Interdisciplinary Disaster Drill Simulation: Laying the Groundwork for Further Research

Zapko, Karen A.; Ferranto, Mary Lou Gemma; Brady, Cheryl L.; Corbisello, Andrea; Hill, Diane S.; Mullen, Ruth; DeFiore-Golden, Phyllis Jean; Martin, Lorene

doi:10.5480/14-1544

Cited by 22 publications

(42 citation statements)

References 2 publications

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“…Inter-professional learning with their future colleagues eventually improves the quality of care and assistance provided during a disaster [30]. For example, involvement of medical students with other health care students (nurses, laboratory technicians) helps the students to know the roles and responsibilities of other health care workers and at the same time provides them with greater understanding of teamwork and communication skills in complex patients care situations [31][32][33].…”

Section: Discussionmentioning

confidence: 99%

Evaluation of a new community-based curriculum in disaster medicine for undergraduates

et al. 2016

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BackgroundNowadays, many medical schools include training in disaster medicine in undergraduate studies. This study evaluated the efficacy of a disaster medicine curriculum recently designed for Saudi Arabian medical students.MethodsParticipants were 15 male and 14 female students in their fourth, fifth or sixth year at Jazan University Medical School, Saudi Arabia. The course was held at the Research Center in Emergency and Disaster Medicine and Computer Sciences Applied to the Medical Practice in Novara, Italy.ResultsThe overall mean score on a test given before the course was 41.0 % and it increased to 67.7 % on the post-test (Wilcoxon test for paired samples: z = 4.71, p < 0.0001). There were no significant differences between the mean scores of males and females, or between students in their fourth, fifth or sixth year of medical school.ConclusionsThese results show that this curriculum is effective for teaching disaster medicine to undergraduate medical students. Adoption of this course would help to increase the human resources available for dealing with disaster situations.

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Section: Discussionmentioning

confidence: 99%

Evaluation of a new community-based curriculum in disaster medicine for undergraduates

et al. 2016

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“…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.…”

mentioning

confidence: 99%

Evaluation of a Novel Disaster Nursing Education Method

Levoy

DeBastiani

McCabe

2018

Disaster med. public health prep.

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“…Researchers have debriefing after patient care encounters (during education and patient care) have improved critical thinking 9-10 , improved confidence [10][11][12][13] , improved clinical skills 10,[12][13][14][15] , and improved clinical reasoning skills. 10,[16][17] Facilitating effective debriefing requires planning. 16 Questions used in debriefing sessions often include what aspects of the encounter resulted in positive or negative outcomes, or what could have been done differently.…”

Section: Importance Of Debriefingmentioning

confidence: 99%

Preceptor Facilitated Debriefing Improves Athletic Training Student’s Clinical Performance and Work Efficacy

West

Kraus

Armstrong

2018

JSMAHS

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Debriefing is an essential part of healthcare training that utilizes a planned conversation to allow clinicians to analyze their actions, thought processes, and emotions with the goal of improving patient care and outcomes. Debriefing requires two-way communications between the athletic training student and facilitating preceptor. The process is more than providing feedback on clinical performance, but a communication process that fosters reflective insight into of behaviors and decisions. Debriefing after patient care encounters has been shown to increase critical thinking, confidence, clinical skill and clinical reasoning. With this enhancement in cognition and behavior, debriefing allows the student to strengthen their own capabilities and efficacy, better preparing themselves for real time clinical practice. Facilitating effective debriefing is challenging for seasoned educators, as well as practitioners untrained to facilitate effective debriefing.

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Interdisciplinary Disaster Drill Simulation: Laying the Groundwork for Further Research

Cited by 22 publications

References 2 publications

Evaluation of a new community-based curriculum in disaster medicine for undergraduates

Evaluation of a new community-based curriculum in disaster medicine for undergraduates

Evaluation of a Novel Disaster Nursing Education Method

Preceptor Facilitated Debriefing Improves Athletic Training Student’s Clinical Performance and Work Efficacy

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