The document discusses a study exploring nurses' perspectives on challenges and resources during an evacuation of New York University Langone Medical Center due to Hurricane Sandy in 2012. Qualitative interviews with nurses found that their prior experience with Hurricane Irene led them to underestimate the severity of Hurricane Sandy. Most nurses had limited personal or hospital-based disaster training. The evacuation presented significant challenges due to lack of experience, training, and unclear policies. However, nurses drew on support from colleagues, leadership, and personal resourcefulness to respond effectively. The study aims to inform disaster preparedness education to better support nurses' roles.
Rebuilding Community Healthcare after CatastropheAUCMed
2019 International Conference on Disaster Medicine and Hurricane Resiliency
Presentation by James Aiken, MD, MHA, FACEP
Clinical Associate Professor of Emergency Medicine and
Public Health, Co-Chair of the Division of Disaster Medicine
and EMS, LSU Health Science Center New Orleans, LA
5th International Disaster and Risk Conference IDRC 2014 Integrative Risk Management - The role of science, technology & practice 24-28 August 2014 in Davos, Switzerland
Epidemiology, as the applied instrument of public health interventions, can provide much needed information on which a rational, effective, and ?exible policy for the management of disasters can be based. In particular, epidemiology provides the tools for rapid and effective problem solving during public health emergencies, such as natural and technologic disasters and emergencies from terrorism.
January-February 2016 • Vol. 25/No. 1 17
CPT (R) Gwendolyn Godlock, MS-PSL, BSN, RN, AN, CPHQ, is Field Representative Nurse
Surveyor, The Joint Commission, Oakbrook, Terrace, IL.
CPT Mollie Christiansen, BSN, RN, AN, CMSRN, is Clinical Nurse Officer in Charge, Burn
Progressive Care Unit, United States Army Institute of Surgical Research, Joint Base San
Antonio Fort Sam Houston, TX.
COL Laura Feider, PhD, RN, is Dean, School of Nursing Science and Chief, Department of
Nursing Science, Army Medical Department Center and School, Health Readiness Center of
Excellence, Joint Base San Antonio Fort Sam Houston, TX.
Acknowledgments: The team would like to thank nursing leaders COL (R) Sheri Howell, for-
mer Deputy Commander of Nursing and Chief of Staff; and COL Richard Evans, Assistant
Deputy Chief Army Nurse Corps, for their support. A special acknowledgment for the former
Chief, Medical Nursing Section, COL Vivian Harris, who remained a staunch supporter, advo-
cate, and cheerleader, the Medical Section nursing staff, and the Center for Nursing Science
and Clinical Inquiry.
Note: The view(s) expressed herein are those of the authors and do not reflect the official policy
or position of Brooke Army Medical Center, the U.S. Army Medical Department, the U.S. Army
Office of the Surgeon General, the Department of the Army, Department of Defense, or the U.S.
Government.
Implementation of an Evidence-Based
Patient Safety Team to Prevent Falls
in Inpatient Medical Units
T
he Centers for Medicare &
Medicaid Services identified
falls as a preventable health
care acquired condition (DuPree,
Fritz-Campiz, & Musheno, 2014). A
large portion of the medical-surgical
inpatient population is aging, and
therefore at high risk for falls (Boltz,
Capezuti, Wagner, Rosen berg, &
Secic, 2013). Falls have physical and
emotional implications for patients,
as well as increased financial costs for
facilities. Nationally, medical units
have the highest rates of falls
(Bouldin et al., 2013). Most notably,
falls can cause significant injuries
resulting in increased length of stay,
unexpected surgeries, and even death
(Williams, Szekendi, & Thomas,
2014). Historically medical-surgical
nurses care for a mix of complex
patients with an array of comorbidi-
ties and patient needs (Carter &
Burnette, 2011).
Literature Review
The literature search was limited
to keyword searches on falls, team-
work, patient safety, nursing, hourly
rounding, and communication. Data -
bases included PubMed, EBSCO,
Agency for Healthcare Research and
Quality, CINAHL, and The Joint
Commission for years 2008-2014.
Use of fall prevention teams was an
emerging evidence-based practice
(EBP) intervention to decrease the
incidence of inpatient falls (Graham,
2012). Consistently, the evidence
demonstrated ineffective communi-
cation, situation awareness, team-
work, assessment, hourly rounding,
and environmental challenges as key
factors related to preventable inpa-
tient falls.
Collectively, research.
