IMPLEMENTING a Multidisciplinary Disaster Simulation for Undergraduate Nursing Students

Abstract

A liberal-arts-based undergraduate nursing program engaged in curriculum enhancement activities that led to the implementation of a disaster simulation for 81 multidisciplinary undergraduate students. A pretest/posttest design was used to determine the effectiveness of preparation for the simulation. Nursing students in three levels of the program received didactic preparation in disaster preparedness and were assigned to five different simulation response teams. One-way ANOVA revealed statistically significant differences for pretest and posttest scores, p = 0.05. An evaluation of student performance indicated that five of the eight nursing students assigned to the disaster site correctly triaged 81.2 percent of the victims; all eight nursing students assigned to the emergency department correctly reassessed the victims. Classroom didactic content, followed by a simulated learning experience, was found to be an effective teaching strategy for preparing undergraduate nursing students in disaster preparedness.

Emergency and Disaster Preparedness in Nurses: A Concept Analysis

“…The second attribute is 'response planning strategies'. Planning is made before and along with gaining knowledge [16,[34][35][36][37]. The analysis of the results obtained from the relevant studies stress the importance of response planning strategies and plans.…”

“…The analysis of the results obtained from the relevant studies stress the importance of response planning strategies and plans. In all countries, nurses are required to develop emergency and disaster response programs to meet their needs and be aware of their emergency role and responsibilities [36,38]. After developing the response program by nurses and making the plan, the program strategies should be implemented and applied through drills [36].…”

“…In all countries, nurses are required to develop emergency and disaster response programs to meet their needs and be aware of their emergency role and responsibilities [36,38]. After developing the response program by nurses and making the plan, the program strategies should be implemented and applied through drills [36]. The third attribute is 'response behavior exercises' [33,[37][38][39][40][41][42].…”

“…The antecedents associated with emergency and disaster preparedness are as follows: 1-Acceptance: Acceptance is the first antecedent of emergency and disaster preparedness in nurses, who should accept emergencies and disasters as potential threats or hazards. Nurses, who deny the possibility of emergencies, disasters, terrorist attacks and the effects of these events on their life and actually fail to accept them, will fail to implement the process of emergency and disaster preparedness, unless they are ordered to [36]. 2-Readiness for changes: Nurses should be ready for changes before they involve in preparedness activities.…”

Innovative Teaching Method in Emergency Response Education of Undergraduate Nursing Students

“…However, educators are now challenged to develop more effective teaching methods to educate nursing students in disaster management. According to Hutchinson et al (2011), disaster training for prelicensure nursing students should include both didactic and simulated learning experiences. However, the problem with using a simulated disaster experience is its feasibility, which typically requires signifi cant resources and faculty involvement for its design and implementation.…”