scholarly journals (A105) A Core Curriculum for Nurses in Disaster Preparedness and Response

2011 ◽  
Vol 26 (S1) ◽  
pp. s29-s29 ◽  
Author(s):  
L. Chang ◽  
S.M. Briggs
Keyword(s):  
Public Health ◽  
Disaster Preparedness ◽  
Disaster Response ◽  
Core Curriculum ◽  
Massachusetts General Hospital ◽  
Disaster Medicine ◽  
Incident Command ◽  
Medical Response ◽  
Field Triage ◽  
Disaster Preparedness And Response

BackgroundNurses play an essential role in disaster response. All health care responders, including nurses, must have knowledge of the key principles of disaster medicine. The International Trauma and Disaster Institute (ITDI) at Massachusetts General Hospital has developed a core curriculum for Mass Casualty Incident (MCI) management. The curriculum provides all members of the multidisciplinary disaster team with the fundamentals of the MCI response. The proposed concurrent session will report on understanding of the fundamental knowledge in disaster medicine and preparedness for nurses in local and international disaster responses.Discussion and ObservationsDisasters follow no rules. Traditionally, medical providers have held the erroneous belief that all disasters are different, especially those involving terrorism. In reality, all disasters, regardless of etiology, have similar medical and public health consequences. A consistent medical approach to disasters, based on an understanding of their common features and the response they require, is becoming the accepted practice throughout the world. This strategy, called the MCI response, has the primary objective of reducing the mortality/morbidity caused by the disaster. The Advanced Disaster Medical Response (ADMR) Course, available in eight languages, including Chinese, is designed to train nurses in the ABC's of basic medical and public health disaster care. The delivery of optimal care in a disaster relies on a common understanding of each health professional's role and common mastery of defined essentials of disaster response such as the Incident Command System, field triage, decontamination, care of specific injuries, environmental considerations, psychological response to disasters, and care of the dead and their families. Understanding key principles and training in medical disaster response will guide nurses in disaster preparedness and response to future disasters.

Role of Academic Institutions in Community Disaster Response Since September 11, 2001

2011 ◽  
Vol 5 (3) ◽  
pp. 218-226 ◽  
Author(s):  
Anne L. Dunlop ◽  
Kristi M. Logue ◽  
Gerald Beltran ◽  
Alexander P. Isakov
Keyword(s):  
Public Health ◽  
Emergency Management ◽  
Disaster Preparedness ◽  
Disaster Response ◽  
September 11 ◽  
Community Response ◽  
Disaster Resilience ◽  
Academic Institutions ◽  
Disaster Preparedness And Response

ABSTRACTObjective: To describe the role of academic institutions in the community response to Federal Emergency Management Agency–declared disasters from September 11, 2001, to February 1, 2009.Methods: We conducted a review of the published literature and Internet reports to identify academic institutions that participated in the community response to disaster events between September 11, 2001, to February 1, 2009, inclusive. From retrieved reports, we abstracted the identity of the academic institutions and the resources and services each provided. We characterized the resources and services in terms of their contribution to established constructs of community disaster resilience and disaster preparedness and response.Results: Between September 11, 2001, and February 1, 2009, there were 98 published or Internet-accessible reports describing 106 instances in which academic institutions participated in the community response to 11 Federal Emergency Management Agency–declared disaster events that occurred between September 11, 2001, and February 1, 2009. Academic institutions included academic health centers and community teaching hospitals; schools of medicine, nursing, and public health; schools with graduate programs such as engineering and psychology; and 4-year programs. The services and resources provided by the academic institutions as part of the community disaster response could be categorized as contributing to community disaster resilience by reducing the consequences or likelihood of an event or to specific dimensions of public health preparedness and response, or both. The most common dimensions addressed by academic institutions (in order of occurrence) were resource management, enabling and sustaining a public health response, information capacity management, and performance evaluation.Conclusions: Since September 11, 2001, the participation of academic institutions in community disaster response has contributed to community resilience and the achievement of specific dimensions of disaster preparedness and response.(Disaster Med Public Health Preparedness. 2011;5:218–226)

The Japan Medical Association's Disaster Preparedness: Lessons from the Great East Japan Earthquake and Tsunami

2013 ◽  
Vol 7 (5) ◽  
pp. 507-512 ◽  
Author(s):  
Masami Ishii ◽  
Takashi Nagata
Keyword(s):  
Public Health ◽  
Medical Association ◽  
Disaster Preparedness ◽  
Disaster Response ◽  
Large Scale ◽  
Health Workers ◽  
Complete Recovery ◽  
Great East Japan Earthquake ◽  
Medical Organization ◽  
Medical Response

