The South Dakota Model: Health Care Professions Student Disaster Preparedness and Deployment Training

2017 ◽  
Vol 11 (6) ◽  
pp. 735-740 ◽  
Author(s):  
Matt P. Owens ◽  
Cheri Buffington ◽  
Michael P. Frost ◽  
Randall J. Waldner
Keyword(s):  
Public Health ◽  
South Dakota ◽  
Small Group ◽  
Test Performance ◽  
Disaster Preparedness ◽  
Life Support ◽  
Health Professions ◽  
The South ◽  
Post Test ◽  
Disaster Training

ABSTRACTObjectiveThe Association of American Medical Colleges recommended an increase in medical education for public health emergencies, bioterrorism, and weapons of mass destruction in 2003. The University of South Dakota Sanford School of Medicine (USD SSOM) implemented a 1-day training event to provide disaster preparedness training and deployment organization for health professions students called Disaster Training Day (DTD).MethodsHospital staff and emergency medical services personnel provided the lecture portion of DTD using Core Disaster Life Support (CDLS; National Disaster Life Support Foundation) as the framework. Pre-test and post-test analyses were presented to the students. Small group activities covered leadership, anaphylaxis, mass fatality, points of dispensing deployment training, psychological first aid, triage, and personal protective equipment. Students were given the option to sign up for statewide deployment through the South Dakota Statewide Emergency Registry of Volunteers (SERV SD). DTD data and student satisfaction surveys from 2009 to 2016 were reviewed.ResultsSince 2004, DTD has provided disaster preparedness training to 2246 students across 13 health professions. Significant improvement was shown on CDLS post-test performance with a t-score of −14.24 and a resulting P value of <0.00001. Students showed high levels of satisfaction on a 5-level Likert scale with overall training, small group sessions, and perceived self-competency relating to disaster response. SERV SD registration increased in 2015, and 77.5% of the participants registered in 2016.ConclusionDTD at the USD SSOM provides for an effective 1-day disaster training course for health professions students. Resources from around the state were coordinated to provide training, liability coverage, and deployment organization for hundreds of students representing multiple health professions. (Disaster Med Public Health Preparedness. 2017;11:735–740)

Development of an “All-Hazards” Hospital Disaster Preparedness Training Course Utilizing Multi-Modality Teaching

2008 ◽  
Vol 23 (1) ◽  
pp. 63-67 ◽  
Author(s):  
Brett Collander ◽  
Brad Green ◽  
Yuri Millo ◽  
Christine Shamloo ◽  
Joyce Donnellan ◽  
...  
Keyword(s):  
Disaster Preparedness ◽  
Life Support ◽  
Core Competencies ◽  
Effective Means ◽  
Course Evaluation ◽  
Mass Casualty ◽  
Average Score ◽  
Training Course ◽  
Post Test ◽  
Hospital Disaster Preparedness

AbstractObjectives:The objectives of the study were to develop and evaluate an “all-hazards” hospital disaster preparedness training course that utilizes a combi-nation of classroom lectures, skills sessions, tabletop sessions, and disaster exercises to teach the principles of hospital disaster preparedness to hospital-based employees.Methods:Participants attended a two-day, 16-hour course, entitled Hospital Disaster Life Support (HDLS). The course was designed to address seven core competencies of disaster training for healthcare workers. Specific disaster situations addressed during HDLS included: (1) biological; (2) conventional; (3) radiological; and (4) chemical mass-casualty incidents. The primary goal of HDLS was not only to teach patient care for a disaster, but more important-ly, to teach hospital personnel how to manage the disaster itself. Knowledge gained from the HDLS course was assessed by pre- and post-test evaluations. Additionally, participants completed a course evaluation survey at the conclu-sion of HDLS to assess their attitudes about the course.Results:Participants included 11 physicians, 40 nurses, 23 administrators/direc-tors, and 10 other personnel (n = 84). The average score on the pre-test was 69.1 ±12.8 for all positions, and the post-test score was 89.5 ±6.7, an improve-ment of 20.4 points (p <0.0001, 17.2–23.5).Participants felt HDLS was edu-cational (4.2/5), relevant (4.3/5) and organized (4.3/5).Conclusions:Identifying an effective means of teaching hospital disaster pre-paredness to hospital-based employees is an important task. However, the opti-mal strategy for implementing such education still is under debate.The HDLS course was designed to utilize multiple teaching modalities to train hospital-based employees on the principles of disaster preparedness. Participants of HDLS showed an increase in knowledge gained and reported high satisfaction from their experiences at HDLS. These results suggest that HDLS is an effec-tive way to train hospital-based employees in the area of disaster preparedness.

