Developing Disaster Preparedness Competence: An Experiential Learning Exercise for Multiprofessional Education

Silenas, Rasa; Akins, Ralitsa; Parrish, Alan R.; Edwards, Janine C.

doi:10.1080/10401330701798311

Cited by 48 publications

(45 citation statements)

References 8 publications

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“…Simply put, the integrative teaching method enables nursing students to achieve the specified learning outcomes and desirable characteristics of nursing graduates. It is noteworthy that theoretical teaching with the integrative teaching method, whether in small groups or in large groups, can enhance students' learning to achieve the specified learning outcomes and desirable characteristics of nursing graduates through the use of discussions, simulated situations, games, and teaching materials where emphasis is placed on the analytical thinking process and practices (Chan, Chan, Cheng, Fung, Lai, Leung, et al, 2010;Kaplan, Connor, & Ferranti, 2012;Popattanachai, Sarakshetrin, Chantra, & Chipan, 2011;Silenas, Akins, Parrish, & Edwards, 2008). However, active learning methods modify the role of the teacher from the lecturer who mainly imparts knowledge to a facilitator who promotes the efficient acquisition of knowledge, making it possible for students to accomplish complex competences via student activities that manifest as closely as possible to the expectations of the profession.…”

Section: Discussionmentioning

confidence: 99%

Effects of an interactive teaching method on perceived disaster nursing competencies of undergraduate nursing students

Inkaew

Chompunud

2018

Health Emergency and Disaster Nursing

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Aim: Nurses are healthcare personnel who play an important role in disaster management in all phases of a disaster. However, research findings have pointed out that there is a lack of necessary preparedness for disasters as well as development of nursing competencies. This research aimed at investigating the effects of an interactive teaching method on nursing students' learning achievement and nursing competencies of prevention and mitigation, preparedness, and response based on the framework of disaster nursing competencies of the International Council of Nurses. Methods: Based on the International Council of Nurses' framework of disaster nursing competencies and interactive teaching method, this course was designed and implemented with third-year nursing students at the Thai Red Cross College of Nursing who were enrolled in an emergency and disaster nursing course. The experimental group and control group were asked to complete the learning achievement test and the perceived competencies of prevention and mitigation, preparedness, and response questionnaires. Data was analyzed using an independent-sample t-test and a paired-sample t-test. Results: The mean achievement score of the experimental group was statistically significantly higher than that of the controlled group (p < 0.05). The mean scores of nursing competencies of prevention and mitigation, preparedness, and response of the subjects in the experimental group were statistically significantly higher than those of the subjects in the control group (p < 0.001). Conclusion: It is noteworthy that theoretical teaching via an integrative teaching method can enhance students' achievement, perceived competencies and motivation to learn about nursing actions in response to disasters.

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Section: Discussionmentioning

confidence: 99%

Effects of an interactive teaching method on perceived disaster nursing competencies of undergraduate nursing students

Inkaew

Chompunud

2018

Health Emergency and Disaster Nursing

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“…In fact, many government authorities are not willing to accommodate what academic scholars have maintained, mainly because they do not trust academic scholars’ theories. However, academic scholars know the essence of the EMT curriculum better than others do because they have done research on it for a long time (Silenas et al 2008). …”

Section: Discussionmentioning

confidence: 99%

Emergency management training in Korea: combining and balancing supply- and demand-centered paradigms

Park

Yoon³

et al. 2015

SpringerPlus

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This article aims to encourage NEMA (or newly named as MPSS) to combine its supply-centered paradigm with a newly proposed “demand-centered paradigm” in the Korean field of emergency management training (EMT). Based on qualitative content analysis, this paper defined the current field of EMT to be a supply-centered paradigm via three components: locations, courses, and participants. This paradigm focuses on EMT provision as supplied and dictated by the national government. On the other hand, a demand-centered model is about looking into stakeholders’ actual needs for EMT. In this regard, alternatives with reference to the demand-centered paradigm via the same three components were discussed and considered. The key tenet is that having revealed that NEMA has unequivocally focused on the results side or effectiveness of EMT via a supply-centered paradigm, Korea should address and consider the same three components, this time by fusing and incorporating a fair process of EMT by enlisting active roles from the local community, academic scholars, and civilian training attendees in a demand-centered paradigm.

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“…[48] The preparedness needs to include rural, urban hospitals coupled with both specified training, and table top exercises to identify/analyze weak spots, development of regional teamwork, and rapid response teams to respond to any such emergency. [49]…”

Section: Existing Framework For Pandemic Preparedness In Indiamentioning

confidence: 99%

Mitigation approaches to combat the flu pandemic

Chawla

Sharma

Madaan

et al. 2009

J Global Infect Dis

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Management of flu pandemic is a perpetual challenge for the medical fraternity since time immemorial. Animal to human transmission has been observed thrice in the last century within an average range of 11-39 years of antigenic recycling. The recent outbreak of influenza A (H1N1, also termed as swine flu), first reported in Mexico on April 26, 2009, occurred in the forty first year since last reported flu pandemic (July 1968). Within less than 50 days, it has assumed pandemic proportions (phase VI) affecting over 76 countries with 163 deaths/35,928 cases (as on 15th June 2009). It indicated the re-emergence of genetically reassorted virus having strains endemic to humans, swine and avian (H5N1). The World Health Organisation (WHO) member states have already pulled up their socks and geared up to combat such criticalities. Earlier outbreaks of avian flu (H5N1) in different countries led WHO to develop pandemic preparedness strategies with national/regional plans on pandemic preparedness. Numerous factors related to climatic conditions, socio-economic strata, governance and sharing of information/logistics at all levels have been considered critical indicators in monitoring the dynamics of escalation towards a pandemic situation.The National Disaster Management Authority (NDMA), Government of India, with the active cooperation of UN agencies and other stakeholders/experts has formulated a concept paper on role of nonhealth service providers during pandemics in April 2008 and released national guidelines - management of biological disasters in July 2008. These guidelines enumerate that the success of medical management endeavors like pharmaceutical (anti-viral Oseltamivir and Zanamivir therapies), nonpharmaceutical interventions and vaccination development etc., largely depends on level of resistance offered by mutagenic viral strain and rationale use of pharmaco therapeutic interventions. This article describes the mitigation approach to combat flu pandemic with its effective implementation at national, state and local levels.

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Developing Disaster Preparedness Competence: An Experiential Learning Exercise for Multiprofessional Education

Abstract: This experiential exercise is an effective, inexpensive, and easily adapted tool for promoting multiple competencies in mass health emergency preparedness for a variety of health care students including medical, veterinary, public health, and nursing students.

Cited by 48 publications

References 8 publications

Effects of an interactive teaching method on perceived disaster nursing competencies of undergraduate nursing students

Effects of an interactive teaching method on perceived disaster nursing competencies of undergraduate nursing students

Emergency management training in Korea: combining and balancing supply- and demand-centered paradigms

Mitigation approaches to combat the flu pandemic

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