages of the Research\u003c/h2\u003e \u003cdiv id=\"Sec9\" class=\"Section3\"\u003e \u003ch2\u003eFirst Session (Pre-test and Training Part 1)\u003c/h2\u003e \u003cp\u003eThis phase involved meeting the mothers, providing information about the training, and administering the pre-test. Participants were then educated about the frequency and types of home accidents and the importance of creating a safe home environment. Educational brochures were distributed to mothers, and visual materials (posters and brochures) were displayed to reinforce safety messages. This session lasted approximately 45 minutes.\u003c/p\u003e \u003cp\u003eMothers in the control group completed only the pre-test and received no training during this period.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e\n\u003ch3\u003eSecond Session (Training Part 2 and Interactive Practice)\u003c/h3\u003e\n\u003cp\u003eThis session focused on the consequences of injuries, first aid practices, and family responsibilities in accident prevention. It included a question\u0026ndash;answer session, visual presentations, and short videos illustrating common household accidents. Interactive discussions followed to ensure comprehension and engagement.\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003ePost-Training Evaluation\u003c/h2\u003e \u003cp\u003eOne week after the training, post-test data were collected simultaneously from both the intervention and control groups to evaluate changes in mothers\u0026rsquo; knowledge and behaviors regarding home accidents.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eVariables\u003c/h2\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eDependent Variables\u003c/b\u003e: Mean scores of the First Aid Self-Efficacy Scale for Home Accidents and the Home Safety Precaution Identification Scale for Mothers of Children Aged 0\u0026ndash;6 Years (HSPIS).\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eIndependent Variables\u003c/b\u003e: Sociodemographic characteristics such as age, education level, occupation, and parental employment status.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003eData Analysis\u003c/h2\u003e \u003cp\u003eData were analyzed using SPSS 25.0 (Statistical Package for the Social Sciences for Windows). Descriptive statistics (frequency, percentage, mean, and standard deviation) were used to summarize data. Normality was assessed using histogram, Q\u0026ndash;Q plots, box plots, and skewness\u0026ndash;kurtosis coefficients.\u003c/p\u003e \u003cp\u003eFor normally distributed data,\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eIndependent samples t-test\u003c/b\u003e was used to compare the two groups.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003ePaired samples t-test\u003c/b\u003e was used to evaluate pre-test and post-test differences within each group.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eThe homogeneity of categorical data distributions was tested using chi-square analysis.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cp\u003eNo significant differences were observed between the intervention and control groups regarding the sociodemographic characteristics of parents and children, indicating a homogeneous distribution (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05) (Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDemographic Characteristics of Participants\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" morerows=\"1\" nameend=\"c2\" namest=\"c1\" rowspan=\"2\"\u003e \u003cp\u003eFeature\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"4\" nameend=\"c6\" namest=\"c3\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c7\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003et\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003ep\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003eIntervention group\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eControl group\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;Std. Dev.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;Std. Dev.\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMother\u0026rsquo;s age\u003c/p\u003e \u003cp\u003eFather\u0026rsquo;s age\u003c/p\u003e \u003cp\u003eNumber of child\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e34.32\u0026thinsp;\u0026plusmn;\u0026thinsp;3.18\u003c/p\u003e \u003cp\u003e36.60\u0026thinsp;\u0026plusmn;\u0026thinsp;4.32\u003c/p\u003e \u003cp\u003e1.94\u0026plusmn;.74\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003e32.30\u0026thinsp;\u0026plusmn;\u0026thinsp;3.05\u003c/p\u003e \u003cp\u003e34.86\u0026thinsp;\u0026plusmn;\u0026thinsp;4.34\u003c/p\u003e \u003cp\u003e1.90\u0026plusmn;.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1.64\u003c/p\u003e \u003cp\u003e1.93\u003c/p\u003e \u003cp\u003e0.35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.432\u003c/p\u003e \u003cp\u003e0.105\u003c/p\u003e \u003cp\u003e0.567\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003en\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003e%\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cb\u003en\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cb\u003e%\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e\u003cb\u003eχ\u0026sup2;\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e\u003cb\u003ep\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eMother\u0026rsquo;s occupation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHousewife\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e70.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e67.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e0.534\u003csup\u003eFE\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e0.854\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePrivate sector\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e16.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e22.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePublic sector\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e13.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e9.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eMother\u0026rsquo;s education\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePrimary school\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e10.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e16.