scholarly journals Preparing medical students for a pandemic: a systematic review of student disaster training programmes

2020 ◽  
pp. postgradmedj-2020-137906 ◽  
Author(s):  
James Ashcroft ◽  
Matthew H V Byrne ◽  
Peter A Brennan ◽  
Richard Justin Davies
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Disaster Preparedness ◽  
Training Programme ◽  
Disaster Medicine ◽  
Knowledge And Skills ◽  
Training Approach ◽  
Post Test ◽  
Training Programmes ◽  
Disaster Training

ObjectiveTo identify pandemic and disaster medicine-themed training programmes aimed at medical students and to assess whether these interventions had an effect on objective measures of disaster preparedness and clinical outcomes. To suggest a training approach that can be used to train medical students for the current COVID-19 pandemic.Results23 studies met inclusion criteria assessing knowledge (n=18, 78.3%), attitude (n=14, 60.9%) or skill (n=10, 43.5%) following medical student disaster training. No studies assessed clinical improvement. The length of studies ranged from 1 day to 28 days, and the median length of training was 2 days (IQR=1–14). Overall, medical student disaster training programmes improved student disaster and pandemic preparedness and resulted in improved attitude, knowledge and skills. 18 studies used pretest and post-test measures which demonstrated an improvement in all outcomes from all studies.ConclusionsImplementing disaster training programmes for medical students improves preparedness, knowledge and skills that are important for medical students during times of pandemic. If medical students are recruited to assist in the COVID-19 pandemic, there needs to be a specific training programme for them. This review demonstrates that medical students undergoing appropriate training could play an essential role in pandemic management and suggests a course and assessment structure for medical student COVID-19 training.RegistrationThe search strategy was not registered on PROSPERO—the international prospective register of systematic reviews—to prevent unnecessary delay.

scholarly journals (P1-48) Rethinking the “Disaster Club” as a Student Interest Group on a Health Professions Campus

2011 ◽  
Vol 26 (S1) ◽  
pp. s114-s114
Author(s):  
D. Mcclure ◽  
H. Engelke ◽  
S. Mackintosh
Keyword(s):  
Public Health ◽  
Critical Care ◽  
Interest Groups ◽  
Disaster Preparedness ◽  
Health Professions ◽  
Health Sciences ◽  
Successful Outcome ◽  
Student Interest ◽  
The Public ◽  
Health Club

Disaster preparedness and response requires an integrated response by all aspects of the health professions. The most successful outcome can occur when interprofessional cooperation exists between community, first responders, and the many facets of health professions. At Western University Health Sciences we have replaced our interprofessional disaster club with a disaster focused element in several other health professional interest clubs. The primary coordination is centered in the Public Health Club which is composed of students from many of our medical colleges. The public health club mirrors our community disaster response in that preventive medicine and preparedness lies in our public health program. Public health interest such as rabies prevention and education on world rabies they are centered in our public health club with support from our faculty expertise in public health. Educational components such as wilderness medicine fit well into the human emergency and critical care student group. Both human and veterinary emergency and critical care student group's natural interest lies in triage and first response. Student interest groups or clubs that focus on community outreach in medicine, nursing, dentistry and veterinary shelter medicine have a take the lead in emergency sheltering for vulnerable populations. Using the model presented here, disaster preparedness is promoted as routine extensions of daily professional endeavors. By building upon student interest groups we can build a culture of connectivity across the professions. Extending student club supported training endeavors to the community surrounding can allow the disaster responder community to meet on neutral ground. Western University Health Sciences is uniquely situated in Los Angeles County and our faculty and students reside in neighboring Orange Riverside and San Bernardino counties. At a private health professions university, our focus is to provide educational opportunities in a real-world setting which is integrated with community.