AbstractA complex disaster, the Great East Japan Earthquake of March 11, 2011, consisted of a large-scale earthquake, tsunami, and nuclear accident, resulting in more than 15 000 fatalities, injuries, and missing persons and damage over a 500-km area. The entire Japanese public was profoundly affected by “3/11.” The risk of radiation exposure initially delayed the medical response, prolonging the recovery efforts. Japan's representative medical organization, the Japan Medical Association (JMA), began dispatching Japan Medical Association Teams (JMATs) to affected areas beginning March 15, 2011. About 1400 JMATs comprising nearly 5500 health workers were launched. The JMA coordinated JMAT operations and cooperated in conducting postmortem examination, transporting large quantities of medical supplies, and establishing a multiorganizational council to provide health assistance to disaster survivors. Importantly, these response efforts contributed to the complete recovery of the health care system in affected areas within 3 months, and by July 15, 2011, JMATs were withdrawn. Subsequently, JMATs II have been providing long-term continuing medical support to disaster-affected areas. However, Japan is at great risk for future natural disasters because of its Pacific Rim location. Also, its rapidly aging population, uneven distribution of and shortage of medical resources in regional communities, and an overburdened public health insurance system highlight the need for a highly prepared and effective disaster response system. (Disaster Med Public Health Preparedness. 2013;7:507-512)

(P1-111) Japan Medical Association Team (JMAT)

2011 ◽  
Vol 26 (S1) ◽  
pp. s135-s136
Author(s):  
T. Nagata ◽  
T. Ishihara ◽  
H. Inasaka ◽  
T. Sakamoto ◽  
M. Akashi ◽  
...  
Keyword(s):  
Medical Association ◽  
Disaster Preparedness ◽  
Disaster Response ◽  
Disaster Relief ◽  
Action Plan ◽  
Team Building ◽  
Disaster Medicine ◽  
Training And Education ◽  
Disaster Victims ◽  
Medical Response

Disaster preparedness is one of the national priorities. In Japan, disaster medicine is defined as a part of the national medical plan initiated by Ministry of Health, Welfare and Labor. The Japan Medical Association is the largest professional physicians' group in Japan, and has contributed to all kinds of disaster relief work regionally and nation-wide for years. Based on past successes, the Japan Medical Association proposes a new disaster action plan named Japan Medical Association Team (JMAT). The primary mission of JMAT is to deploy to the disaster scene requested and work for disaster relief. JMAT covers the acute to sub-acute phase of disaster response, and also collaborate with other agencies. In the preparation and mitigation phases, the Japan Medical Association work for establishing mutual disaster aid partnerships, disaster plans, networks with other agencies, team building, disaster medicine training and education, etc. In Japan, the Disaster Medical Assistant Team (DMAT) has been established based on the experience of the 1995 Kobe Earthquake, when lots of preventable trauma deaths occurred because of delayed medical response. The mission of DMAT is to deploy to the scene immediately and triage/transfer the most serious disaster victims outside the scene for advanced medical care. DMAT covers the first 48 hours of disaster response phase, and then JMAT takes charge of the work. JMAT will also respond to chemical, biological, radiological and nuclear disasters, and international humanitarian work. The present issues of establishing JMAT are 1.training and education for Japan Medical Association members, 2.establising cooperation with other agencies, and 3.having presence at the Central Disaster Committee, Cabinet Office, Government of Japan.

Disaster preparedness education and a Midwest Regional Poison Center

2010 ◽  
Vol 5 (4) ◽  
pp. 229-236 ◽  
Author(s):  
Kathy Lehman-Huskamp, MD ◽  
Terri Rebmann, PhD, RN, CIC ◽  
Frank G. Walter, MD ◽  
Julie Weber, BS Pharm, CSPI ◽  
Anthony Scalzo, MD
Keyword(s):  
Disaster Preparedness ◽  
Disaster Response ◽  
Disaster Medicine ◽  
Nuclear Radiation ◽  
Poison Center ◽  
Post Intervention ◽  
Poison Centers ◽  
Major Chemical ◽  
Disaster Preparedness And Response ◽  
Quiz Score

Objective: To assess knowledge and comfort related to disaster preparedness and response gained and retained from a disaster medicine workshop given to Certified Specialists in Poison Information (CSPI).Design: A pilot study with a pre-post intervention design.Setting: A Midwest Regional Poison Center.Participants: All CSPIs employed at the participating Poison Center (N_ 27) were recruited. Participation ranged from 44 percent (n _ 12) for the 4-month postworkshop knowledge quiz to 78 percent (n _ 21) for the preworkshop survey.Intervention: A disaster medicine workshop was given to the CSPIs. Quizzes and surveys were done preworkshop and then repeated at 1 week, 4 months, and 14 months postworkshop.Main Outcome Measures: CSPI knowledge and comfort pertaining to disaster-related calls.Results: CSPIs’ comfort levels with calls regarding major chemical or nuclear/radiation disasters significantly increased and stayed elevated during all follow-up periods [Kruskal-Wallis _2 (3) _ 13.1, p _ 0.01]. The average preworkshop quiz score was 58.2 percent. A statistically significant increase in mean quiz score was demonstrated amongst preworkshop and postworkshop scores at all tested time intervals (F _ 18.8, p _ 0.001).Conclusions: CSPIs’ knowledge regarding disaster management significantly increased after a disaster medicine workshop, and this knowledge was significantly retained for the 14-month duration of this study. Currently, there are no uniform guidelines for Poison Centers regarding disaster response training. Studies targeted at the development of educational competencies for CSPIs and disaster response would help to standardize this much needed education.

