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Maya Pransilia
6Undergraduate Student, Bachelor of Nursing Program, Faculty of Health, Universitas Hang Tuah Pekanbaru
Dentistry Health Professions Medicine & Pharmacology Nursing Public Health

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Improving Choking First-Aid Competency Among Kindergarten Teachers: A Community Service Program T. Abdur Rasyid; Bayu Saputra; Sandra; Rani Lisa Indra; Defi Eka Kartika; Maya Pransilia
Karya Kesehatan Siwalima Vol. 5 No. 2 (2026): September-February
Publisher : Lembaga Penerbitan Fakultas Kesehatan, Universitas Kristen Indonesia Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54639/kks.v5i2.2094

Abstract

Choking in preschool children is a critical pediatric emergency requiring immediate intervention to prevent hypoxia and mortality. Kindergarten teachers act as primary first responders, yet often lack formal emergency management training. This study evaluated the effectiveness of demonstrative education in improving kindergarten teachers' skills in managing choking incidents. A community-based intervention was conducted involving all seven kindergarten teachers at TK Negeri Pembina 3 Pekanbaru, Indonesia. The 3-hour intervention integrated health education, manikin-based demonstrations of back-blow and abdominal-thrust techniques, guided practice, and booklet provision. Participant skills were evaluated pre- and post-intervention using the validated 14-item Child Choking Management Skills Observation Checklist. At baseline, all participants exhibited low skill levels, with a mean score of 37.25% ± 6.80. Following the intervention, mean skill scores significantly increased to 92.86% ± 3.57 (an absolute gain of 55.61 percentage points), enabling 100% of participants to achieve the high-competency category (≥76%). Demonstrative education combining hands-on manikin practice with structured instructional feedback effectively optimizes choking-management skills among early-childhood educators. Periodic refresher sessions and integration of practical guidelines are recommended to sustain long-term competency in school settings.
Co-Authors Bayu Saputra Defi Eka Kartika Rani Lisa Indra Sandra T. Abdur Rasyid