What components of emergency preparedness exercises improve healthcare practitioners’ emergency response learning? (original) (raw)
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Exercises in Emergency Preparedness for Health Professionals in Community Clinics
Journal of Community Health, 2010
Health professionals in community settings are generally unprepared for disasters. From 2006 to 2008 the California Statewide Area Health Education Center (AHEC) program conducted 90 table top exercises in community practice sites in 18 counties. The exercises arranged and facilitated by AHEC trained local coordinators and trainers were designed to assist health professionals in developing and applying their practice site emergency plans using simulated events about pandemic influenza or other emergencies. Of the 1,496 multidisciplinary health professionals and staff participating in the exercises, 1,176 (79%) completed learner evaluation forms with 92-98% of participants rating the training experiences as good to excellent. A few reported helpful effects when applying their training to a real time local disaster. Assessments of the status of clinic emergency plans using 15 criteria were conducted at three intervals: when the exercises were scheduled, immediately before the exercises, and for one-third of sites, three months after the
Emergency Preparedness Education for Nurses
Journal of Trauma Nursing, 2015
A t the end of the 20th century in response to multiple highly visible disasters, the United States placed increasing emphasis on emergency preparedness and disaster management education for health care providers. 1 Nurses have been an integral part of emergency preparedness and disaster response efforts as long as the profession has been in existence. 2 Despite comprising the largest sector of health care workers in the United States, the literature denotes that nurses often lack the proper educations and specific training necessary to help treat victims of a mass casualty incident. 3 , 4 This can lead to provider burnout, as well as an increased rate of victim morbidity and mortality when disaster strikes. Most undergraduate or new hire nursing orientation programs rarely provide adequate training to effectively prepare nurses. 5-10 The purpose of this pilot quality improvement project was to increase local trauma nurse familiarity regarding emergency preparedness and disaster response core knowledge competencies through the development and implementation of an evidence-based education session, which will provide a highly trained nursing staff ready and competent to respond to these unique events. There are multiple articles published on barriers necessary to overcome to provide for a highly trained staff willing and ready to respond in a mass casualty incident. 11-13 The literature confers that treating actual victims of a disaster directly impacts health care provider willingness and comfort when responding to real-time disasters and treating victims of a mass casualty incident. 13 , 14 Since disasters are unpredictable by nature, it can be inferred that most nurses may not have the opportunity to treat victims in actual disaster situations. Therefore, emergency preparedness and disaster response training is invaluable to familiarize nurses with this information to provide for an effective disaster response in health care organizations nationwide. After a review of the literature, there is some debate as to the effectiveness of emergency preparedness and disaster response education/training in reducing morbidity and mortality of victims of a real-life disaster. A systematic review by Williams et al 15 was insufficient to conclude that training interventions for health care providers are
The role of education and hands-on training in emergency preparedness and response
2012
I would like to extend my deepest gratitude to my advisor, Debra Olson, whose dedication to teaching and mentoring has allowed me to learn and accomplish so much throughout this academic journey. Her endless advocacy, sincere advising, patience, and high standards have allowed me to grow as a humbled scholar. She is a thinker, teacher, and leader that I aspire to be someday. My committee members, Patricia McGovern, Craig Hedberg, and David Chapman provided me with guidance, support, patience, and feedback throughout this dissertation process that is much appreciated. This study would not have been possible without Tom Jackson, Robert Garcia, and staff members at the CDC DSNS for providing me the opportunity to lead this research project and invaluable support throughout the process. In addition, I thank Eileen Harwood, Megan Johanknecht, Lee Snyder, Cynthia Davy, and Andy Wey who helped with survey development, data collection, and data analysis. I am truly grateful to the BARDA ID for the exposure to federal service and for giving me the opportunity to realize that pursuing a doctorate degree is possible. They were also very supportive of me during my time in the PhD program. I am thankful for the invaluable opportunity to be a part of a hard working team that makes positive changes and creates real impact to ensure the public health of the people. This experience has significantly influenced both my personal and professional development. I thank my friends and colleagues, whose endless moral support, encouragement, and friendship were invaluable during my graduate studies and the completion of this ii project. I am grateful to my family for their full-hearted support during the pursuit of my doctorate. Thank you to the U-SEEE Fellows Program for the invaluable training opportunity that has developed my knowledge and skills in areas of research, teaching, and practice. The overall experience has significantly prepared and strengthened me my ability to be a public health professional. Furthermore, the University of Minnesota: Simulations, Exercises and Effective Education (U-SEEE) Preparedness and Emergency Response Research Center (PERRC), supported in part through a grant from the Centers for Disease Control and Prevention (CDC/COOPTER Grant Number 5P01TP000301-03 has provided the financial support that has made this research possible. The content of this dissertation represents the views of the author and does not necessarily represent the official views of CDC. To everyone, my deepest recognition and sincere appreciation. iii Dedication This dissertation is dedicated to my loving fiancé, Leon. His love, motivation, understanding, patience, and endless support provided me the energy and inspiration to complete this dissertation.
