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Natural disasters including hurricanes, floods, earthquakes, tornadoes, and fires often involve substantial physical and mental impacts on affected populations and thus are public health priorities. Limited research shows that vulnerable populations such as the low-income, socially isolated migrant and seasonal farmworkers (MSFW) are particularly susceptible to the effects of natural disasters. This research project assessed the awareness, perceived risk, and practices regarding disaster preparedness and response resources and identified barriers to utilization of community and government services during or after a natural disaster among Latino MSFWs’ and their families. Qualitative (N = 21) focus groups (3) and quantitative (N = 57) survey methodology was implemented with Latino MSFWs temporarily residing in rural eastern North Carolina to assess perceived and actual risk for natural disasters. Hurricanes were a top concern among the sample population, many participants shared they lacked proper resources for an emergency (no emergency kit in the house, no evacuation plan, no home internet, a lack of knowledge of what should be included in an emergency kit, etc.). Transportation and language were found to be additional barriers. Emergency broadcasts in Spanish and text message alerts were identified by the population to be helpful for disaster alerts. FEMA, American Red Cross, local schools and the migrant clinic were trusted places for assistance and information. In summary, tailored materials, emergency alerts, text messages, and news coverage concerning disaster threats should be provided in the population’s native language and when feasible delivered in a culturally appropriate mechanism such as “charlas” (talks) and brochures.

Objective The objective of this study was to examine the association between race/ethnicity (including language subgroups among Hispanics) and disaster preparedness among Behavioral Risk Factor Surveillance System (BRFSS) survey respondents.Methods BRFSS data were obtained for eight states which implemented the optional general preparedness module from 2006 through 2010. Three dependent variables were analyzed including presence of four preparedness items (i.e., food, water, flashlight, and radio), emergency evacuation plan, and 3-d supply of medication. Primary independent variable included race/ethnicity accounting for language of survey. Data were analyzed in 2011 and accounted for BRFSS sampling design.Results Black (OR = 0.66, 95% CI = 0.56, 0.79), English-speaking Hispanic (OR = 0.48, 95% CI = 0.34, 0.69) and Spanish-speaking Hispanic respondents (OR = 0.20, 95% CI = 0.13, 0.29) were less likely than non-Hispanic white respondents to live in a household in which all members requiring medication had a 3-d supply. Results varied regarding presence of four preparedness items and an emergency evacuation plan.Conclusions Racial/ethnic minority groups were less likely to have medication supplies but only Spanish-speaking Hispanics were less likely to have an emergency evacuation plan than white respondents. Public health officials can use these findings to support targeting racial/ethnic minorities to increase the presence of preparedness items important to mitigate the effects of disasters, with particular emphasis on medication supplies and Spanish-speaking Hispanics.

Creative classroom techniques incorporating technology promote a more productive and enriched learning environment. Preparing future health educators in today’s technology-driven society requires faculty to adopt new teaching strategies which motivate and engage the new tech-savvy Web 2.0 generation. YouTube® is a popular online video-sharing web site for both scholarly and non-scholarly communication. Currently, there are no published studies on the quantitative assessment of faculty utilization of YouTube in the health education classroom. The purpose of this pilot study was to 1) determine faculty’s current and potential utilization of YouTube in their classes; 2) identify faculty perceptions of the benefits of YouTube as a health education resource for in-class and online courses; and 3) identify potential limitations and challenges of this online resource. Using an online survey instrument developed by the researchers and provided via a secured website, data were collected from a non-randomized convenience sample of 24 faculty members, obtained from a population of 59 full-time tenure-track and fixed-term health and human performance faculty teaching at a mid-size university in the southeastern U.S. The results indicated that, overall, the faculty who use YouTube in their courses consider it to be an effective teaching resource for enhancing their health education course material. In addition, the non-user faculty expressed interest in learning more about the potential application of YouTube as an instructional tool for their classes. While further research is necessary, this pilot study suggests that YouTube may be a viable, innovative teaching resource for use by university faculty in health education and other disciplines.

This study supported previous smaller-sample studies that showed college women to be a priority population for breast health education and revealed new significant factors that should be addressed in health education for this group.

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