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Disaster content varies in Australian postgraduate emergency nursing courses: Implications for educational preparedness
 

Disaster content varies in Australian postgraduate emergency nursing courses: Implications for educational preparedness

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paper presented at the 17th World Congress on Disaster and Emergency Medicine, Beijing, China, 31st May.

paper presented at the 17th World Congress on Disaster and Emergency Medicine, Beijing, China, 31st May.

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    Disaster content varies in Australian postgraduate emergency nursing courses: Implications for educational preparedness Disaster content varies in Australian postgraduate emergency nursing courses: Implications for educational preparedness Presentation Transcript

    • Disaster content varies in Australian postgraduate tertiary emergency nursing courses: implications for educational preparedness
      Jamie Ranse
      Assistant ProfessorFaculty of Health
      University of Canberra
      Email: jamie.ranse@canberra.edu.au
      Website: www.jamieranse.com
      Twitter: jamieranse
    • research team
      Mr Jamie Ranse1,2
      Prof Paul Arbon2
      Mr Ramon Shaban3,4
      Dr Julie Considine5,6
      Ms Belinda Mitchell6
      Mr Shane Lenson7
      1. University of Canberra
      2. Flinders University
      3. Griffith University
      4. Princess Alexandra Hospital
      5. Deakin University
      6. Northern Health
      7. Royal College of Nursing, Australia
      Acknowledgements
      Ben Morley Scholarship, College of Emergency Nursing Australasia
    • background
      • Undergraduate programs
      • In-service
      • Formal programs
      • Emergency nursing workforce
      • National framework
    • aim
      Describe the disaster content in post-graduate emergency nursing programs in Australia
    • method
      • Descriptive and exploratory
      • Tertiary emergency nursing programs in 2009
      • Course convenors
      • Structured telephone interviews
      Questions
      • Convenor
      • Disaster content
      • Changes
    • results: demographics
      Gender and age
      • 10 Female (100%); 42yrs (30 – 53)
      Post-graduate education
      • Disaster: Nil
      • Other disaster education: 4 (40%)
      • Education / teaching: 4 (40%)
      Nursing experience
      • General nursing: 19yrs (9 – 24)
      • Emergency nursing: 13yrs (1 – 21)
    • results: course content overview
      Graduates
      • 32 per year, per course (9 – 80)
      Course delivery
      • Face-to-face, online, blended and self-directed
      Content related to disasters
      • Yes: 7 (70%)
      • No: 3 (30%)
    • results: disaster content overview
      Elements of disaster content in courses:
      Community and public health response
      Pre-hospital response
      Hospital response
      Disaster triage
      Sustainability
      Disaster exercises
      Incident systems
      Nursing role in disaster
      Communications Techniques
      Management of the dead and dying
      Disaster plans
      Role of other organisations in disaster response
      Mental health in relation to disasters
      Populations with specific needs
      Types of disasters
      Examples of disasters
      Health effects of disasters
    • results: disaster content overview
      Who delivers the content?
      • Course Convenor
      • Expert
      • Clinician
      Modifications
      • Pandemic / Terrorism
      • Online
      • Different speakers
    • discussion
      • Convenors experience varies
      • Disaster not discussed in all programs
      • Disaster content varied in all programs
    • Disaster content varies in Australian postgraduate tertiary emergency nursing courses: implications for educational preparedness
      Jamie Ranse
      Assistant ProfessorFaculty of Health
      University of Canberra
      Email: jamie.ranse@canberra.edu.au
      Website: www.jamieranse.com
      Twitter: jamieranse