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e1.206\u003csup\u003eFE\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e0.759\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSecondary school\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e6.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e9.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHigh school\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e43.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUniversity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e40.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e41.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eMother\u0026rsquo;s health problem\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e90.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e90.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e0.000\u003csup\u003eCC\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e10.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e9.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eFather\u0026rsquo;s occupation\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTradesman\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e10.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e12.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e5.349\u003csup\u003eFE\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e0.140\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePublic sector\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e40.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e16.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePrivate sector\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e50.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e71.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eBaba eğitim\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePrimary school\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e10.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e3.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e3.321 \u003csup\u003eFE\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e0.345\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSecondary school\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e12.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eHigh school\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e50.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e58.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUniversity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e36.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e25.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eEconomic status\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePoor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e6.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e1.035 \u003csup\u003eFE\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e0.629\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMedium\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e50.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e58.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGood\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e46.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e35.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFamily type\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNuclear\u003c/p\u003e \u003cp\u003eExtended\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e28\u003c/p\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e93.3\u003c/p\u003e \u003cp\u003e6.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e30\u003c/p\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e96.8\u003c/p\u003e \u003cp\u003e3.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.001\u003csup\u003eCC\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e0.977\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eChild\u0026rsquo;s gender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e34.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e48.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.137 \u003csup\u003eP\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e0.286\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e65.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e51.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eChild's chronic illness/disability\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e28\u003c/p\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e93.3\u003c/p\u003e \u003cp\u003e6.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e29\u003c/p\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e93.5\u003c/p\u003e \u003cp\u003e6.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e0.000\u003csup\u003eCC\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e1.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eChild care\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMother\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e96.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e93.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e0.000\u003csup\u003eCC\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOther\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e6.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"8\"\u003eP: Pearson Ki Kare, FE: Fisher's Exact Test: CC: Yates correction\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eNo significant differences were observed between the intervention and control groups regarding household characteristics associated with potential home accident risks for children, indicating a homogeneous distribution (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05) (Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eParticipants' Home Life Characteristics\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eFeature\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c6\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eχ\u0026sup2;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003ep\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"2\" morerows=\"1\" nameend=\"c2\" namest=\"c1\" rowspan=\"2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e \u003cp\u003eIntervention group\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eControl group\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003en\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eType of house\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eApartment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e93.