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The purpose of this study was to test the effects of a child sexual abuse prevention education program using a hybrid application (CSAPE-H) by examining fifth-grade students' (a) knowledge for sexual abuse prevention and (b) self-protective behaviors against sexual abuse. A quasi-experimental, pretest /posttest design was used. Sixty-eight students from two schools participated. The intervention group (n = 48) received six sessions in CSA prevention education using the hybrid app, whereas the control group (n = 35) was taught using a lecture in a classroom environment. Between the two groups, there were significant differences in self-protective behaviors against CSA (t = 2.26, p = 0.027). In addition, educational satisfaction was significantly higher in the experimental group than the control group (t = 2.41, p = .019). A CSAPE-H may be effective for elementary school students, especially for self-protective behaviors.

This study aimed to examine the effects of a sexual education program (SEP) focused on sexual media literacy (SML) for school nurses. A quasi-experimental, pre-/posttest design was used to examine SML knowledge, awareness, reinterpretation skill, and self-efficacy. A total of 66 school nurses participated. The experimental group (n = 35) participated in an 18-hr SEP that focused on SML, while the control group (n = 31) did not. The experimental group showed significant improvement in knowledge (t = 6.47, d = 1.62, p < 0.001), awareness (t = 5.08, d = 1.19, p < 0.001), reinterpretation skill (t = 4.81, d = 2.28, p < 0.001), and self-efficacy (t = 8.29, d = 1.38, p < 0.001) as compared to the control group. The SEP developed in this study may be an effective educational intervention for school nurses.

This study examined the effect of an intervention on coping knowledge among fifth- and sixth-grade elementary schoolchildren who received smartphone-delivered emergency preparedness education. This was a quasi-experimental study using a pre-/posttest design. Eighty-six children were recruited to participate. The children in the experimental group (n = 44) received smartphone-delivered emergency preparedness education while those in the control group (n = 42) received traditional lecture-centered education. Data were analyzed using a repeated-measured analysis of variance. Subsequently, the experimental group scored significantly higher than the control group on coping knowledge (F = 7.96, f = 0.31, p = 0.010). The use of technology such as smartphone-delivered emergency preparedness education may be effective to improve their coping knowledge of fifth- and sixth-grade elementary schoolchildren.

Child sexual abuse (CSA) threatens children's safety and even their lives. CSA is increasing steadily, despite the government's efforts to decrease and prevent its incidence. The purpose of this study was to evaluate the effects of the Child Sexual Abuse Prevention Education (C-SAPE) program on fifth-grade elementary school students' competence in terms of their knowledge and self-protective behaviors. Participants included 39 children who completed the C-SAPE program and a control group of 50 children. A nonequivalent control group pre-/posttest design was used to examine the effectiveness of C-SAPE. Significant differences were found between the experimental and control groups' mean difference (post-pre) in competence scores (t = 3.354, p = 0.001), especially in the category of self-protective behaviors (t = 2.641, p = 0.010). The C-SAPE program may be effective in increasing elementary school students' self-protective behaviors related to sexual abuse.

The purpose of this study was to test the effects of healthy life practice (HLP) education on reported health behaviors, including health promotion, disease prevention, and safety among fourth-grade elementary school students. A quasi-experimental, pretest/posttest design was used. The 101 recruited participants from two schools were assigned to the intervention group (n = 51) that received 10 health education sessions and the control group (n = 50) that did not receive the intervention. Significant differences in health behaviors were observed between the two groups (t = 2.563, p = 0.012), specifically for disease prevention (t = 2.178, p = 0.032) and safety (t = 2.711, p = 0.008). However, no significant between-group differences were observed in health promotion (t = 0.270, p = 0.788). Educational interventions aimed at changing HLP-related health behaviors may be effective for elementary schoolchildren.

The purpose of this study was to examine the effect of coping knowledge for emergency preparedness in Korean elementary school students. A school-based coping education program was provided seven times to 271 fourth- and fifth-grade students in two urban schools by researchers with the school nurses. The Process Model of Stress and Coping and Self-Care Deficit Theory were the theoretical frameworks used to guide this research. The Coping Knowledge for Emergency Situations Questionnaire, developed by the authors, was used to gather data. In the coping education group, there was statistically significant improvement in the coping knowledge (t = 4.589, p < 0.001) from that of the control group (n = 270). The results highlight the importance of emergency preparedness for elementary school students and the need to develop educational programs for various emergency situations.