scholarly journals Resilient Health System and Hospital Disaster Planning

2020 ◽  
Author(s):  
Stephen C. Morris
Keyword(s):  
Emergency Management ◽  
Significant Risk ◽  
Disaster Planning ◽  
Disaster Medicine ◽  
Lessons Learned ◽  
Financial Investment ◽  
Incident Command ◽  
Security Planning ◽  
Administrative Participation ◽  
Security Incidents

Disaster planning is integral component of hospital operations and management, and hospital resiliency is critical to society and health systems following a disaster. Additionally, hospitals, like all public institutions have significant risk of security incidents including terrorism, isolated and mass violence, social unrest, theft and vandalism, natural and human made disasters. Security and disaster planning are cumbersome, expensive and easy to deprioritize. When a hospital disaster is defined as anything that exceeds the limits of the facility to function at baseline, disasters and security incidents are intertwined: disasters create security problems and vice-versa. Hospital resiliency to disasters and security incidents stems from a systems-based approach, departmental and administrative participation, financial investment and flexibility. Significant best practices and lessons learned exist regarding disaster and security planning and ignorance or lack of adoption is tantamount to dereliction of duty on the part of responsible entities. This chapter consists of a review of the concepts of hospital disaster and security planning, response and recovery, as well as hospital specific disaster and security threats (risk) and their associated mitigations strategies. Risks will be presented follow a hazard vulnerability analysis (HVA), a common framework in emergency management, disaster planning and disaster medicine. As such, each element of risk is defined in terms of likelihood and impact of an event. Concepts of disaster medicine that are also addressed, as are administrative concerns, these elements are designed to be applicable to non-experts with an emphasis on cross disciplinary understanding. Additionally, elements are presented using incident and hospital incident command terminology and those not familiar should learn these concepts though free online training on the incident command system provided by several sources including The United States Federal Emergency Management Agency (FEMA), prior to reading.

scholarly journals Development and Implementation of First Hospital-Based Epidemic Outbreak Management Plan: Lessons Learned from Nepal

2019 ◽  
Vol 34 (s1) ◽  
pp. s56-s56
Author(s):  
Ashis Shrestha ◽  
Michael Khouli ◽  
Sumana Bajracharya ◽  
Rose House ◽  
Joshua Mugele
Keyword(s):  
National Level ◽  
Disaster Medicine ◽  
Lessons Learned ◽  
World Health ◽  
High Fidelity ◽  
Disaster Plan ◽  
Outbreak Management ◽  
Incident Command ◽  
Hospital Systems ◽  
Response Plan

Introduction:Patan Hospital, located in Kathmandu Valley, Nepal is a 400-bed hospital that has a long history of responding to natural disasters. Hospital personnel have worked with the Ministry of Health (MOH) and the World Health Organization (WHO) to develop standardized disaster response plans that were implemented in multiple hospital systems after the earthquake of 2015. These plans focused primarily on traumatic events but did not account for epidemics despite the prevalence of infectious diseases in Nepal.Aim:To develop and test a robust epidemic/pandemic response plan at Patan Hospital in Kathmandu that would be generalizable to other hospitals nationwide.Methods:Using the existing disaster plan in conjunction with public health and disaster medicine experts,we developed an epidemic response plan focusing on communication and coordination (between the hospital and MOH, among hospital administration and staff), logistics and supplies including personal protective equipment (PPE), and personnel and hospital incident command (IC) training. After development, we tested the plan using a high-fidelity, real-time simulation across the entire hospital and the hospital IC using actors and in conjunction with the MOH and WHO. We adjusted the plan based on lessons learned from this exercise.Results:Lessons learned from the high-fidelity simulation included the following: uncovering patient flow issues to avoid contamination/infection; layout issues with the isolation area, specifically accounting for donning/doffing of PPE; more sustained duration of response compared to a natural disaster with implications for staffing and supplies; communication difficulties unique to epidemics; need for national and regional surveillance and inter-facility planning and communication. We adjusted our plan accordingly and created a generalizable plan that can be deployed at an inter-facility and national level.Discussion:We learned that this process is feasible in resource-poor hospital systems. Challenges discovered in this process can lead to better national and system-wide preparedness.

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.

