A Consensus-based Educational Framework and Competency Set for the Discipline of Disaster Medicine and Public Health Preparedness (original) (raw)
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Education for Developing and Sustaining a Health Care Workforce for Disaster Readiness
Nursing administration quarterly, 2017
The United States needs a national health care and public health workforce with the knowledge, skills, and abilities to respond to any disaster or public health emergency in a timely and appropriate manner. This requires that all of our nation's nurses and health care providers have unrestrained access to high-quality, evidence-based, competency-driven education and training programs. Programs of study for disaster readiness in both the academic and service sectors are limited in number. Those that do exist may be based upon consensus rather than competency and be price prohibitive. They may fail to fully capitalize on existing educational technologies and may not be accessible to all providers. Nurse leaders are ideally positioned to recognize, advocate, and support the need for a broad array of learning options to strengthen the readiness of the health care workforce for disaster response. This article reviews current challenges and opportunities for the expansion of evidence-based education and training opportunities for health care workforce disaster readiness.
Core Competencies for Disaster Medicine and Public Health
Disaster Medicine and Public Health Preparedness, 2012
ABSTRACTEffective preparedness, response, and recovery from disasters require a well-planned, integrated effort with experienced professionals who can apply specialized knowledge and skills in critical situations. While some professionals are trained for this, others may lack the critical knowledge and experience needed to effectively perform under stressful disaster conditions. A set of clear, concise, and precise training standards that may be used to ensure workforce competency in such situations has been developed. The competency set has been defined by a broad and diverse set of leaders in the field and like-minded professionals through a series of Web-based surveys and expert working group meetings. The results may provide a useful starting point for delineating expected competency levels of health professionals in disaster medicine and public health.(Disaster Med Public Health Preparedness. 2012;6:44–52)
Prehospital and Disaster Medicine, 2010
Introduction: In order to prepare the healthcare system and healthcare personnel to meet the health needs of populations affected by disasters, educational programs have been developed by numerous academic institutions, hospitals, professional organizations, governments, and non-government organizations. Lacking standards for best practices as a foundation, many organizations and institutions have developed "core competencies" that they consider essential knowledge and skills for disaster healthcare personnel. Problem: The Nursing Section of the World Association for Disaster and Emergency Medicine (WADEM) considered the possibility of endorsing an existing set of competencies that could be used to prepare nurses universally to participate in disaster health activities. This study was undertaken for the purpose of reviewing published disaster health competencies to determine commonalities and universal applicability for disaster preparedness. Methods: In 2007, a review of the electronic literature databases was conducted using the major keywords: disaster response competencies; disaster preparedness competencies; emergency response competencies; disaster planning competencies; emergency planning competencies; public health emergency preparedness competencies; disaster nursing competencies; and disaster nursing education competencies. A manual search of references and selected literature from public and private sources also was conducted. Inclusion criteria included: English language; competencies listed or specifically referred to; competencies relevant to disaster, mass-casualty incident (MCI), or public health emergency; and competencies relevant to healthcare. Results: Eighty-six articles were identified; 20 articles failed to meet the initial inclusion criteria; 27 articles did not meet the additional criteria, leaving 39 articles for analysis. Twenty-eight articles described competencies targeted to a specific profession/discipline, while 10 articles described competencies targeted to a defined role or function during a disaster. Four of the articles described specific competencies according to skill level, rather than to a specific role or function. One article defined competencies according to specific roles as well as proficiency levels. Two articles categorized disaster nursing competencies according to the phases of the disaster management continuum. Fourteen articles described specified competencies as "core" competencies for various target groups, while one article described "cross-cutting" competencies applicable to all healthcare workers. Conclusions: Hundreds of competencies for disaster healthcare personnel have been developed and endorsed by governmental and professional organizations and societies. Imprecise and inconsistent terminology and structure are evident throughout the reviewed competency sets. Universal acceptance and application of these competencies are lacking and none have been validated. Further efforts must be directed to developing a framework and standardized terminology for the articulation of competency sets for disaster health professionals that can by accepted and adapted universally. Daily E, Padjen P, Birnbaum ML: A review of competencies developed for disaster healthcare providers: Limitations of current processes and applicability. Prehosp Disaster Med 2010;25(5):387-395.
Healthcare worker competencies for disaster training
BMC Medical …, 2006
Background: Although training and education have long been accepted as integral to disaster preparedness, many currently taught practices are neither evidence-based nor standardized. The need for effective evidence-based disaster training of healthcare staff at all levels, including the development of standards and guidelines for training in the multi-disciplinary health response to major events, has been designated by the disaster response community as a high priority. We describe the application of systematic evidence-based consensus building methods to derive educational competencies and objectives in criteria-based preparedness and response relevant to all hospital healthcare workers.
Educational Benefit of the Advanced Disaster Medical Response Course in a Medical School Curriculum
Panamerican Journal of Trauma, Critical Care & Emergency Surgery, 2013
Introduction and objectives Despite the continual threat of both natural and man-engineered disasters, disaster response and emergency preparedness have not been formally adopted into medical student curricula. We hypothesized that the Advanced Disaster Medical Response (ADMR) course administered through the Panamerican Trauma Society would be an effective means of educating medical students in the basic tenants of disaster response. Materials and methods Fourth year medical students from VCU were enrolled in the ADMR course. The course is composed of didactic lectures and practical scenarios on triage and incident command medical students had no prior exposure to formal emergency preparedness curricula prior at VCU. Students were administered the same 30 question pretest and post-test prior to and upon completion of the course respectively. Pre- and post-test scores were calculated and based on the number of correct answers. The change in test scores were compared using the paired ...
