Innovative Teaching Method in Emergency Response Education of Undergraduate Nursing Students

Association of Community Health Nursing Educators 2020 Research Priorities and Research in Action Model

“…Quantitative findings from eight research studies related to simulation and experiential learning showed methods were effective in providing satisfactory and improved learning (Alexander, Sheen, Rinehart, Hay, & Boyd, 2018; Colleran‐Santos & Toronto, 2014; Morrison & Catanzaro, 2010; Schaffer, Tiffany, Kantack, & Anderson, 2016). Qualitative evaluation revealed mixed perspectives; some students deemed simulation as appropriate and enlightening but others reported simulation was not as desirable as live clinical experiences (Hartman, 2018; Johnson, Guillet, Murphy, Horton, & Todd, 2015; Morrison & Catanzaro, 2010; Polivka, Chaudry, & Mac Crawford, 2012; Schaffer et al, 2016).…”

“…Three articles reported on nursing education and emergency response (Colleran‐Santos & Toronto, 2014; Morrison & Catanzaro, 2010; Veenema et al, 2017). Simulation and experiential learning were found to be effective and practical methods for education around emergency response, with increased knowledge demonstrated.…”

Evaluation of a Novel Disaster Nursing Education Method

“…33,34 Constrained resources can limit the ability to implement full-scale disaster simulations and force educators to consider other modalities for achieving disaster competencies. 9,35 Despite success in some of these simulation approaches (eg, virtual reality, tabletop exercises), more research in the effectiveness of such educational methods is needed to demonstrate superiority in achieving disaster competencies. Full-scale, exercise-based simulations may offer the most impact on long-term retention of disaster competencies and be feasible if appropriate university-and community-based resources are leveraged.…”

“…Other collaborative efforts with community-based constituencies in need of disaster exercising have also contributed to the feasibility of providing nursing students with full-scale, high-fidelity disaster simulations in other nursing programs 33 34 Constrained resources can limit the ability to implement full-scale disaster simulations and force educators to consider other modalities for achieving disaster competencies 9 35 Despite success in some of these simulation approaches (eg, virtual reality, tabletop exercises), more research in the effectiveness of such educational methods is needed to demonstrate superiority in achieving disaster competencies.…”

“…6 Evidence of commonly accepted disaster nursing education content to achieve increased disaster nursing knowledge (actual or perceived) and confidence relative to these competencies exists, including disaster preparedness, disaster triage, and incident command system (ICS) content. [7][8][9][10][11] Even with recent advances in disaster nursing education methods, practicing nurses continue to have deficiencies in disaster nursing competencies. 12,13 Specific deficiencies include training gaps related to the ICS, disaster triage, bioterrorism, lack of knowledge related to disaster nursing roles, low confidence to care for disaster victims, and low willingness to collaborate with state and local officials during disaster.…”