Pediatric Disaster Simulation in Graduate and Undergraduate Nursing Education

The use and application of drama in nursing education — An integrative review of the literature

“…Some were held in the ordinary classrooms but the majority were performed in custom locations such as a skills lab (Cangelosi, 2008), a nursing resource center (Reams and Bashford, 2011) and an action methods classroom (SmithBattle, 2012) and a nursing laboratory (Welsh and Lowry, 2011). Other locations included a ballroom (Newcomb, 2007), a small theater (Tuxbury et al, 2012) and a designated mass care evacuation shelter (Austin et al, 2013). There were also examples where drama was conducted in an emergency care setting (Ekebergh et al, 2004;Ekebergh, 2005), in an educational ward setting (Ekebergh et al, 2004;Ekebergh, 2005) or on stage at an external theater (Welch and Welch, 2008).…”

“…In a number of the articles drama was used to develop teaching and learning in order to make theoretical knowledge more accessible in practical situations, so that the students could apply their theoretical knowledge in practice (Austin et al, 2013;Ekebergh et al, 2004;Ekebergh, 2005;Levitt and Adelman, 2010). In many of the articles it was found that the actual classroom experience could be enhanced by the use of drama, and students could become more involved in their own learning since they themselves become the experts as they explored different situations together (Buxton, 2011;McClimens and Scott, 2007;McGarry and Aubeeluc, 2013).…”

Pediatric Mass-Casualty Education: Experiential Learning Through University-Sponsored Disaster Simulation

“…4,5,[7][8][9] Annual drills provide nursing and other college students, faculty, community members, and partner organizations opportunities to experience a mass-casualty drill in a safe environment; this might help them function better in their formal or informal everyday roles should they be involved in a disaster. 5,6 University partnerships with the Medical Reserve Corps (MRC) have proven valuable in providing a range of disaster education and community outreach initiatives as evidenced by relationships between the military-based Texas State Guard's MRC and the University of Texas Health Science Center at San Antonio 7 ; by a similar, albeit civilian MRC relationship at the School of Medicine at the University of Virginia 10 ; and by nursing programs at Lander University, Vanderbilt University, and the University of South Carolina. Academic, civilian-military grassroots partnerships provide skill groups and equipment that might not otherwise be available to the sponsoring universities.…”

“…5 Other Operation STAT partners have included representatives of various police and fire departments; the National Guard; state, city, and county emergency planners; and other area MRCs, including an MRC funeral directors unit that specializes in disaster body recovery and disposition. 6 Those assuming the role of victims, which number in the hundreds, have included fraternity and sorority members and other students, faculty, a growing number of volunteers from community groups across the lifespan including Area Agency on Aging volunteers, and students at all grade levels. (Table 1) included approximately 250 people from 2 university campuses, 1 middle school (Friends School of Baltimore), 1 high school (Joppatowne High School), and the Maryland Defense Force.…”

“…4 Academic institutions are uniquely poised to assuage these problems and promote community disaster resilience by forging synergistic partnerships among schools of all age groups, emergency planners and practitioners, private citizens, and organizations. 5,6 However, experiential models for such partnerships are scarce in the literature. The purpose of this paper is to describe Operation STAT 2013, a mass-casualty drill in an academic setting that incorporated local middle and high school students with health professions students.…”