scholarly journals Disaster Day: A Simulation-Based Disaster Medicine Curriculum for Novice Learners

2021 ◽  
Vol 8 ◽  
pp. 238212052110207
Author(s):  
Brad D Gable ◽  
Asit Misra ◽  
Devin M Doos ◽  
Patrick G Hughes ◽  
Lisa M Clayton ◽  
...  
Keyword(s):  
Medical Students ◽  
Disaster Management ◽  
Disaster Preparedness ◽  
Real Life ◽  
Mass Casualty ◽  
Disaster Medicine ◽  
Incident Command ◽  
Management Concepts ◽  
Simulation Based ◽  
Second Year

Background: Mass casualty and multi-victim incidents have increased in recent years due to a number of factors including natural disasters and terrorism. The Association of American Medical Colleges (AAMC) recommends that medical students be trained in disaster preparedness and response. However, a majority of United States medical students are not provided such education. Objective: The goal of this study was to evaluate the effectiveness of a 1 day, immersive, simulation-based Disaster Day curriculum. Settings and Design: Learners were first and second year medical students from a single institution. Materials and Methods: Our education provided learners with information on disaster management, allowed for application of this knowledge with hands-on skill stations, and culminated in near full-scale simulation where learners could evaluate the knowledge and skills they had acquired. Statistical analysis used: To study the effectiveness of our Disaster Day curriculum, we conducted a single-group pretest-posttest and paired analysis of self-reported confidence data. Results: A total of 40 first and second year medical students participated in Disaster Day as learners. Learners strongly agreed that this course provided new information or provided clarity on previous training, and they intended to use what they learned, 97.6% and 88.4%, respectively. Conclusions: Medical students’ self-reported confidence of key disaster management concepts including victim triage, tourniquet application, and incident command improved after a simulation-based disaster curriculum. This Disaster Day curriculum provides students the ability to apply concepts learned in the classroom and better understand the real-life difficulties experienced in a resource limited environment.

Learning Outcome Measurement in Nurse Participants After Disaster Training

2016 ◽  
Vol 10 (5) ◽  
pp. 728-733
Author(s):  
Sharon L. Farra ◽  
Sherrill Smith ◽  
Marie A Bashaw
Keyword(s):  
Public Health ◽  
Homeland Security ◽  
Emergency Preparedness ◽  
Disaster Response ◽  
Outcome Measurement ◽  
Disaster Medicine ◽  
Learning Framework ◽  
Before And After ◽  
Disaster Training ◽  
National Disaster

AbstractObjectiveThe National Disaster Health Consortium is an interprofessional disaster training program. Using the Hierarchical Learning Framework of Competency Sets in Disaster Medicine and Public Health, this program educates nurses and other professionals to provide competent care and leadership within the interprofessional team. This study examined outcomes of this training.MethodsTraining consisted of a combination of online and on-site training. Learning outcomes were measured by using the Emergency Preparedness Information Questionnaire (EPIQ) pre/post training and participant performance during live functional exercises with the use of rubrics based on Homeland Security Exercise and Evaluation principles.ResultsA total of 64 participants completed the EPIQ before and after training. The mean EPIQ pre-training score of 154 and mean post-training score of 81 (reverse-scored) was found to be statistically significant by paired t-test (P<0.001). Performance was evaluated in the areas of triage, re-triage, surge response, and sheltering. Greater than 90% of the exercise criteria were either met or partially met. Participants successfully achieved overall objectives in all scenarios.ConclusionsDisaster response requires nurses and other providers to function in interprofessional teams. Educational projects, like the National Disaster Health Consortium program, offer the potential to address the need for a standardized, interprofessional disaster training curriculum to promote positive outcomes. (Disaster Med Public Health Preparedness. 2016;page 1 of 6)

The 1994 Northridge Earthquake Disaster Response: The Local Emergency Medical Services Agency Experience