THE DESIGN AND IMPLEMENTATION OF TRAINING EXERCISES FOR EMERGENCY PREPARATION AND DISASTER RESPONSE
The design and implementation of training exercises for emergency preparation and disaster response (EPDR) is similar to the design and implementation of training exercises for any other field but with one important difference. The increase in the incidence of disaster situations has grown exponentially over the last few decades as ever-growing populations find themselves in the path of weather extremes and facing terrorist/chemical/biological/nuclear hazards. The military, first responders and front-line emergency/disaster managers who deal with EPDR issues are expected to respond faster and more effectively, all while staying within budget. The issue of appropriate and effective EPDR training has taken on huge importance for staff tasked with protecting civilian populations. This report looks at the history and type of training processes available, beyond the commonly-used table top exercise and the time-consuming (though valuable) full-scale exercise.
Prehospital and Disaster Medicine, 2008
Objectives: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...
Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine
Background Adequate training and preparation of medical first responders (MFRs) are essential for an optimal performance in highly demanding situations like disasters (e.g., mass accidents, natural catastrophes). The training needs to be as effective as possible, because precise and effective behavior of MFRs under stress is central for ensuring patients’ survival and recovery. This systematic review offers an overview of scientifically evaluated training methods used to prepare MFRs for disasters. It identifies different effectiveness indicators and provides an additional analysis of how and to what extent the innovative training technologies virtual (VR) and mixed reality (MR) are included in disaster training research. Methods The systematic review was conducted according to the PRISMA guidelines and focused specifically on (quasi-)experimental studies published between January 2010 and September 2021. The literature search was conducted via Web of Science and PubMed and led to t...
What is the value of health emergency preparedness exercises? A scoping review study
International Journal of Disaster Risk Reduction, 2017
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The evidence base for effectiveness of preparedness training: a retrospective analysis
Public health reports (Washington, D.C. : 1974)
In 2007, the Centers for Disease Control and Prevention (CDC) commissioned an Evidence-Based Gaps Collaboration Group to consider whether past experience could help guide future efforts to educate and train public health workers in responding to emergencies and disasters. The Group searched the peer-reviewed literature for preparedness training articles meeting three criteria: publication during the period when CDC's Centers for Public Health Preparedness were fully operational, content relevant to emergency response operations, and content particular to the emergency response roles of public health professionals. Articles underwent both quantitative and qualitative analyses. The search identified 163 articles covering the topics of leadership and command structure (18.4%), information and communications (14.1%), organizational systems (78.5%), and others (23.9%). The number of reports was substantial, but their usefulness for trainers and educators was rated only "fair&quo...
Role of exercises and drills in the evaluation of public health in emergency response
2006
Abbreviations: CDC = Centers for Disease Control and Prevention DHS = (US) Department of Homeland Security FEMA = (US) Federal Emergency Management Agency IAP = incident action plan IC = incident command ICS = incident command system JIC = jurisdiction-wide information center NACCHO = (US) National Association of County and City Health Officials PIO = public information officer PPE = personal protective equipment SOCO = single overriding communication objective UTL = universal task list