scholarly journals Preparing for the Surge: A Half-Day Emergency Preparedness Training Course for the “Second Front”

2017 ◽  
Vol 12 (1) ◽  
pp. 121-126 ◽  
Author(s):  
Lancer A. Scott ◽  
Layne A. Madden ◽  
Amy E. Wahlquist ◽  
Daniel W. Fisher
Keyword(s):  
Small Group ◽  
Emergency Preparedness ◽  
Group Performance ◽  
Task Force ◽  
Core Competencies ◽  
Course Evaluation ◽  
Mass Casualty ◽  
Disaster Medicine ◽  
Comfort Level ◽  
Average Percentage

AbstractPurposeClinical disaster medicine requires providers working collaboratively to care for multiple patients, yet many clinicians lack competency-based training. A 5-hour emergency preparedness training (EPT) curriculum was created using didactics, small group discussion, and scenario-based learning. The goal was to evaluate the effect of a short course on improving clinical-provider knowledge, confidence and skill.MethodsParticipants were enrolled in a medical university between 2011 and 2014. The course consisted of didactic lectures, small group exercises, and live mass-casualty training scenarios. Core competencies and performance objectives were developed by a task force and assessed via facilitator observation, pre- and posttesting, and a course evaluation.ResultsA total of 708 participants were trained, including 49.9% physicians, 31.9% medical students, 7.2% nurses, and 11% allied health personnel. The average percentage of correct answers increased from 39% to 60% (P<0.01). Following didactics, trainees met 73% and 96% of small group performance objectives. Trainees also met 68.5% and 61.1% of the mass-casualty performance objectives. Average trainee self-assessment of disaster-preparedness skill improved from 36 to 73 points out of 100.ConclusionA brief, intensive EPT course can improve the disaster knowledge and comfort level of a diverse group of clinical providers as well as foster disaster-performance skills. (Disaster Med Public Health Preparedness. 2018;12:121–126)

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.

Disaster preparedness for charge nurses: A program evaluation

2021 ◽  
Vol 19 (1) ◽  
pp. 39-45
Author(s):  
Rae Becker, DNP, RN, CPN ◽  
Joan Sevy Majers, DNP, RN, FACHE, CENP, CCM ◽  
Julie Moody, DNP, MEd, RN, NPD-BC
Keyword(s):  
Emergency Preparedness ◽  
Disaster Preparedness ◽  
Disaster Response ◽  
Task Force ◽  
Comfort Level ◽  
Senior Leadership ◽  
Clinical Leadership ◽  
Charge Nurses ◽  
Inpatient Units ◽  
Specific Education

Over the last 3 years at a large, midwestern, pediatric hospital, there have been near disaster events, a few of which required transfer or evacuation of patients. The responses from the inpatient units to these events have varied greatly and can be traced back to communication, knowledge, comfort level, and effectiveness of the charge nurses on the nursing units. A task force was formed to understand the variation in their disaster response procedures and to standardize disaster response procedures. Respondents included the bedside, clinical leadership, managers of patient services, emergency preparedness management, and senior leadership. This resulted in the creation of a tabletop simulation exercise for use by inpatient charge nurses within the institution. The results indicated that participants reported higher levels of self-reported knowledge, confidence, and effectiveness regarding the disaster preparedness on their units (p 0.001). The program was effective, with feedback from participants indicating the need for more frequent and/or department specific education.

Triage and resource allocation during crisis medical surge conditions (pandemics and mass casualty situations)

2020 ◽  
Vol 7 (1) ◽  
pp. 45-55
Author(s):  
Paul Hoehner ◽  
David H. Beyda ◽  
William P. Cheshire ◽  
Robert E. Cranston ◽  
John T. Dunlop ◽  
...  
Keyword(s):  
Resource Allocation ◽  
Medical Association ◽  
Health Professionals ◽  
Task Force ◽  
Position Statement ◽  
Mass Casualty ◽  
Medical Conditions ◽  
Direct Response ◽  
Allied Health Professionals ◽  
A Current

The Christian Medical and Dental Associations (CMDA) was founded in 1931 and is made up of the Christian Medical Association (CMA) and the Christian Dental Association (CDA). CMDA has a current membership of over 19,000 physicians, dentists, and other allied health professionals. During and in direct response to the pressing urgencies of the COVID-19 universal pandemic of 2020 the President of CMDA commissioned a special task force to provide current and future Christian reflection and guidance on triage and resource allocation policies during pandemics and other forms of crisis surge medical conditions (e.g., mass casualty situations). This is a condensed version of the CMDA special task force position statement. 

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.