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e74.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e2.798 \u003csup\u003eCC\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e0.094\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDetached house\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e6.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e25.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eNumber of rooms\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1,00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e12.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e5.225 \u003csup\u003eFE\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e0.161\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e2,00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e23.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e32.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e3,00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e60.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e45.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4,00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e16.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e9.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eGarden at home\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e26.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e45.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e2.261 \u003csup\u003eP\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e0.133\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e73.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e54.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eStairs at home\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e63.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e64.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e0.000\u003csup\u003eCC\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e36.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e35.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHistory of household accidents\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c4\" namest=\"c2\"\u003e \u003cp\u003eNo\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; 22 73.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e83.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.010 \u003csup\u003e\u003cb\u003eP\u003c/b\u003e\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e0.315\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"3\" nameend=\"c4\" namest=\"c2\"\u003e \u003cp\u003eYes\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; 8\u0026nbsp; \u0026nbsp; \u0026nbsp; 26.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e16.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"8\"\u003eP: Pearson Ki Kare, FE: Fisher's Exact Test: CC: Yates correction\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eIt was determined that there was no statistically significant difference in pre-test HSPIS scores between the intervention and control groups in children aged 0\u0026ndash;6 years (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05). However, a statistically significant difference was observed in post-test HSPIS scores between the intervention and control groups (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). Within the intervention group, a statistically significant increase was found between pre-test and post-test scores, with post-test scores being higher than pre-test scores (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). In contrast, no statistically significant difference was observed between pre-test and post-test scores in the control group (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05) (Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eWithin- and Between-Group Comparisons of HSPIS Scores Among Mothers\u0026rsquo; of Children Aged 0\u0026ndash;6 Years\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eIntervention group\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eControl group\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eBetween groups\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eScale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;Std. Dev.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;Std. Dev.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003et\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003ep\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cb\u003eHSPIS\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePre-test\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e179.50\u0026thinsp;\u003cb\u003e\u0026plusmn;\u003c/b\u003e\u0026thinsp;12.37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e178.71\u0026thinsp;\u003cb\u003e\u0026plusmn;\u003c/b\u003e\u0026thinsp;17.43\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e0.204\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.839\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePost-test\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e182.60\u0026thinsp;\u003cb\u003e\u0026plusmn;\u003c/b\u003e\u0026thinsp;10.74\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e178.19\u0026thinsp;\u003cb\u003e\u0026plusmn;\u003c/b\u003e\u0026thinsp;17.29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cb\u003e2.11\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cb\u003e0.038\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cb\u003eWithin group\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003et\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003e-2,429\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.012\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ep\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003e0.022*\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.319\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eA paired-samples t-test was used for within-group comparisons, and an independent-samples t-test was used for between-group comparisons.