2019 International Conference on Disaster Medicine and Hurricane ResiliencyAUCMed
A combined sampling of presentations from the 2019 International Conference on Disaster Medicine and Hurricane Resiliency (March 8-11, 2019, Sint Maarten)
Chapter 10 Check PointAnswer the following questions. Please.docxzebadiahsummers
Chapter 10 Check Point
Answer the following questions. Please ensure to use the Author, YYYY APA citations with any content brought into the assignment.
What are Anomalies/Outliers? And what are some variants of Anomaly/Outlier Detection Problems?
What are some Challenges and Work Assumptions of Anomaly Detection?
Explain the Nearest-Neighbor Based Approach and the different ways to Define Outliers.
Explain the Density-based: LOF Approach.
Provide the General Steps and Types of Anomaly Detection Schemes.
.
More Related Content
Similar to Challenges and Resources for Nurses Participating in a Hurrica.docx
Rebuilding Community Healthcare after CatastropheAUCMed
2019 International Conference on Disaster Medicine and Hurricane Resiliency
Presentation by James Aiken, MD, MHA, FACEP
Clinical Associate Professor of Emergency Medicine and
Public Health, Co-Chair of the Division of Disaster Medicine
and EMS, LSU Health Science Center New Orleans, LA
5th International Disaster and Risk Conference IDRC 2014 Integrative Risk Management - The role of science, technology & practice 24-28 August 2014 in Davos, Switzerland
Epidemiology, as the applied instrument of public health interventions, can provide much needed information on which a rational, effective, and ?exible policy for the management of disasters can be based. In particular, epidemiology provides the tools for rapid and effective problem solving during public health emergencies, such as natural and technologic disasters and emergencies from terrorism.
January-February 2016 • Vol. 25/No. 1 17
CPT (R) Gwendolyn Godlock, MS-PSL, BSN, RN, AN, CPHQ, is Field Representative Nurse
Surveyor, The Joint Commission, Oakbrook, Terrace, IL.
CPT Mollie Christiansen, BSN, RN, AN, CMSRN, is Clinical Nurse Officer in Charge, Burn
Progressive Care Unit, United States Army Institute of Surgical Research, Joint Base San
Antonio Fort Sam Houston, TX.
COL Laura Feider, PhD, RN, is Dean, School of Nursing Science and Chief, Department of
Nursing Science, Army Medical Department Center and School, Health Readiness Center of
Excellence, Joint Base San Antonio Fort Sam Houston, TX.
Acknowledgments: The team would like to thank nursing leaders COL (R) Sheri Howell, for-
mer Deputy Commander of Nursing and Chief of Staff; and COL Richard Evans, Assistant
Deputy Chief Army Nurse Corps, for their support. A special acknowledgment for the former
Chief, Medical Nursing Section, COL Vivian Harris, who remained a staunch supporter, advo-
cate, and cheerleader, the Medical Section nursing staff, and the Center for Nursing Science
and Clinical Inquiry.
Note: The view(s) expressed herein are those of the authors and do not reflect the official policy
or position of Brooke Army Medical Center, the U.S. Army Medical Department, the U.S. Army
Office of the Surgeon General, the Department of the Army, Department of Defense, or the U.S.
Government.
Implementation of an Evidence-Based
Patient Safety Team to Prevent Falls
in Inpatient Medical Units
T
he Centers for Medicare &
Medicaid Services identified
falls as a preventable health
care acquired condition (DuPree,
Fritz-Campiz, & Musheno, 2014). A
large portion of the medical-surgical
inpatient population is aging, and
therefore at high risk for falls (Boltz,
Capezuti, Wagner, Rosen berg, &
Secic, 2013). Falls have physical and
emotional implications for patients,
as well as increased financial costs for
facilities. Nationally, medical units
have the highest rates of falls
(Bouldin et al., 2013). Most notably,
falls can cause significant injuries
resulting in increased length of stay,
unexpected surgeries, and even death
(Williams, Szekendi, & Thomas,
2014). Historically medical-surgical
nurses care for a mix of complex
patients with an array of comorbidi-
ties and patient needs (Carter &
Burnette, 2011).
Literature Review
The literature search was limited
to keyword searches on falls, team-
work, patient safety, nursing, hourly
rounding, and communication. Data -
bases included PubMed, EBSCO,
Agency for Healthcare Research and
Quality, CINAHL, and The Joint
Commission for years 2008-2014.
Use of fall prevention teams was an
emerging evidence-based practice
(EBP) intervention to decrease the
incidence of inpatient falls (Graham,
2012). Consistently, the evidence
demonstrated ineffective communi-
cation, situation awareness, team-
work, assessment, hourly rounding,
and environmental challenges as key
factors related to preventable inpa-
tient falls.