scholarly journals Active learning through discussion: ICAP framework for education in health professions

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Jaeseo Lim ◽  
Hyunwoong Ko ◽  
Ji Won Yang ◽  
Songeui Kim ◽  
Seunghee Lee ◽  
...  
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Test Performance ◽  
Health Professions ◽  
Mental Effort ◽  
Interactive Engagement ◽  
Self Study ◽  
Post Test ◽  
Bonferroni Test ◽  
The Relationship

Abstract Background The ICAP framework based on cognitive science posits four modes of cognitive engagement: Interactive, Constructive, Active, and Passive. Focusing on the wide applicability of discussion as interactive engagement in medical education, we investigated the effect of discussion when it was preceded by self-study and further investigated the effect of generating questions before discussions. Methods This study was conducted in the second semester of 2018 and was participated in by 129 students majoring in health professions, including medicine, dentistry, veterinary medicine, and nursing. The students were assigned to four different trial groups and were asked to fill out a Subjective Mental Effort Questionnaire after completing each session. Their performance in posttest scores was analyzed using Bonferroni test, and mental effort was analyzed using mediation analysis. Results These results indicated that the self-study and question group had the highest performance and that the lecture and summary group had the lowest performance when comparing the total score. Using the analysis of mental effort, it was confirmed that the relationship between different study conditions and post-test performance was mediated by mental effort during test. Conclusions Our findings support the ICAP framework and provide practical implications for medical education, representing the fact that students learn more when they are involved in active learning activities, such as self-study and question generation, prior to discussions.

Indian Genocide – A Study Through The Works of Elizabeth Cook-Lynn

2018 ◽  
Vol 6 (9) ◽  
pp. 5
Author(s):  
Poonam Chourey
Keyword(s):  
Native American ◽  
Native Americans ◽  
South Dakota ◽  
Native People ◽  
The South ◽  
The People ◽  
Freedom Fighters ◽  
Purpose Of Business ◽  
Wounded Knee ◽  
Shed Light

The research expounded the turmoil, uproar, anguish, pain, and agony faced by native Indians and Native Americans in the South Dakota region.  To explain the grief, pain and lamentation, this research studies the works of Elizabeth Cook-Lyn.  She laments for the people who died and also survived in the Wounded Knee Massacre.  The people at that time went through huge exploitation and tolerated the cruelty of American Federal government. This research brings out the unchangeable scenario of the Native Americans and Native Indians.  Mr. Padmanaban shed light on the works of Elizabeth Cook-Lynn who was activist.  Mr. Padmanaban is very influenced with Elizabeth Cook-Lynn’s thoughts and works. She hails from Sioux Community, a Native American.  She was an outstanding and exceptional scholar.  She experienced the agony and pain faced by the native people.  The researcher, Mr. Padmanaban is concerned the sufferings, agony, pain faced by the South Dakota people at that time.  The researcher also is acknowledging the Indian freedom fighters who got India independence after over 200 years of sufferings.  The foreign nationals entered our country with the sole purpose of business.  Slowly and steadily the took over the reign of the country and ruled us for years, made all of us suffer a lot.

scholarly journals Effects of a Clinical Simulation Course about Basic Life Support on Undergraduate Nursing Students’ Learning

2021 ◽  
Vol 18 (4) ◽  
pp. 1409
Author(s):  
María del Mar Requena-Mullor ◽  
Raquel Alarcón-Rodríguez ◽  
María Isabel Ventura-Miranda ◽  
Jessica García-González
Keyword(s):  
Cardiac Arrest ◽  
Nursing Students ◽  
Learning Outcomes ◽  
Basic Life Support ◽  
Life Support ◽  
Undergraduate Nursing Students ◽  
Assessment Protocol ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Post Test