\u003c/p\u003e \u003cp\u003e*p\u0026thinsp;\u0026lt;\u0026thinsp;0.05\u003c/p\u003e \u003cp\u003eIt was determined that there was no statistically significant difference between the intervention and control groups in the pre-test scores of the First Aid Self-Efficacy Scale for Home Accidents (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05). However, a statistically significant difference was found between the intervention and control groups in the post-test scores of the First Aid Self-Efficacy Scale for Home Accidents (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). When the change within the intervention group was examined, a statistically significant difference was observed between the pre-test and post-test scores, with post-test scores being higher than pre-test scores (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). In contrast, no statistically significant difference was found between the pre-test and post-test scores in the control group (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05) (Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eWithin- and Between-Group Changes in the First Aid Self-Efficacy Scale Scores for Home Accidents\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eScale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" morerows=\"1\" nameend=\"c3\" namest=\"c2\" rowspan=\"2\"\u003e \u003cp\u003eIntervention group\u003c/p\u003e \u003cp\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;Std. Dev.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eControl group\u003c/p\u003e \u003cp\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;Std. Dev.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e \u003cp\u003eBetween groups\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003et\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003ep\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cb\u003eFirst Aid Self-Efficacy Scale\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePre-test\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e41.33\u0026thinsp;\u003cb\u003e\u0026plusmn;\u003c/b\u003e\u0026thinsp;7.41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e43.58\u0026thinsp;\u003cb\u003e\u0026plusmn;\u003c/b\u003e\u0026thinsp;9.55\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e-1.024\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.310\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePost-test\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e46.57\u0026thinsp;\u003cb\u003e\u0026plusmn;\u003c/b\u003e\u0026thinsp;6.78\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e43.77\u0026thinsp;\u003cb\u003e\u0026plusmn;\u003c/b\u003e\u0026thinsp;9.64\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2.395\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.019\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cb\u003eWithin group\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003et\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003e-6.435\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-1.063\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ep\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003e0.001 *\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.296\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eA paired-samples t-test was used for within-group comparisons, and an independent-samples t-test was used for between-group comparisons.\u003c/p\u003e \u003cp\u003e*p\u0026thinsp;\u0026lt;\u0026thinsp;0.05\u003c/p\u003e \u003cp\u003eWhen the comparison of changes in measurement instruments between groups (i.e., the comparison of post-test and pre-test score differences across groups) was examined, it was determined that the change scores of participants in the intervention group were significantly higher than those of the control group for both the HSPIS and the First Aid Self-Efficacy Scale for Home Accidents (\u003cem\u003ep\u003c/em\u003e \u0026lt; .05) (Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eComparison of Changes in Measurement Instruments by Groups (Comparison of Pre-Test and Post-Test Score Differences Across Groups)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eScales\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eGroups\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;Std. Dev.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003eBetween groups\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003et\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003ep\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cb\u003eHSPIS\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIntervention group\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3.10\u0026thinsp;\u003cb\u003e\u0026plusmn;\u003c/b\u003e\u0026thinsp;6.99\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cb\u003e2.632\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cb\u003e0.012*\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eControl group\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e-0.52\u0026thinsp;\u003cb\u003e\u0026plusmn;\u003c/b\u003e\u0026thinsp;2.84\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cb\u003eFirst Aid Self-Efficacy Scale\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIntervention group\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5.23\u0026thinsp;\u003cb\u003e\u0026plusmn;\u003c/b\u003e\u0026thinsp;4.45\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cb\u003e6.047\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e\u003cb\u003e0.001*\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eControl group\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.19\u0026thinsp;\u003cb\u003e\u0026plusmn;\u003c/b\u003e\u0026thinsp;1.01\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"5\"\u003eThe independent samples \u003cem\u003et\u003c/em\u003e-test was employed. *p\u0026thinsp;\u0026lt;\u0026thinsp;0.05\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe present study examined the effect of a structured educational intervention on mothers' first aid self-efficacy and safety behaviors concerning home accident prevention among preschool children aged 0\u0026ndash;6 years. The findings demonstrate that mothers who participated in the two-session training program showed statistically significant improvements in both the First Aid Self-Efficacy Scale for Home Accidents and the Home Safety Precaution Identification Scale scores at post-test, while no meaningful change was observed in the control group. These results are consistent with the broader literature affirming that targeted educational programs can produce meaningful gains in parental preparedness and protective behavioral responses in the domestic environment (Kendrick et al., 2012; Kim et al., 2025).