Study/Objective: The purpose of this poster presentation is to propose a system to support the education of nurses working in medical facilities, and to raise the capacity of disaster-resistance among regional medical institutions, using ICT (Information and Communication Technology). Background: Sharing reviews of daily nursing among individual nurses has played an important role in the development of nursing science. How to accumulate the knowledge and skills of experienced professionals is a big challenge for those working in the fields of disaster medicine/nursing. Therefore, we conduct a project in the followings steps. Methods: Development of nursing competencies required for emergency response, focused on disaster "initial movement".Construction of an online learning environment using open source (Mahara), for accumulation and sharing of knowledge.Providing online learning materials with an adequate selfevaluation method, such as portfolio or rubrics based on the competencies acquired in initial disaster nursing.Sharing information regarding practical implementation of appropriate initial disaster nursing activities via the internet. Results: We expect to obtain the following outcomes through the project:Development of nursing competencies results in the standardization of disaster nursing education.Online learning materials based on experiences of accomplished nurses, will become available for simulation learning about disaster "initial movement" in many hospitals.Utilization of mobile devices like smart-phones, tablet terminals, and PCs can give equal learning opportunities, regardless of time and place, contributing to the improvement of knowledge and skills of nurses.Using the Rubric analysis, it is expected that reachability will be visually indicated, and the learning plan will be easy to formulate. Conclusion: Development of a systematic educational program is required for nurses working in hospitals, to raise knowledge and skill levels on disaster medical care. Study/Objective: The purpose of this study is to explore and describe disaster-nursing curricula, particularly the development and inclusion of disaster-nursing knowledge/competencies within Schools Of Nursing (SON) in British Columbia.Background: The province of British Columbia in Canada is experiencing an increase in both natural and human-made disasters, as evidenced by recent forest fires, mudslides, and oil spills. Nurses are known to be one of the largest groups of health care workers and are often challenged by a trifecta of roles, that of being victims themselves, first responders, as well as having acute/community employment roles. Meeting the challenges of these multiple roles can be positively influenced through disaster education; however, it is difficult to know what or how to provide this education without first knowing what nurses are currently being taught in Schools of Nursing. This qualitative case study will explore, through the lens of nursing educators, how disaster knowledge is addressed in nursing schools in British ...
Introduction:In British Columbia (BC), Canada, it is increasingly commonplace for communities to experience yearly disaster events such as floods, forest fires, avalanches, and mudslides. Nurses are known to be one of the largest groups of healthcare workers and are often challenged to care for members of the public during these events. Many nurses have stated that they do not have enough education to provide quality care in a disaster role, as they received no education in their undergraduate nursing degrees.Aim:The aim of this study was to explore how and what nurse educators are teaching undergraduate nursing students regarding the disaster nursing role within Schools of Nursing in BC, Canada. Understanding the current practice of teaching will serve as a starting point for shaping future best practice undergraduate nursing disaster educational frameworks.Methods:This study used a qualitative case study methodology guided by Merriam’s procedural approach with a theoretical framework of adult teaching and learning.Results:The findings indicate that disaster nursing knowledge is taught either within existing global health courses or rarely is leveled throughout the program. Many challenges exist for educators, which include lack of current resources, workload restrictions, and lack of personal disaster knowledge. Content is determined by the educator. However, there is no specific model or link to disaster nursing competencies or assessment strategies. Most content is delivered didactically by the educator with some expert guest speakers or collaborative simulation events.Discussion:The identified priority challenge is to obtain clarity and understanding around just what knowledge is required and how it should be evaluated. Some suggestions for a specific undergraduate disaster nursing model will be presented in order to ensure that students have the foundational knowledge that they require and that our educators are prepared to teach them.
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