Duty to Care

Pfrimmer, Dale M.

doi:10.3928/00220124-20090201-04

Cited by 23 publications

(15 citation statements)

References 205 publications

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“…It is believed that the majority of nurses in most U.S. states, including Texas, are largely unprepared to respond to and manage major disaster situations (Twedell, ). Factors that affect mitigation may include age, lack of disaster preparedness education in nursing schools (Garbutt, Peltier, and Fitzpatrick, ), lack of knowledge of a formal plan regarding preparedness in the practice setting (Goodhue, Burke, Chamber, Ferrer & Upperman, ), lack of understanding of communication methods in disaster preparedness (Coyle, Sapnas, & Ward‐Presson, ), and perception of what constitutes disaster preparedness (Fung et al, ).…”

Section: Brief Overview Of the Literaturementioning

confidence: 99%

“…They should be encouraged to step out of their comfort zone and assume other positions, such as emergency operations coordinator and positions of leadership in the emergency operations center during a mock drill or actual event. The American Nurses Association (ANA) Code of ethics (second provision) states that nurses’ primary commitment is to the patient (ANA, ); however, the fifth provision states that the nurse owes the same duties to self as to others, including the responsibility to preserve integrity and safety (Twedell, ). The nurse must be clear regarding personal responsibilities during a major disaster event, which will include being faced with ethical considerations.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

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Nurses’ Preparedness and Perceived Competence in Managing Disasters

Baack¹,

Alfred

2013

J of Nursing Scholarship

213

194

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Section: Brief Overview Of the Literaturementioning

confidence: 99%

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Nurses’ Preparedness and Perceived Competence in Managing Disasters

Baack¹,

Alfred

2013

J of Nursing Scholarship

213

194

View full text Add to dashboard Cite

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“…Com as doenças emergentes, como a Aids, nos anos 1980, e mais recentemente a influenza, a Severe Acute Respiratory Syndrome (SARS), traduzida para o português como Síndrome Respiratória Aguda, e outras, têm sido bastante discutido, na Enfermagem, o dever de cuidar. É claro que, na medida em que avançam os conhecimentos acerca das patologias e de como se proteger no trabalho, a questão do risco a ser confrontado com a obrigação modifica-se (8) . Durante a epidemia de SARS, na Ásia, houve profissionais que cuidaram dos pacientes por medo de perderem seus empregos.…”

Section: Introductionunclassified

Atitudes Dos Estudantes De Enfermagem Frente Às Doenças Transmissíveis

Gomes¹,

Zóboli²,

Saito³

et al. 2012

Cogitare Enferm.

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RESUMO: Trata-se de pesquisa qualitativa que objetivou identificar as atitudes de acadêmicos de Enfermagem frente às doenças transmissíveis e às pessoas com estes agravos e reconhecer como a disciplina Enfermagem em Doenças Transmissíveis do curso de graduação da Universidade de São Paulo influencia este processo. Situações hipotéticas foram apresentadas antes (2006) e depois (2010) da disciplina para os alunos refletirem; esses registraram sua percepção por escrito, resultando em 69 registros em cada um dos momentos de reflexão. Na análise dos dados foram identificadas as seguintes categorias: medo, preconceito, raiva, tristeza, vergonha, preocupação, insegurança, assistência, curiosidade, esperança e tranquilidade. Os conhecimentos veiculados na disciplina de doenças transmissíveis foram importantes para mobilizar os comportamentos dos estudantes quanto aos preconceitos e aos estigmas. Ademais, o conteúdo teórico prático foi capaz de instrumentalizar os acadêmicos para compreenderem essas doenças como agravos passíveis de tratamento e de acompanhamento por parte da equipe de enfermagem. (2010) the course for the students to reflect on. The students recorded their perceptions in writing, resulting in 69 records for each point (2006 and 2010). On analysis of the data, the following categories were identified: fear, prejudice, anger, sadness, shame, worry, insecurity, care, curiosity, hope and calm. The knowledge conveyed in the transmissible diseases course was important in mobilizing the students' behaviors regarding prejudice and stigma. Further, the theoretical-practical content was able to instrumentalize the students to understand these illnesses as harm which may be treated and monitored by the nursing team. KEYWORDS: Transmissible diseases; Student nurses; Nursing. PALAVRAS-CHAVE: ACTITUDES DE LOS ESTUDIANTES DE ENFERMERÍA DELANTE DE LAS ENFERMEDADES TRANSMISIBLESRESUMEN: Es una investigación cualitativa cuyo objetivo fue identificar las actitudes de académicos de Enfermería delante de enfermedades transmisibles y a las personas con estes agravios así como reconocer cómo la disciplina Enfermería en Enfermedades Transmisibles del curso de graduación de la Universidad de São Paulo influencía este proceso. Situaciones hipotéticas fueron presentadas antes (2006) y después (2010) de la disciplina para los alumnos reflexionaren. Ellos registraron su percepción por escrito, resultando en 69 registros en cada uno de los momentos de reflexión. En el análisis de los datos, fueron identificadas las siguientes categorías: miedo, prejuicio, ira, tristeza, verguenza, preocupación, inseguridad, asistencia, curiosidad, esperanza y tranquilidad. Los conocimientos trabajados en la disciplina de enfermedades transmisibles fueron importantes para movilizar los comportamientos de los estudiantes cuanto a los prejuicios y a los estigmas. Además, el contenido teórico práctico fue capaz de instrumentalizar los académicos para comprenderen esas enfermedades como agravios pasibles de tratamiento y de acompañamiento por parte del ...