\u003c/p\u003e \u003cp\u003eOne of the most compelling findings of this study is the large effect size observed in the First Aid Self-Efficacy Scale for Home Accidents (Cohen's d\u0026thinsp;=\u0026thinsp;1.55) following the educational intervention. Pre-test scores were comparable between the intervention and control groups, yet post-test scores diverged significantly in favor of the intervention group, with the within-group comparison also reaching high statistical significance. This pattern strongly supports the conclusion that the educational program was the primary driver of change in maternal self-efficacy, rather than maturation or extraneous factors. These findings align closely with Bandura's Social Cognitive Theory, which posits that self-efficacy beliefs \u0026mdash; individuals' judgments of their own capabilities to perform specific tasks \u0026mdash; are among the most powerful determinants of human behavior (Bandura, 1997). Within this framework, mastery experiences and vicarious learning constitute the most effective pathways to building self-efficacy (Pajares, 2002). The interactive and skills-oriented design of the training program used in this study, which included case presentations, visual demonstrations, and participatory question-and-answer sessions, likely provided participants with vicarious mastery experiences that strengthened their confidence in performing first aid actions. This is consistent with evidence that educational interventions grounded in social cognitive principles produce stronger self-efficacy gains compared to didactic-only approaches (Kim et al., 2025; Wang et al., 2020).\u003c/p\u003e \u003cp\u003eComparable results have been reported across diverse settings. G\u0026ouml;ger et al. (2025), in a descriptive cross-sectional study conducted among 266 mothers in Turkey's Eastern Black Sea Region, found that maternal first aid self-efficacy was below average overall, and was significantly associated with educational level, number of children, income, and prior first aid training. The authors concluded that first aid self-efficacy is shaped more by education and experiential factors than by demographic characteristics alone, underscoring the modifiability of this construct through structured learning. Similarly, Can and Bayer (2023), using the same validated scale and found that those who had previously received first aid training reported significantly higher self-efficacy scores, further confirming that formal education is a key lever for improving maternal confidence in emergency response. The current study extends these cross-sectional observations by demonstrating, under experimental conditions with a control group, that a brief but well-designed educational intervention can produce substantial and statistically significant self-efficacy gains within a short timeframe.\u003c/p\u003e \u003cp\u003eThe importance of maternal first aid competence cannot be overstated. Since mothers serve as primary caregivers and are overwhelmingly the first responders when home accidents involving children aged 0\u0026ndash;6 years occur, their ability to act swiftly and correctly in emergency situations is directly linked to child survival outcomes (Al-Otaibi et al., 2025; Ji et al., 2025). Evidence from Saudi Arabia indicates that even among educated parent populations, first aid knowledge and practice remain suboptimal and that willingness to attend training courses is associated with prior exposure to formal educational programs (Al-Otaibi et al., 2025). These findings reinforce the necessity of institutionalizing maternal education in first aid as part of routine primary care and community health services.\u003c/p\u003e \u003cp\u003eThe educational intervention also produced a statistically significant improvement in HSPIS scores within the intervention group, as well as a significant difference in score changes between groups, although the between-group post-test difference was more modest (Cohen's d\u0026thinsp;=\u0026thinsp;0.68) compared to the first aid self-efficacy outcome. This pattern may reflect the fact that safety precaution behaviors are more deeply embedded in habitual routines and environmental constraints, and therefore require a longer period of sustained reinforcement to shift substantially (Chiu \u0026amp; Chan, 2024). Nevertheless, the statistically significant between-group change score confirms that the training produced a directionally meaningful and measurable difference in maternal safety behaviors over the study period. These findings are consistent with evidence from systematic reviews and multicomponent trials of home safety programs for parents. Kim et al. (2025), in a systematic review of infant home safety programs for parents, identified positive effects on safety behaviors and practices across a range of intervention modalities, including home visitation, safety equipment provision, counseling, and video-based education. The authors also noted that providing structured feedback to participants was among the most effective strategies for reinforcing behavioral outcomes, a principle that was incorporated into the current study's interactive design through participatory discussions and visual reinforcement materials. Similarly, the controlled before-and-after study by Taylor et al. (2023) in the United Kingdom found that evidence-based multicomponent home safety interventions led to significantly greater adoption of specific safety practices \u0026mdash; including safe poison storage and development of fire escape plans \u0026mdash; compared to controls, while also noting that sustained effects required extended follow-up periods. The role of parental supervision as a mediating mechanism between home environment characteristics and child injury risk is increasingly recognized in the literature. Ji et al. (2025), in a study conducted among parents of children aged 0\u0026ndash;3 years in Shanghai, demonstrated that parental supervision functioned as a significant mediator between the home environment and unintentional injury risk, and that factors such as household hazard density and parental time pressure moderated the quality of supervision. These findings suggest that education-based improvements in safety precaution behaviors may function partly through enhancing mothers' vigilance and supervisory capacity, rather than through physical home modification alone. The HSPIS, which captures both attitudinal and behavioral dimensions of home safety across multiple hazard domains, is therefore a sensitive instrument for detecting such changes.