Training in basic life support (BLS) using clinical simulation improves compression rates and the development of cardiopulmonary resuscitation (CPR) skills. This study analyzed the learning outcomes of undergraduate nursing students taking a BLS clinical simulation course. A total of 479 nursing students participated. A pre-test and post-test were carried out to evaluate theoretical knowledge of BLS through questions about anatomical physiology, cardiac arrest, the chain of survival, and CPR. A checklist was used in the simulation to evaluate practical skills of basic CPR. The learning outcomes showed statistically significant differences in the total score of the pre-test and after completing the BLS clinical simulation course (pre-test: 12.61 (2.30), post-test: 15.60 (2.06), p < 0.001). A significant increase in the mean scores was observed after completing the course in each of the four parts of the assessment protocol (p < 0.001). The increase in scores in the cardiac arrest and CPR sections were relevant (Rosenthal’s r: −0.72). The students who had prior knowledge of BLS scored higher on both the pre-test and the post-test. The BLS simulation course was an effective method of teaching and learning BLS skills.

scholarly journals A tale of two parts of Switzerland: regional differences in the impact of the COVID-19 pandemic on parents

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Michelle Seiler ◽  
Georg Staubli ◽  
Julia Hoeffe ◽  
Gianluca Gualco ◽  
Sergio Manzano ◽  
...  
Keyword(s):  
Public Health ◽  
Regional Differences ◽  
Online Survey ◽  
Pediatric Emergency ◽  
The South ◽  
Public Health Agencies ◽  
The North ◽  
Regional Strategies ◽  
Health Agencies ◽  
The Impact

Abstract Background We aimed to document the impact of the coronavirus disease 2019 (COVID-19) pandemic on regions within a European country. Methods Parents arriving at two pediatric emergency departments (EDs) in North of Switzerland and two in South of Switzerland completed an online survey during the first peak of the pandemic (April–June 2020). They were asked to rate their concern about their children or themselves having COVID-19. Results A total of 662 respondents completed the survey. Parents in the South were significantly more exposed to someone tested positive for COVID-19 than in the North (13.9 and 4.7%, respectively; P <  0.001). Parents in the South were much more concerned than in the North that they (mean 4.61 and 3.32, respectively; P <  0.001) or their child (mean 4.79 and 3.17, respectively; P <  0.001) had COVID-19. Parents reported their children wore facemasks significantly more often in the South than in the North (71.5 and 23.5%, respectively; P <  0.001). Conclusion The COVID-19 pandemic resulted in significant regional differences among families arriving at EDs in Switzerland. Public health agencies should consider regional strategies, rather than country-wide guidelines, in future pandemics and for vaccination against COVID-19 for children.

Community Long Term Care Ombudsman Program Disaster Assistance: Ready, Willing or Able?

2020 ◽  
Vol 17 (2) ◽  
Author(s):  
H. Wayne Nelson ◽  
Bo Kyum Yang ◽  
F. Ellen Netting ◽  
Erin Monahan
Keyword(s):  
Hurricane Katrina ◽  
Disaster Preparedness ◽  
Long Term Care ◽  
Disaster Mitigation ◽  
Term Care ◽  
Disaster Assistance ◽  
Disaster Experience ◽  
Public Crisis ◽  
Disaster Training

AbstractThe high elder care death toll of Hurricane Katrina in 2005, pushed the federally mandated Long-Term Care Ombudsman Program (LTCOP) into the unsought and unforeseen realm of disaster preparedness. This new role was an extension of the LTCOP’s historic resident’s rights investigative case advocacy. To assess if, how, and to what extent local ombudsmen adapted to this new function, 102 local LTCOP leaders completed a telephone survey based on the CMS Emergency Planning Checklist. This assessed their own and their programs’: (a) readiness to help facilities reduce disaster threats to residents, (b) familiarity with relevant disaster laws, rules, and resources; (c) readiness to help residents through the disaster cycle; and (d) levels of disaster training and/or their plans to provide such training to their staff and LTC stakeholders. Forty-two respondents (41.13%) had experienced a public disaster but over half or those responding (n = 56, 54.90%) felt fairly to somewhat prepared to help in a public crisis. After being ready to work away from their office during a crisis ($\overline{x}$ = 4.14, SD = 1.00) respondents felt most prepared “to assist during nursing home emergency closure and evacuation” ($\overline{x}$ = 3.86, SD = 1.09). t-tests revealed that respondents with a disaster experience were significantly more prepared in all assessed dimensions than as those without disaster experience. The study highlights the training needs of ombudsmen in high risk areas to better prepare them for disaster mitigation in nursing homes.

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