An evaluation of a college campus emergency preparedness intervention

Skurka, Chris; Quick, Brian L.; Reynolds‐Tylus, Tobias; Short, Todd; Bryan, Ann L.

doi:10.1016/j.jsr.2018.02.003

Cited by 22 publications

(32 citation statements)

References 23 publications

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“…Previous research emphasized the importance of developing an overall culture of preparedness to ensure the university is properly prepared for all hazards that are unique to its activities during crises. Improving culture and climate through curricula in educational institutions will lead to a cooperative relationship between students and faculties [32].…”

Section: Discussionmentioning

confidence: 99%

Applying health, safety, and environmental risk assessment at academic settings

et al. 2020

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Background: Students, staff, and faculties are involved in activities that exposed them to a range of minor to severe or even fatal accidents in academic settings. Managing work environment risks is crucial to any safety and health prevention program. This study developed a risk assessment using combinations of hazards and risk factors to establish a scale of measures in a risk reduction action plan. Methods: This cross-sectional study was conducted in an Iranian medical sciences university in 2018. A structured method of risk assessment was developed, applying a three-step procedure to identify hazards, consequences, and risk evaluation. Data were collected through detailed health, safety, and environment checklist in 38 different sites. Finally, the risks quantified, prioritized, and control measures proposed accordingly. Chi-square and correlation tests assessed how environmental factors were associated with hazard consequences. The analysis results were evaluated at the significance level of 0.05. Results: The frequencies of moderate and high-risk levels were 22.7 and 2.9%, respectively. Thus, corrective measures should be considered as soon as possible and immediately for these risk groups. Facilities and functions within laboratories, library, and powerhouse were more vulnerable to serious risks. The type of hazard had associated with the sites and total risk score at the significance level of 0.05 (P-value = 0.017). Similarly, risk severity was significantly related to the sites (P-value = 0.003). Safety hazards had a statistically higher contribution to the total risk score when compared to health and environmental hazards. Conclusion: The study revealed complex risks and hazardous circumstances with significant variances in academic sites and activities. Universities should provide training in risk reduction programs to increase the awareness of students, staff, and faculties, which can improve life safety in a university environment.

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Section: Discussionmentioning

confidence: 99%

Applying health, safety, and environmental risk assessment at academic settings

et al. 2020

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“…undertake the majority of preparedness actions (i.e., storing food and water) and other studies in the field who have also used similar follow-ups (e.g. Pardini & Katzev, 1983;Skurka, Quick, Reynolds-Tylus, Short, & Bryan, 2018).…”

Section: Methodsmentioning

confidence: 99%

Does place visualisation increase household preparedness for natural hazard events? A longitudinal intervention

Wallis

Fischer

Abrahamse

2021

Journal of Environmental Psychology

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Novel approaches are needed to increase preparedness behaviours in populations with high disaster risk. Crucially, such approaches need to take into account the relationships that people have with place. We report a randomised controlled trial to test the effectiveness of an online place attachment mental visualisation task to increase preparedness behaviours.Findings from a pilot (Study 1) using pre and post-test measures showed mixed evidence for the influence of mental visualisation on place attachment. Using a pre-registered randomised controlled trial with a two-week follow-up in a community sample (Study 2), we expected that visualising one's house or neighbourhood would result in stronger intentions to prepare, and greater implementation of preparedness behaviours at a follow-up, when compared to visualising a neutral place. Findings showed no main effect of visualisation on survival, mitigation, or community preparedness behaviours. These studies broadly indicate that our online mental place visualisation task was not sufficient to influence preparedness behaviours. We discuss implications of these findings for the advancement of place attachment theory and behaviour-change techniques.

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“…Such these data sets are necessary for accident prevention and decrease the harmful impacts such as death, injuries and damages to structures and equipment at academic settings [2,3]. Also, such these risk assessment results promote information sharing across the university systems about best practices to mitigate the vulnerability of hazards [4]. Corresponding mitigation measures for each campus's highest risks is beneficial to create a University-wide relative risk ranking of all threat events and to summarize the status of campus mitigation measures [5].…”

Section: Objectivementioning

confidence: 99%

Data of risk analysis management in university campuses

et al. 2020

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Objectives This data paper aims to provide the data set of a practical method to health, safety, and environmental risk assessment to assess and rank potential threats/hazards and to prevent and decrease the accidents and harmful consequences at an academic setting. Descriptive data on type of hazards, places, and persons at risk were collected. Quantitative data on risk probability and severity of identified hazards were determined. Additionally, the descriptive statistics and analytical tests were applied to create a concise perspective on health, safety and environmental hazards/threats situation in research location under study. The dataset further provides information on the prioritization of determined risks according to the relevant scores and levels for doing the relevant control measures to remove and mitigate the related risks. Data description This paper provides data of comprehensive risk assessment of health, safety and, environmental hazards of academic setting. For each identified hazard, the descriptive and numeric data are available. The information about the risk level and prevention or mitigation measure related to each hazard is provided. Additionally, the statistical tests are applied for determining the relations among the variables under study. The data and methodology on risk assessment in this article may be used to manage variety of risks in higher education institutions.

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An evaluation of a college campus emergency preparedness intervention

Cited by 22 publications

References 23 publications

Applying health, safety, and environmental risk assessment at academic settings

Applying health, safety, and environmental risk assessment at academic settings

Does place visualisation increase household preparedness for natural hazard events? A longitudinal intervention

Data of risk analysis management in university campuses

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