\u003c/p\u003e \u003cp\u003eThe analysis of home life characteristics in the current study showed no significant differences between groups regarding stair presence, garden access, household accident history, or dwelling type, confirming that the observed differences in HSPIS post-test scores reflect the effect of the educational intervention rather than baseline environmental disparities. This strengthens the internal validity of the study's causal inferences. The evidence further supports the contention of Wang et al. (2020) and Laguna et al. (2024) that safety promotion programs produce proportionally larger effects among families with multiple pre-existing home safety concerns, suggesting that targeted identification and prioritization of high-risk households could enhance the efficiency of future interventions.\u003c/p\u003e \u003cp\u003eThe educational intervention in this study was structured around five evidence-based objectives and delivered in two 45-minute interactive sessions over two consecutive weeks. The use of visual materials, posters, brochures with household hazard diagrams, and short video presentations was deliberate and grounded in learning theory principles: multimodal instruction enhances retention and transfer of health education content, particularly for audiences with varying literacy levels. The interactive design \u0026mdash; featuring participatory discussions, reflective exercises, and question-and-answer sessions \u0026mdash; aligns with the emphasis on mastery experiences and verbal persuasion as central sources of self-efficacy development (Bandura, 1997; Pajares, 2002). These mechanisms are thought to be particularly potent in the context of parenting education, where confidence-building and normalization of preventive behaviors are as important as knowledge acquisition. The scoping review by Kim et al. (2022) of interventions for the prevention of safety accidents involving infants identified feedback as one of the most critical factors in enhancing learning outcomes, noting that supervisor feedback during group-based sessions was associated with positive behavioral change among young mothers. The current study incorporated structured feedback opportunities within its interactive sessions, which may have contributed to the strong self-efficacy gains observed. Furthermore, Laguna et al. (2024) demonstrated that group-based educational sessions employing triggering figures, skill development activities, and community encouragement strategies were particularly effective in high-risk families with multiple home safety deficits, underscoring the added value of participatory methodologies. The findings of the present study corroborate these observations and add to the growing evidence base supporting interactive, multimodal, and group-based educational approaches for maternal home safety training.\u003c/p\u003e \u003cp\u003eWithin the Turkish context, several studies have documented significant deficits in maternal knowledge, self-efficacy, and safety behaviors regarding home accident prevention and first aid (\u0026Ouml;zakar Ak\u0026ccedil;a et al., 2017; \u0026Ouml;zkan \u0026amp; B\u0026uuml;lb\u0026uuml;l, 2024; Yiğit et al., 2023). Yiğit et al. (2023), in a pandemic-period study assessing mothers' safety measures and first aid self-efficacy simultaneously, identified low baseline self-efficacy scores and inadequate safety practices, particularly among mothers with lower education and those with more children. These baseline deficits mirror those observed in the pre-test phase of the current study, where intervention group mothers' self-efficacy mean score (41.33\u0026thinsp;\u0026plusmn;\u0026thinsp;7.41) reflected room for meaningful improvement. Studies conducted in Turkey have also highlighted that many mothers, despite awareness of accident risks, fail to translate knowledge into consistent protective practices \u0026mdash; a gap that self-efficacy theory directly addresses. Altundağ and \u0026Ouml;zt\u0026uuml;rk (2007) found that face-to-face educational programs significantly improved mothers' knowledge and home safety awareness, while Turan et al. (2010) observed that families who received structured home accident education demonstrated higher safety scores post-training. The current study builds on these earlier findings by explicitly targeting self-efficacy as a mechanism of behavioral change, rather than limiting evaluation to knowledge outcomes. This distinction is theoretically important: knowledge is necessary but not sufficient to produce behavioral change; it is the belief in one's ability to act on that knowledge that serves as the proximal predictor of protective behavior (Benedetto \u0026amp; Ingrassia, 2018; Glatz et al., 2024).\u003c/p\u003e \u003cp\u003e\u0026Ouml;zakar Ak\u0026ccedil;a et al. (2017), similarly emphasized that structured home safety training produced significant improvements in safety awareness and behavioral assessments among Turkish mothers, while Pakkirisamy \u0026amp; Priya (2021) reported that planned educational interventions markedly increased knowledge levels regarding home accident prevention. The current study confirms and extends these findings by using validated psychometric instruments with established reliability, a randomized controlled design, and explicit measurement of self-efficacy \u0026mdash; an outcome that is more closely linked to actual behavior change than knowledge alone.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe findings of this study demonstrate that education provided to mothers about home accident prevention significantly increased their knowledge levels and self-efficacy regarding first aid practices and household safety precautions. These results indicate that structured and interactive educational programs can be effective in promoting safer home environments for preschool children.