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“…Although it is unclear when duty to perform professional obligations supplants duty to safeguard protection from harmful situations (Twedell, 2009), evidence demonstrates that lack of disaster preparedness education (Garbutt et al, 2008), lack of communication skills in mitigating disaster situations (Coyle et al, 2007), and lack of self-efficacy and perceived disaster nursing knowledge (Baack & Alfred, 2013;Melnikov, Itzhaki, & Kagan, 2014) may skew the judgment process and effect nurses' preparedness to report for duty. Because it is also clear from the second provision of the Code that "the nurse's primary commitment is to the patient," (ANA, 2015, p. 5), and from the fifth provision that nurses are "committed to lifelong learning," including "continuing education and self-study" (ANA, 2015, p. 22), emergency preparedness competencies should be viewed as a professional priority, to endow all nurses with current preparedness knowledge that will ultimately affect their ability to provide care when society needs it the most; that is, during disasters.…”

Section: Role Of Ethics In Continuing Educationmentioning

confidence: 99%

“…While scientific research and professional organizations uphold the demand for all nurses to acquire and maintain disaster nursing competencies (Duong, 2009;Fung et al, 2008;Hsu et al, 2006;Jennings-Sanders, 2004), evidence supports that training in disaster prevention, detection, management, and mitigation remains inadequate (Fung et al, 2008;Twedell, 2009;Weiner et al, 2005). Content in disaster nursing is lacking in many American nursing schools and, as a result, many nurses have received minimal or no disaster nursing education (Rebmann & Mohr, 2010) and are faced with the daunting task of acquiring requisite preparedness resources and competencies on their own (Bistaraki et al, 2011;Considine & Mitchell, 2009;Duong, 2009).…”

Section: Introductionmentioning

confidence: 99%

A guide to emergency preparedness and disaster nursing education resources

Nash

2017

Health Emergency and Disaster Nursing

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Aim: This manuscript explores nurses' emergency preparedness for disaster response and describes a variety of educational resources to support nurses' preparedness competencies for disaster situations. Methods: A literature review of emergency and disaster preparedness publications was analyzed and synthesized from eight major electronic databases. The universally recognized domains of emergency preparedness described by the revised Emergency Preparedness Information Questionnaire (EPIQ) served as the conceptual framework for the classification of these findings. Results: Nurses do not possess the necessary knowledge and skills to respond to disaster situations. As trusted healthcare providers, all nurses are expected to acquire and sustain knowledge and skills that meet society's contemporary healthcare demands, including the ability to provide care in disaster events. Previous research indicated that a scarcity of emergency preparedness resources has hindered nurses' efforts to become knowledgeable and informed. Findings demonstrated a collection of peer-reviewed research studies, government websites, hospital training guides, academic training modules, continuing education courses, and professional organization guides focused on emergency preparedness and disaster nursing education. Conclusions: Research has suggested that many nurses do not feel comfortable responding to disaster situations. A comprehensive narrative guide to US emergency preparedness and disaster nursing continuing education resources was scripted in a simple-to-use table format. This article will acquaint nurses with this guide, which provides a quick and easy means of accessing a multitude of free online continuing education resources to support the demand for nurses' requisite training and education in emergency preparedness for disaster response, without incurring the burden of cost.

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Duty to Care

Cited by 23 publications

References 205 publications

Nurses’ Preparedness and Perceived Competence in Managing Disasters

Nurses’ Preparedness and Perceived Competence in Managing Disasters

Atitudes Dos Estudantes De Enfermagem Frente Às Doenças Transmissíveis

A guide to emergency preparedness and disaster nursing education resources

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