Collectively, research.
2019 International Conference on Disaster Medicine and Hurricane ResiliencyAUCMed
A combined sampling of presentations from the 2019 International Conference on Disaster Medicine and Hurricane Resiliency (March 8-11, 2019, Sint Maarten)
Chapter 10 Check PointAnswer the following questions. Please.docxzebadiahsummers
Chapter 10 Check Point
Answer the following questions. Please ensure to use the Author, YYYY APA citations with any content brought into the assignment.
What are Anomalies/Outliers? And what are some variants of Anomaly/Outlier Detection Problems?
What are some Challenges and Work Assumptions of Anomaly Detection?
Explain the Nearest-Neighbor Based Approach and the different ways to Define Outliers.
Explain the Density-based: LOF Approach.
Provide the General Steps and Types of Anomaly Detection Schemes.
.
Chapter 10 Case Project 10-2 two page report double spaceCas.docxzebadiahsummers
Chapter 10: Case Project 10-2: two page report double space
Case Project 10-2: Discovering Web Application Attack Tools
After discovering that Alexander Rocco Corporation has multiple Web servers running on different platforms, you wonder whether your security tools can asses Web applications vulnerabilities throughly. You have only two tools for conducting Web security tests: Wapiti and Wfetch. Based on the information write a two page report on other tools for security testers conducting Web applications vulnerability testing. Use the skills you have gained to search the Internet and explore the Kali DVD to find tools for Windows and *nix platforms. The report should state the tool's name, describe the installation method, and include a brief description of what the tool does.
Chapter 11: Case Project 11-1- one-page report
Case Project: Determining Vulnerabilities of Wireless Networks
After conducting a security test on the Alexander Rocco network, you discover that the company has a wireless router configured to issue IP addresses to connecting stations. Vistumbler indicates that channel 6 is active, the SSID is linksys, and WEP is enabled. Based on this information, write a one-page report listing possible vulnerabilities of the WLAN’s current configuration. Your report should include recommendations for improving wireless security.
.
Chapter 1 provided a high-level overview of the Information Syst.docxzebadiahsummers
Chapter 1 provided a high-level overview of the Information Systems Security Policy Management:
Information Systems Security (ISS). What is it? The act of protecting information and the systems that store, process and transmit
Why is ISS needed? ISS provides a foundation for establishing protection of systems and data against risks such as: Unauthorized access and Use, Disclosure, System Disruption, Modification or Corruption
Destruction
After reading chapter 1 and looking at the ISS Management Life Cycle.
Let’s look at a real-world scenario and discuss what C-I-A Triad is all about.
You must do the following:
1) Create a new thread. As indicated above,
please explain how DHS should handle the situation described in the preceding paragraph.
.
Chapter 1 Intro to Policy Making in a The Digital Age.docxzebadiahsummers
Chapter 1: Intro to Policy Making in a The Digital Age
CHAPTER SUMMARY: Summarize chapter presented during the week. Identify the main point (as in "What's your point?"), thesis, or conclusion of the key ideas presented in the chapter.
SUPPORT: Do research outside of the book and demonstrate that you have in a very obvious way. This refers to research beyond the material presented in the textbook. Show something you have discovered from your own research. Be sure this is obvious and adds value beyond what is contained in the chapter itself.
EVALUATION: Apply the concepts from the appropriate chapter. Hint: Be sure to use specific terms and models directly from the textbook in analyzing the material presented and include the page in the citation.
SOURCES: Include citations with your sources.
Use APA style citations and references.
.
Chapter 1 discussed the expansion of the European intermodal rai.docxzebadiahsummers
Chapter 1 discussed the expansion of the European intermodal rail-road freight transport (EIT) under the European Union. Chapter 2 explores the development of intermodal transportation in the United States.
Instructions:
In 2-3 pages maximum, discuss the impact (negative and positive) that regulation/deregulation has had on the growth and/or continued growth of intermodal transportation in both countries. Ensure you site specific examples in your paper. You are encouraged to use the internet and other sources to support your discussion.
Submission Instructions:
Please attach the assignment in Word Format. Format your paper consistent with APA guidelines.
.
Change is an activity and mindset that many resists. Kotter proposed.docxzebadiahsummers
Change is an activity and mindset that many resists. Kotter proposed a “dual operating system” for accelerating change.