\u003c/p\u003e \u003cp\u003eConsidering the positive impact observed, it is recommended that nationwide educational initiatives be developed to raise parental awareness and promote child safety in the home environment. Programs should aim to reach families from various socioeconomic and educational backgrounds to ensure equitable access to preventive knowledge and first aid skills. The significant difference observed between the intervention and control groups suggests that mother-focused education has measurable benefits in increasing knowledge and safety-oriented behaviors. Future studies should further investigate the factors influencing the success of such training \u0026mdash; including content, duration, teaching methods, and participant characteristics \u0026mdash; to enhance the effectiveness and sustainability of interventions.\u003c/p\u003e \u003cp\u003eIt is also recommended that nurses and healthcare professionals play an active role in planning and implementing educational programs for mothers. As trusted figures in primary care and community health settings, nurses can provide continuous guidance, reinforce learned behaviors, and help mothers apply safety and first aid practices in real-life contexts. Additionally, future research should focus on identifying mothers with low knowledge levels about home accident prevention and first aid and prioritizing educational interventions for these groups. Expanding such programs to include fathers and other caregivers may also contribute to broader family engagement and increased child safety.\u003c/p\u003e \u003cp\u003ePromoting public awareness through community campaigns, visual materials, and digital education platforms can further strengthen preventive efforts. Ultimately, increasing mothers\u0026rsquo; knowledge and self-efficacy in home accident prevention and first aid will reduce the risk of injuries, protect children\u0026rsquo;s health, and support their overall well-being.\u003c/p\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003eLimitations and Directions for Future Research\u003c/h2\u003e \u003cp\u003eThis study has several limitations that should be considered when interpreting the findings. First, post-test evaluations were conducted only one week after the educational intervention. Although short-term effects were demonstrated, longer-term follow-up assessments (e.g., at 3\u0026ndash;6 months) are essential to evaluate the sustainability and persistence of behavioral changes over time, as supported by previous research indicating that maintenance of behavior change requires extended observation periods.\u003c/p\u003e \u003cp\u003eHowever, due to school closures during the study period, it was not feasible to conduct these follow-up assessments. Also, mothers of children aged 0\u0026ndash;6 years who attended a single kindergarten in the city center of Zonguldak, Turkey, and who voluntarily agreed to participate. Data were collected from a total of 61 mothers, and the findings may not be generalizable to all populations. Consequently, the long-term impact of the intervention on mothers\u0026rsquo; safety behaviors and self-efficacy could not be determined. This limitation restricts the ability to draw conclusions about the durability of the observed effects. Future studies are recommended to include longer follow-up periods to better assess the continuity and real-world applicability of behavioral changes.\u003c/p\u003e \u003cp\u003eGiven the rapidly expanding role of digital technologies in health education, future interventions should explore the potential of mobile application-based and web-based delivery formats for maternal home safety training. Evidence from digital parenting safety interventions suggests that technology-mediated programs can produce comparable or superior outcomes to face-to-face delivery for certain behavioral domains, particularly when they incorporate interactive feedback, personalized content, and social support features. In the Turkish context, where smartphone penetration is high, digital platforms may offer scalable and cost-effective avenues for reaching diverse maternal populations, including those in rural or underserved areas where access to face-to-face educational programs is limited.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003ePractical Implications\u003c/h2\u003e \u003cp\u003eThe findings of this study have direct and actionable implications for nurses, pediatric health professionals, and public health policymakers. Nurses working in primary care, community health centers, and pediatric outpatient settings are optimally positioned to identify mothers with low home safety self-efficacy and to deliver or refer them to structured educational programs. As trusted health professionals who maintain ongoing therapeutic relationships with families, nurses can reinforce safety messages across multiple contacts, model correct first aid procedures, and provide the verbal encouragement that is a recognized source of self-efficacy enhancement. The integration of standardized home accident prevention modules into existing maternal and child health services; including well-baby visits, immunization clinics, and parenting classes; represents a low-cost, high-reach strategy for embedding safety promotion into routine care.\u003c/p\u003e \u003cp\u003eAt the policy level, the results support the case for developing nationally standardized maternal home safety education curricula that are evidence-based, culturally appropriate, and tailored to diverse literacy levels. The use of visual materials, illustrated brochures, and culturally resonant analogies; as demonstrated to be effective in this and related studies; can increase accessibility for mothers with lower formal education. Policymakers should also consider extending educational programs beyond mothers to include fathers, grandparents, and other household members who play caregiving roles, as evidence increasingly shows that family-level engagement produces more sustained behavioral change than individual-focused approaches. Sustained public awareness campaigns, school-based programs for future parents, and community-level safety initiatives can complement individual education efforts and contribute to a broader culture of child safety consciousness.