1996 ◽  
Vol 11 (3) ◽  
pp. 172-179 ◽  
Author(s):  
Samuel J. Stratton ◽  
Virginia Price Hastings ◽  
Darlene Isbell ◽  
John Celentano ◽  
Miguel Ascarrunz ◽  
...  
Keyword(s):  
Public Health ◽  
Emergency Medical Services ◽  
Disaster Response ◽  
Communication Systems ◽  
Medical Services ◽  
Northridge Earthquake ◽  
Power Sources ◽  
Incident Command ◽  
Emergency Medical ◽  
1994 Northridge Earthquake

AbstractIntroduction:This paper describes the 1994 Northridge earthquake experience of the local emergency medical services (EMS) agency. Discussed are means that should improve future local agency disaster responses.Methods:Data reported are descriptive and were collected from multiple independent sources, and can be reviewed publicly and confirmed. Validated data collected during the disaster by the Local EMS Agency also are reported.Results:The experience of the Los Angeles County EMS Agency was similar to that of earthquake disasters previously reported. Communication systems, water, food, shelter, sanitation means, power sources, and medical supplies were resources needed early in the disaster. Urban Search and Rescue Teams and Disaster Medical Assistance Teams were important elements in the response to the Northridge earthquake. The acute phase of the disaster ended within 48 to 72 hours and public health then became the predominant health-care issue. Locating community food and water supplies near shelters, providing transportation to medical care, and public-health visits to shelter locations helped prevent the development of long-term park encampments. An incident command system for the field, hospitals, and government responders was necessary for an organized response to the disaster.Conclusion:Disaster preparedness, multiple forms of reliable communication, rapid mobilization of resources, and knowledge of available state and federal resources are necessary for a disaster response by a local EMS agency.

Health Aspects of Disaster Preparedness and Response Panel Session 2: Seismic Risks including Tsunamis

2006 ◽  
Vol 21 (S3) ◽  
pp. s82-s86 ◽  
Author(s):  
Keyword(s):  
Disaster Preparedness ◽  
Health Workers ◽  
Early Warning Systems ◽  
Legal Framework ◽  
Disaster Medicine ◽  
Warning Systems ◽  
Panel Session ◽  
The Many ◽  
Disaster Preparedness And Response ◽  
And Control

AbstractThis Panel Session consisted of five country reports (India, Indonesia, Maldives, Thailand, andNepal) and the common issues identified during the Panel discussions relative to seismic events in the Southeast Asia Region. Important issues identified included the needs for: (1) a legal framework upon which to base preparedness and response; (2) coordination between the many organizations involved; (3) early warning systems within and between countries; (4) command and control; (5) access to resources including logistics; (6) strengthening the health infrastructure; (7) professionalizing the field of disaster medicine and management; (8) management of communications and information; (9) management of dead bodies; and (10) mental health of the survivors and health workers.

scholarly journals The Engagement of Academic Institutions in Community Disaster Response: A Comparative Analysis

2014 ◽  
Vol 129 (6_suppl4) ◽  
pp. 87-95 ◽  
Author(s):  
Anne L. Dunlop ◽  
Kristi M. Logue ◽  
Alexander P. Isakov
Keyword(s):  
Public Health ◽  
Comparative Analysis ◽  
Emergency Management ◽  
Disaster Response ◽  
Space Shuttle ◽  
Academic Staff ◽  
Comparative Case Study ◽  
Mutual Aid ◽  
Academic Institutions ◽  
Incident Command

Objective. Using comparative analysis, we examined the factors that influence the engagement of academic institutions in community disaster response. Methods. We identified colleges and universities located in counties affected by four Federal Emergency Management Agency-declared disasters (Kentucky ice storms, Hurricanes Ike and Gustav, California wildfires, and the Columbia space shuttle disintegration) and performed key informant interviews with officials from public health, emergency management, and academic institutions in those counties. We used a comparative case study approach to explore particular resources provided by academic institutions, processes for engagement, and reasons for engagement or lack thereof in the community disaster response. Results. Academic institutions contribute a broad range of resources to community disaster response. Their involvement and the extent of their engagement is variable and influenced by ( 1) their resources, ( 2) preexisting relationships with public health and emergency management organizations, ( 3) the structure and organizational placement of the school's disaster planning and response office, and ( 4) perceptions of liability and lines of authority. Facilitators of engagement include ( 1) the availability of faculty expertise or special training programs, ( 2) academic staff presence on public health and emergency management planning boards, ( 3) faculty contracts and student practica, ( 4) incident command system or emergency operations training of academic staff, and ( 5) the existence of mutual aid or memoranda of agreements. Conclusion. While a range of relationships exist between academic institutions that engage with public health and emergency management agencies in community disaster response, recurrent win-win themes include co-appointed faculty and staff; field experience opportunities for students; and shared planning and training for academic, public health, and emergency management personnel.

Sign in / Sign up

Export Citation Format

Share Document