1. What are the main reasons why people resist change? (support response with academic sources).
2. Then, give an example when YOU were resistant to change. Explain what the change was about, why you resisted, and what was the outcome.
3. Describe Kotter’s idea of a dual operating system for making change happen in an accelerating world. (and support your answer). Then provide a critical assessment.
.
Chapter 1 Government Boss, financial partner, regulator – Entrepre.docxzebadiahsummers
Chapter 1: Government: Boss, financial partner, regulator – Entrepreneurs in mixed economies
Chapter 3: Electronic innovation and the government: David Sarnoff creates the RCA empire
Chapter 5: Speeding voice and data traffic worldwide: Network microprocessors from RMI
Chapter 7: Implementing information technology across the globe
Ives, B., & Jarvenpaa, S.L. (1991). Applications of Global Information Technology: Key Issues for Management. MIS Quarterly, 15(1), 33. https://doi.org/10.2307/249433
Chapter 9: Kressel, H., & Lento, T. V. (2012).
Entrepreneurship in the Global Economy : Engine for Economic Growth
. Cambridge, UK: Cambridge University Press.
7
.
Chapter 1 Combating terrorism has entailed restrictions on civil li.docxzebadiahsummers
Chapter 1: Combating terrorism has entailed restrictions on civil liberties. How can we reconcile civil liberty and national security? Are we better off opting for more liberty or more security? Are the two goals mutually exclusive? Have Americans become less supportive of the limitations on liberty put into place after the terror attacks in 2001, or do they still perceive that it makes sense to give up some liberties in order to feel more secure?
.
Chapter 1 Evaluation and Social Work Making the ConnectionP.docxzebadiahsummers
Chapter 1 Evaluation and Social Work: Making the Connection
Page 4
Let’s begin by considering three important questions: 1. Is evaluation an important area of social work? 2. Is the evaluator role an important one for social workers? 3. How can evaluations help improve or enhance social work interventions? These questions may be your questions as you begin to read this book. They are questions that many social work students and practitioners have pondered. This book is about evaluation so the responses to the first two questions, in brief, will be no surprise to you. Yes, evaluation is an important area of social work. Further, the evaluator role is an important role for every social worker to prepare to assume. Some social workers will be evaluators of programs, and virtually every social worker will be an evaluator of their own practice. It’s like asking whether social workers need to know whether they are doing a good job, or asking them if they know whether their interventions are effective in helping their clients. The third question, asking how evaluation can help improve social work interventions, is the focus of this text.
The underlying theme driving the book is that evaluation is a vital element of any social work approach and is critical for ensuring that social work actually does work! A reassuring theme is that evaluation is a practice area that BSW and MSW students and practitioners alike can learn. Social workers and students wanting to maximize their impact in their jobs will find that the perspective, knowledge, ethics, and skills of evaluations covered in this book are a central component of practice and ensure that you will have a much greater impact on your clients’ well-being. This book provides the needed preparation for evaluation in both a comprehensive and a readable format. The primary emphasis is on the various kinds of small and mid-range formative evaluations that are often implemented at the local agency level; less emphasis is placed on the large, com-plex national and regional studies that may draw the most coverage under the title evaluation. These smaller formative evaluations are also the critical ones that social work students and graduates either are assigned or should consider taking on in their field placements and employment agencies. Such
Page 5
evaluations often are instrumental in determining whether the programs in which you are working will continue and possibly expand. Example of a Small, Formative Evaluation An agency that provides an anger management program to perpetrators of domestic violence offers a series of ten psychoeducational group sessions to help them manage their anger. The agency also conducts an evaluation of this program that is integral to it. An anger management scale is used to measure changes that occur in the participants’ anger after they have completed all ten sessions of a group program. Throughout the series, the specific items of the anger management scale (e.g., be.
Changes in the Human Figure in ArtYou likely noticed that during.docxzebadiahsummers
Changes in the Human Figure in Art
You likely noticed that during the two hundred years covered in this week’s study there were radical changes in how the human figure is depicted in Italy, from something that was highly stylized to an idealized form that looked more real yet was strongly influenced by the Classical Age of ancient Greece and Rome. In Northern Europe, however, depiction of the human form remained somewhat stylized.
Use the textbook and/or online sources to locate and capture three works of art.
one from the Early Renaissance (fourteenth century, 1300–1399)
one from the Northern European Renaissance (fifteenth century, 1400–1499)
one from the Italian Renaissance (fifteenth century, 1400–1499)
Your works of art must either be all paintings or all sculptures.