\u003c/p\u003e \u003c/div\u003e "},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eData Availability Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data sets generated and/or analyzed during the current study are available from the authors upon reasonable request and with the permission of SUMS.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical Considerations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003ePrior to the study, ethical approval was obtained from the Human Research Ethics Committee of a university (Approval No: 383097, dated December 30, 2023). Written permission was also obtained from the participating institutions. Mothers were informed about the study\u0026rsquo;s purpose, confidentiality of their identities, and voluntary participation before data collection began.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWritten and verbal consent of samples was obtained before participating in the study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDisclosure\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll authors read and approved the final manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflicts of Interest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was funded by the Scientific and Technological Research Council (T\u0026Uuml;BİTAK) under the 2209-A Program for Supporting Research Projects of Undergraduate Students. This research was presented as an absract at the EAPS 2025 Congress with support from the T\u0026Uuml;BİTAK 2224-A Programme for Supporting Participation in International Scientific Activities.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eIBA: Writing\u0026ndash;review \u0026amp; editing, Writing\u0026ndash;original draft, Visualization, Supervision, Investigation, Conceptualization. TKA:Writing\u0026ndash;review \u0026amp; editing, Writing original draft, Visualization, Validation, Supervision, Project administration, Methodology, Investigation, Formal analysis. CB:Project administration, Conceptualization, Data curation. HGG: Project administration, Conceptualization, Data curation. MMT: Writing\u0026ndash;review \u0026amp; editing, Visualization,\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAk\u0026ccedil;a, K., G\u0026uuml;ng\u0026ouml;rm\u0026uuml;ş, Z., \u0026amp; Bayrak\u0026ccedil;ı, E. (2022). 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(2013). Self-efficacy of first aid for home accidents among parents with 0- to 4-year-old children at a metropolitan community health center in Taiwan. \u003cem\u003eAccident Analysis \u0026amp; Prevention, \u003c/em\u003e52, 182\u0026ndash;187. DOI: 10.1016/j.aap.2012.12.002\u003c/li\u003e\n\u003cli\u003eYiğit, D., Şayık, D., A\u0026ccedil;ıkg\u0026ouml;z, A., \u0026amp; Mumcu, \u0026Ouml;. (2023). Diagnosis of mothers\u0026apos; safety measures for home accidents and determination of first aid self-efficiency during the pandemic. \u003cem\u003eSTED,\u003c/em\u003e 31(50), 451\u0026ndash;460. doi:10.17942/sted.1079094\u003c/li\u003e\n\u003cli\u003eYounesian, S., Mahfoozpour, S., Ghaffari Shad, E., Kariman, H., \u0026amp; Hatamabadi, H. R. (2016). Unintentional Home Injury Prevention in Preschool Children; a Study of Contributing Factors. \u003cem\u003eEmergency (Tehran, Iran)\u003c/em\u003e, \u003cem\u003e4\u003c/em\u003e(2), 72\u0026ndash;77.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Educational intervention, first aid, home accidents","lastPublishedDoi":"10.21203/rs.3.rs-9449242/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-9449242/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eAim\u003c/h2\u003e \u003cp\u003eThis study aimed to evaluate the effectiveness of a structured home accident prevention training program on mothers\u0026rsquo; self-efficacy and safety behaviors regarding preschool children.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e \u003cp\u003eAn experimental design with pre-test\u0026ndash;post-test control groups was employed. The study population consisted of mothers of five-year-old children attending two preschools in Zonguldak, T\u0026uuml;rkiye, between March and June 2024. The final sample included 61 mothers (intervention: n\u0026thinsp;=\u0026thinsp;30; control: n\u0026thinsp;=\u0026thinsp;31) who completed all study phases. Data were collected using a Sociodemographic Data Form, the First Aid Self-Efficacy Scale for Home Accidents, and the Home Safety Precaution Identification Scale (HSPIS).\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003ePost-intervention results demonstrated a statistically significant improvement in self-efficacy scores among mothers in the intervention group compared to the control group (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). Within-group analyses also revealed significant increases in both self-efficacy and safety behavior scores following the training (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). Furthermore, change scores for both outcome measures were significantly higher in the intervention group than in the control group.\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e \u003cp\u003eThese findings indicate that structured, interactive educational interventions can effectively enhance maternal self-efficacy and promote safer home environments. Implementing such programs may contribute to reducing preventable home injuries among preschool children and has important implications for community-based child health and injury prevention strategies.\u003c/p\u003e","manuscriptTitle":"Effectiveness of Educational Intervention on Mothers’ Self-Efficacy and Safety Behaviors in Preventing Home Accidents Among Preschool Children","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-05-11 10:35:02","doi":"10.21203/rs.3.rs-9449242/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"cd14ec7d-e868-4894-a646-956e0e87ae34","owner":[],"postedDate":"May 11th, 2026","published":true,"recentEditorialEvents":[{"type":"reviewerAgreed","content":"27633304635832438889262036882196262010","date":"2026-05-06T09:31:46+00:00","index":13,"fulltext":""},{"type":"reviewersInvited","content":"6","date":"2026-04-30T16:11:31+00:00","index":"","fulltext":""}],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-05-11T10:35:02+00:00","versionOfRecord":[],"versionCreatedAt":"2026-05-11 10:35:02","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-9449242","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-9449242","identity":"rs-9449242","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}