Disaster Medicine and Public Health Preparedness, 2016
ObjectiveFew established curricula are available for teaching disaster medicine. We describe a comprehensive, multi-modality approach focused on simulation to teach disaster medicine to emergency medicine residents in a 3-year curriculum.MethodsResidents underwent a 3-year disaster medicine curriculum incorporating a variety of venues, personnel, and roles. The curriculum included classroom lectures, tabletop exercises, virtual reality simulation, high-fidelity simulation, hospital disaster drills, and journal club discussion. All aspects were supervised by specialty emergency medicine faculty and followed a structured debriefing. Residents rated the high-fidelity simulations by using a 10-point Likert scale.ResultsThree classes of emergency medicine residents participated in the 3-year training program. Residents found the exercise to be realistic, educational, and relevant to their practice. After participating in the program, residents felt better prepared for future disasters.Co...
A Disaster Medicine Curriculum for Medical Students
Teaching and Learning in Medicine, 2010
Hospitals are viewed as a haven of safety within a community in the aftermath of a natural or man-made disaster. Thus, the importance of disaster training for hospital personnel is paramount. Regardless of specialty, all physicians will be called upon to serve. Yet, disaster training is not routinely incorporated into the curriculum of undergraduate medical education. The development and implementation of a disaster management course for medical students should therefore be a priority. The objectives of this study were to develop an introductory disaster curriculum for medical students, to measure its effectiveness by assessing students' mastery of knowledge and their ability to analyze a historic disaster, and to measure student course satisfaction by standard assessment methods. Based on medical students' evaluation of a 2-day disaster training seminar held in the preceding year, as well as an investigation of existing disaster courses, we identified core objectives that medical students should achieve at the end of a 2-week disaster elective. The elective consisted of 16 lectures, as well as field visits and experiential activities, including observation of a statewide disaster drill. Participants were six 4th-year medical students from the David Geffen School of Medicine at University of California, Los Angeles (UCLA). Although didactics were held at UCLA, participants traveled to various locations for the experiential aspects: the Los Angeles County Emergency Operations Center; the Medical Alert Center at the Los Angeles County Emergency Medical Services Agency; the Disaster Staging Warehouse that stockpiles medical, surgical, and pharmaceutical supplies; a community fire department; the University of Southern California School Institute of Creative Technologies Tour; and the Harbor-UCLA Medical Center, where students observed the annual statewide disaster drill. Student evaluations were based on daily participation, an oral examination, and a lecture presentation. Upon completion of the elective, students provided summative feedback about the course on a Likert scale. Observations included oral examination scores of student knowledge base, evaluations of students' final presentations, and students' course and lecture evaluations. All six students proficiently answered oral examination questions and achieved a superior grade for their final lecture presentations. All faculty lecturers, as well as the overall course evaluation, received a maximum score of five on the standard Likert scale. A comprehensive 2-week medical student disaster elective, based upon an introductory disaster seminar, was evaluated highly by student participants.
Disaster Medicine and Public Health Preparedness
Objective: To assess the current state of graduate-level disaster-related curricula (i.e., Masters and Doctoral programs, degree concentrations, and graduate certificates) offered by the Council on Education for Public Health (CEPH)-accredited public health schools and programs in the US. Methods: This research reviewed, evaluated, and summarized the content of websites of all US-based CEPH-accredited schools and programs to identify disaster-related degree programs, degree concentrations and graduate certificates from April – June 2021. Results: Of 191 schools and programs reviewed, 29 (15%) offered disaster-related curricula, totaling 44 degrees and programs. Programs included Masters-level degrees and Masters/ Doctoral degree concentrations, with the majority taking the form of graduate certificates (64%). Schools that offered disaster-related curricula were clustered in eastern and Gulf states. Conclusion: Most US CEPH-accredited schools and programs do not offer graduate-level ...
Namık Kemal Tıp Dergisi, 2022
Aim: This study aimed to determine the disaster medicine knowledge levels and educational approaches on disaster medicine of prospective healthcare students who are important factors of disaster response. Materials and Methods: This cross-sectional descriptive study was conducted with final year students from the nursing department, the Emergency Aid and Disaster Management (EADM) Department, and the Medical Faculty at Tekirdağ Namık Kemal University in Tekirdağ, Turkey. The data were collected through a face-to-face administered questionnaire. Results: Among the 159 study participants, 49% (n=78) of the participants had received disaster medicine education. The mean knowledge level of the EADM student group (78.96±10.56) was found to be higher than nurse (65.49±12.84) and medicine (72.33±10.56) student groups. Most of the students with high level of knowledge (n=56, 58.9%) participated in the disaster drill. Personal protective equipment (PPE) (n=30, 18.8%), decontamination (n=52, 32.7%) and triage (n=60, 37.7%) questions were respectively answered correctly with the lowest percentage. Students (n=82, 92.1%) who did not receive disaster medicine education stated that they wanted to receive disaster medicine education and most of students (n=115, 72.3%) preferred that disaster medicine courses be led by emergency medicine specialists. Conclusion: Disaster medicine classes that address some special subjects like the use of PPE and decontamination procedures and triage should be included in the basic curriculum of health professions, and students' personal knowledge and competence perceptions on disaster medicine should be supported by reinforcing the learning outcomes with disaster drills.