Emergency Preparedness and Disaster Response: There’s An App for That

2015 ◽  
Vol 30 (5) ◽  
pp. 486-490 ◽  
Author(s):  
Daniel J. Bachmann ◽  
Nathan K. Jamison ◽  
Andrew Martin ◽  
Jose Delgado ◽  
Nicholas E. Kman
Keyword(s):  
Health Care Providers ◽  
Emergency Preparedness ◽  
Disaster Response ◽  
Value Relevance ◽  
Disaster Medicine ◽  
Care Providers ◽  
Smartphone Applications ◽  
High Quality ◽  
Emergency Responders ◽  
Lay Public

AbstractIntroductionSmartphone applications (or apps) are becoming increasingly popular with emergency responders and health care providers, as well as the public as a whole. There are thousands of medical apps available for Smartphones and tablet computers, with more added each day. These include apps to view textbooks, guidelines, medication databases, medical calculators, and radiology images.Hypothesis/ProblemWith an ever expanding catalog of apps that relate to disaster medicine, it is hard for both the lay public and responders to know where to turn for effective Smartphone apps. A systematic review of these apps was conducted.MethodsA search of the Apple iTunes store (Version 12; Apple Inc.; Cupertino, California USA) was performed using the following terms obtained from the PubMed Medical Subject Headings Database: Emergency Preparedness, Emergency Responders, Disaster, Disaster Planning, Disaster Medicine, Bioterrorism, Chemical Terrorism, Hazardous Materials (HazMat), and the Federal Emergency Management Agency (FEMA). After excluding any unrelated apps, a working list of apps was formed and categorized based on topics. Apps were grouped based on applicability to responders, the lay public, or regional preparedness, and were then ranked based on iTunes user reviews, value, relevance to audience, and user interface.ResultsThis search revealed 683 applications and was narrowed to 219 based on relevance to the field. After grouping the apps as described above, and subsequently ranking them, the highest quality apps were determined from each group. The Community Emergency Response Teams and FEMA had the best apps for National Disaster Medical System responders. The Centers for Disease Control and Prevention (CDC) had high-quality apps for emergency responders in a variety of fields. The National Library of Medicine’s Wireless Information System for Emergency Responders (WISER) app was an excellent app for HazMat responders. The American Red Cross had the most useful apps for natural disasters. Numerous valuable apps for public use, including alert apps, educational apps, and a well-made regional app, were also identified.ConclusionSmartphone applications are fast becoming essential to emergency responders and the lay public. Many high-quality apps existing in various price ranges and serving different populations were identified. This field is changing rapidly and it deserves continued analysis as more apps are developed.BachmannDJ, JamisonNK, MartinA, DelgadoJ, KmanNE. Emergency preparedness and disaster response: there’s an app for that. Prehosp Disaster Med. 2015;30(5):1–5.

A Call to Develop Standards for Those Delivering ‘Research Practice’ Training

2021 ◽  
Vol 03 ◽  
Author(s):  
Danny Kingsley
Keyword(s):  
Information Science ◽  
Task Force ◽  
Core Competencies ◽  
Scholarly Communication ◽  
Academic Research ◽  
Open Science ◽  
Early Career ◽  
Research Quality ◽  
Research Practice ◽  
The North

The nature of the research endeavour is changing rapidly and requires a wide set of skills beyond the research focus. The delivery of aspects of researcher training ‘beyond the bench’ is met by different sections of an institution, including the research office, the media office and the library. In Australia researcher training in open access, research data management and other aspects of open science is primarily offered by librarians. But what training do librarians receive in scholarly communication within their librarianship degrees? For a degree to be offered in librarianship and information science, it must be accredited by the Australian Library and Information Association (ALIA), with a curriculum that is based on ALIA’s lists of skills and attributes. However, these lists do not contain any reference to key open research terms and are almost mutually exclusive with core competencies in scholarly communication as identified by the North American Serials Interest Group and an international Joint Task Force. Over the past decade teaching by academics in universities has been professionalised with courses and qualifications. Those responsible for researcher training within universities and the material that is being offered should also meet an agreed accreditation. This paper is arguing that there is a clear need to develop parallel standards around ‘research practice’ training for PhD students and Early Career Researchers, and those delivering this training should be able to demonstrate their skills against these standards. Models to begin developing accreditation standards are starting to emerge, with the recent launch of the Centre for Academic Research Quality and Improvement in the UK. There are multiple organisations, both grassroots and long-established that would be able to contribute to this project.

scholarly journals AMIA Board White Paper: AMIA 2017 core competencies for applied health informatics education at the master’s degree level

2018 ◽  
Vol 25 (12) ◽  
pp. 1657-1668 ◽  
Author(s):  
Annette L Valenta ◽  
Eta S Berner ◽  
Suzanne A Boren ◽  
Gloria J Deckard ◽  
Christina Eldredge ◽  
...  
Keyword(s):  
Health Informatics ◽  
Task Force ◽  
Core Competencies ◽  
White Paper ◽  
Master's Level ◽  
Public Health Informatics ◽  
Translational Bioinformatics ◽  
Deliberative Process ◽  
Key Aspects ◽  
Degree Level

Abstract This White Paper presents the foundational domains with examples of key aspects of competencies (knowledge, skills, and attitudes) that are intended for curriculum development and accreditation quality assessment for graduate (master’s level) education in applied health informatics. Through a deliberative process, the AMIA Accreditation Committee refined the work of a task force of the Health Informatics Accreditation Council, establishing 10 foundational domains with accompanying example statements of knowledge, skills, and attitudes that are components of competencies by which graduates from applied health informatics programs can be assessed for competence at the time of graduation. The AMIA Accreditation Committee developed the domains for application across all the subdisciplines represented by AMIA, ranging from translational bioinformatics to clinical and public health informatics, spanning the spectrum from molecular to population levels of health and biomedicine. This document will be periodically updated, as part of the responsibility of the AMIA Accreditation Committee, through continued study, education, and surveys of market trends.

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)

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