Background: Nurses in collaboration with fire rescuers, emergency medical technicians (EMTs), and doctors are often called to be first responders to worldwide disasters ranging from terrorist attacks to catastrophic weather events. The American Association of Colleges of Nursing has established the need for disaster-preparedness education in baccalaureate nursing programs. Limited research has been conducted about the impact of utilizing simulation as an educational tool to prepare nursing students for disaster response. This paper presents the results of a simulation of a mass casualty incident utilizing low-fidelity and static manikins, as well as actors to play the role of victims, family members and news personnel. Methods: One hundred and seven students from traditional and accelerated second-degree programs participated in a simulation in the roles of victims as well as providers. A quasi-experimental pre-and post-test design was used to assess students' selfperceptions. Results: Statistically significant improvement in self-perceived knowledge, attitudes and skills was seen. Students who participated as victims or providers reported similar improvements. Conclusions: Well-designed and concise mass casualty incident simulation is a valuable educational tool that can be easily incorporated into nursing curricula, with students undertaking the role of either a victim or a provider.
This paper presents the author's model of humility structures that can be operationalized as behaviours and incorporated into healthcare practice, the Humility in Health Care Model. The Humility in Health Care Model expands and combines the concepts of cultural humility, holistic nursing, servant leadership and the Chinese concept 'QIAN'. The paper identifies ways to create a regular practice of humility behaviours on the personal/interpersonal, leadership, systems and policy levels. The paper discusses the benefits of operationalizing humility, forces that favour humility and barriers to practicing its behaviours. Suggestions for future research on humility in the healthcare professions are offered.
The repeated acts of intimidation that occur with bullying have serious psychological and physical health consequences for victims and their bullies. Bullying involvement has been shown to predict student visits to the school health office with somatic complaints, illness, and injury. However, school nurses feel unprepared and unqualified to deal with bullying issues. This paper presents the results of an educational program designed to train school nurses to identify victims and bullies, and to intervene. A convenience sample of eleven nurses from ten schools in three districts in Western Massachusetts completed a questionnaire prior to, immediately following, and one month after the educational program. All reported an increase in their ability to recognize the signs and symptoms of bullying behavior and the effects on their victims. The nurses indicated a greater likelihood of aiding victims as a result of the program. Educating nurses empowers them to respond to bullying.
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