Not your typical “historian”

2018 ◽  
Vol 27 (5) ◽  
pp. 523-533
Author(s):  
Adrienne Lefevre ◽  
Madison Walter-Garcia ◽  
Kimberly Hanson ◽  
Julia Smith-Easley
Keyword(s):  
Public Health ◽  
Lessons Learned ◽  
Incident Management ◽  
Public Health Response ◽  
Content Type ◽  
Incident Command ◽  
Health Community ◽  
Health Response ◽  
Decision Making Processes

Purpose In the incident command system (ICS) structure, response documentation is formally found within the planning section. However, longer term emergency responses have demonstrated the need for a flexible and innovative role that encompasses a variety of activities, including response documentation, communications science, real-time evaluation of major themes, and information management. The paper aims to discuss this issue. Design/methodology/approach This need can be universally met through the functional role of “Historian,” a term specific to ICS, or in the case of public health response, incident management system (IMS). It should be noted that the Historian role discussed is not related to the academic study of history, but to archiving key successes and challenges during a response. Ideally the Historian should be activated at the start of an emergency response and remain active to capture the overall picture of the response, including internal information, such as lessons learned, response activities, and decision-making processes. Findings The Historian compiles details of response activities that inform leadership, donors and external communications products while alleviating pressures on the planning section. The primary, minimum output of an IMS Historian is a response timeline, which notes major internal and external events during a response with emphasis on major themes, lessons learned, and creating a user-friendly interface to display this information (see the list “Abbreviated Example of Hurricane Matthew Response Timeline” in the text). Originality/value In a world with competing priorities and ongoing emergencies, the Historian’s role of archiving details of response efforts can help the international public health community to share lessons learned and contribute to lower morbidity and mortality among those affected by emergencies.

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.

The Library as Lifeboat

2016 ◽  
pp. 494-515 ◽  
Author(s):  
Michael R. Mabe
Keyword(s):  
Emergency Management ◽  
Natural Disasters ◽  
Hurricane Katrina ◽  
Disaster Relief ◽  
Lessons Learned ◽  
Hurricane Irene ◽  
Management Professionals ◽  
Chesterfield County ◽  
The Impact ◽  
Effective Reaction

According to Hurricane Katrina: Lessons Learned (2006), emergency management professionals realized first-hand that preplanning and coordination is essential when mounting an effective reaction to natural disasters. This chapter describes how leaders in Chesterfield County, VA learned similar lessons in 2001 during Hurricane Irene. In comparison to Katrina the amount of damage caused by Irene was minimal but the impact on county leaders was severe. Based on lessons learned during Irene and an unexpected wind storm nine months later, Chesterfield County leaders now include the Chesterfield County Public (CCPL) in their official disaster relief plans. When activated, CCPL will serve as an information hub, double as a daytime relief shelter and participate in mass feeding if necessary. Selected library branches are available to be used as overnight relief shelters for mass care when the activation of a standard sized shelter facility is not warranted. These changes have made a notable difference.

Mitigating the Impact of Extreme Events

2015 ◽  
pp. 32-53
Author(s):  
Doaa Taha
Keyword(s):  
Emergency Management ◽  
Extreme Events ◽  
September 11 ◽  
Lessons Learned ◽  
Economic Environment ◽  
Public Private Partnerships ◽  
Original Research ◽  
Effective Response ◽  
September 11 Attacks ◽  
The Impact

Years have gone by since 9/11/2001. Still, it seems as though it were only yesterday: the shock, the tragedy, the heartbreak. Of all the questions, one keeps coming back, “Have we learned what we need to know to mitigate the impact of such events in the future?” The answer is a hesitant “Perhaps.” Today, still dealing with an economic disaster the magnitude of which has not been experienced in decades, there is great concern that any gains made from lessons learned by 9/11 will be further eroded. In this chapter, original research considering four corporations directly involved in the September 11 attacks is revisited in view of today's emphasis on public private partnerships and economic environment. In reexamining the original research, this chapter considers the value of public private partnerships as part of the emergency management community, and as part of an effective response to future incidents.

scholarly journals Disaster Planning for Homeless Populations: Analysis and Recommendations for Communities

2020 ◽  
Vol 35 (3) ◽  
pp. 322-325 ◽  
Author(s):  
Stephen C. Morris
Keyword(s):  
Emergency Preparedness ◽  
Resource Constraints ◽  
Homeless People ◽  
Disaster Planning ◽  
The United States ◽  
Lessons Learned ◽  
Homeless Population ◽  
Special Populations ◽  
Population Classification ◽  
Mental And Physical Health

AbstractHomelessness is a growing problem, with perhaps greater than a 150 million homeless people globally. The global community has prioritized the problem, as eradicating homelessness is one of the United Nation’s sustainability goals of 2030. Homelessness is a variable entity with individual, population, cultural, and regional characteristics complicating emergency preparedness. Overall, there are many factors that make homeless individuals and populations more vulnerable to disasters. These include, but are not limited to: shelter concerns, transportation, acute and chronic financial and material resource constraints, mental and physical health concerns, violence, and substance abuse. As such, homeless population classification as a special or vulnerable population with regard to disaster planning is well-accepted. Much work has been done regarding best practices of accounting for and accommodating special populations in all aspects of disaster management. Utilizing what is understood of homeless populations and emergency management for special populations, a review of disaster planning with recommendations for communities was conducted. Much of the literature on this subject generates from urban homeless in the United States, but it is assumed that some lessons learned and guidance will be translatable to other communities and settings.

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