First, place images of your selected works in a Word document. Then do the following:
For each work identify:
The artist
Title of the work of art
The date(s) it was created
The medium or materials used to create the work of art, such as oil paint, marble, etc.
Where the work is located now.
In a
well-developed
paragraph, provide at least two important historical facts about each work.
In another well-developed paragraph, describe how each artist depicted the human figure, supporting your observation using art historical vocabulary from this week's reading.
Then, In a 6–10-sentence concluding paragraph:
Compare and contrast how the depiction of the human figure has changed. Be sure to note such things as general appearance of the figures; their body types; whether the figures have been stylized, elongated, or idealized; and whether their clothing, colors, and other visual details have changed.
Based on your reading and what you learned from the historic facts you have for each work of art discuss what may have been influencing factors behind these changes.
Offer a citation of your sources for each image and the information provided as appropriate.
.
Chapter #131. Explain the terms Computationalism and Culturalism.docxzebadiahsummers
Chapter #13
1. Explain the terms Computationalism and Culturalism and their effects on Learning
2. Explain the implications of Pedagogy and Social practices in the development of adult learners
Chapter #15
3. According to Ziehe (2018), what are some normal Learning problems in youth. Name and explain at least 3
Chapters #16 and #17
4. Describe the four components of the Social Theory of Learning
5.Explain the Psychological theories:
a. Behaviorist
b. Cognitive
d. Social Learning
.
chapter 8 notes – Asian Americans model minoritieschapter b.docxzebadiahsummers
chapter 8 notes – Asian Americans: model minorities?
chapter begins with a story of a sociologist, riding in a taxi
- he was born in the US of Japanese heritage (grandfather came to US in 1880s)
- taxi drive asks him how long he was in the US (the answer is since birth)
- brings up the perception of ‘other’ around Asian Americans
focus of this chapter: Chinese Americans and Japanese Americans (oldest Asian groups in the US; often considered to be ‘model minorities’)
- model minorities stereotype: successful, affluent, highly educated, not suffer from minority group status (remember this is a stereotype)
why an increase in immigration from the Philippines and India into the US?
- both colonized
— India by Britain
— Philippines 1st by Spain, then the US
current demographics
- Asian Americans are about 5.6% of the total population (2012) – see table 8.1 above
— contrasted with African Americans (13%) and Hispanic Americans (16%)
- overall, rapid growth in numbers of Asian Americans in US recently
— one reason: immigration changes in 1965
— one of the largest growing groups – Asian Indians
— rapid growth is expected to continue
- 10 largest Asian groups in fig 8.1 below
- high percentage of foreign born in Asian American population
— 88% of Asian Americans are either 1st generation (foreign born) or 2nd generation (their children)
— — see figure 8.2 below
- similar to Hispanic Americans, Asian Americans are
+ likely to identify with country of origin 1st
origins and cultures
great diversity in languages, cultures, religions
- Asian cultures are much older than the founding of the US
- these cultures are quite different from each other, but there are some similarities
similarities:
- group membership is more important than the individual
— some of above from Confucianism which emphasizes a person is one part of the larger social system, one part of the status hierarchy
— — therefore loyalty to group, conformity to societal expections and respect for superiors are important
- it is important to be sensitive to the opinions and judgements of others; avoid public embarrassment, giving offence
— guilt / shame dichotomy
— — Asian cultures: emphasis on not bringing shame to the family / group from others (if someone goes against societal expectations, they are bringing shame onto their family / group)
— — — emphasis on proper behavior, conformity to convention and how others judge one, avoid embarressment (to self or to others), avoid personal confrontations
— — — overall desire to seek harmony
— — Western culture emphasizes individuals develop personal consciences and we need to avoid guilt (if someone goes against societal expectations, they are guilty of ... — Westerners guided by personal sense of guilt)
- generally (but not always) traditionally patriarchal
— in China foot binding was practiced for many generations
the above tendencies are more likely for individuals new to the US, but not as likely for individuals / families in the U.
CHAPTER 1 This list below indicated various audits, attestation,.docxzebadiahsummers
CHAPTER 1: This list below indicated various audits, attestation, and other engagements involving auditors.
1. A report on the effectiveness of internal control over financial reporting as required by Section 404 of the Sarbanes-Oxley Act.
2. An auditor’s report on whether the financial statements are fairly presented in accordance with International Financial Reporting Standards.
3. An engagement to help a company structure a merger transaction to minimize the taxes of the combined entities.
4. A report stating whether the company has complied with restrictive covenants related to officer compensation and payment of dividends contained in a bank loan agreement.
5. A report on the effectiveness of internal controls at a company that provides payroll processing for other companies.
6. An examination report stating whether a company’s statement of greenhouse gas emissions is presented in conformity with standards issued by the World Business Council for Sustainable Development and the World Resources Institute.
7. Evaluating the voting process and certifying the outcome for Rolling Stones Magazine’s “Greatest Singer of All Time” poll.
8. A report indicating whether a governmental entity has compiled with certain government regulations.
9. A review report that provides limited assurance about whether financial statements are fairly stated in accordance with U.S. GAAP.
10. A report about management’s assertion on the effectiveness of controls over the availability, reliability, integrity, and maintainability of its accounting information system.
11. An evaluation of the effectiveness of key measures used to assess an entity’s success in achieving specific targets linked to an entity’s strategic plan and vision.
Required
a. Explain the relationships among audit services, attestation services, and other assurance and no assurance services provided by CPA’s.
b. For each of the services listed above, indicate the type of service from the list that follows.
(1) An audit of historical financial statements.
(2) An attestation service other than an audit service.
(3) An assurance or no assurance service that is not an attestation service.
1-21. Dave Czarnecki is the managing partner of Czarnecki and Hogan, a medium-sized local CPA firm located outside of Chicago. Over lunch, he is surprised when his friend James Foley asks, him, “Doesn’t it bother you that your clients don’t look forward to seeing their auditors each year?” Dave responds, “Well auditing is only one of several services we provide. Most of our work for clients does not involve financial statement audits, and our audit clients seem to like interacting with us.”
a. Identify ways in which a financial statement audit adds value for clients.
b. List other services other than audits that Czarnecki and Hogan likely provides.
c. Assume Czarnecki and Hogan has hired you as a consultant to identify ways in which they can expand their practice. Identify at least one additional service that .
Chamberlain College of NursingNR631 Nurse Executive Track—CGE I.docxzebadiahsummers
Chamberlain College of Nursing NR631 Nurse Executive Track—CGE I
Learning Agreement
Student name:
Student D#:
Student e-mail, phone:
Mentor name and credentials:
Mentor contact information (work phone, cell phone, e-mail and work address):
Directions:
For Week 1, complete the Learning Agreement with self-identified goals to meet Course Outcomes (COs) and initial plans to meet those self-identified goals; review the TIPS document to help you and discuss your goals and plans with your mentor. Your mentor must sign the Learning Agreement for your Week 1 submission.
The agreement should be revised each week to reflect completed goals, additional goals, and changes to the plan dictated by the actual experience or revisions suggested by faculty or the mentor. At the end of the practicum experience, evaluate success with your mentor and obtain the mentor’s signature at the bottom of agreement. Save this form as a Word document and enter required information directly onto it; submit the completed Learning Agreement, signed by your mentor, on the Saturday of Week 8. See the Learning Agreement Grading Rubric for grading details.
The Learning Agreement consists of three sections.
I. Student Learning Outcomes table (Week 1)
II. Signatures approving plan (Week 1)
III. Signatures and mentor verification (Week 8)
Due Dates:
1. Initial signed Learning Agreement is submitted by 11:59 p.m. MT, Sunday at the end of Week 1
2. Completed signed Learning Agreement is submitted by 11:59 p.m. MT, Saturday of Week 8
A minimum of 144 hours practicum experience is required by the end of NR632.
If the 144 hours are not completed by end of term, you will receive a grade of “I” and not be able to graduate until completed.
I. Student Learning Outcomes
Course Outcomes
Student Identified Practicum Goals to Meet COs
Plan to Meet Student Identified Practicum Goals
Narrative Description of Attainment of Student-Identified Goals Through the End of CGE 1
CO 1: Apply leadership skills concepts of project management as a nurse executive in an organizational setting to develop, implement and evaluate successful project plans. (POs 4 and 5)
CO 2: Using current knowledge, standards of practice, and research from evidence-based literature, synthesize a foundation for the nurse executive role. (POs 3 and 4)
CO 3: Exemplify professional values and scholarship that support the role of a student in a practicum setting. (PO 4)
CO 4: Contribute to the body of nursing leadership and management knowledge through research, planning, evaluation and dissemination of findings. (PO 4)
CO 5: Apply professional values characteristic of the competent and caring nurse executive that promote holistic care principles and an appreciation of cultural humility ( POs 1, 3, and 4)
CO 6: Apply evidence-based fiscal principles that contribute to the creation of a caring environment characterized by high quality, safe, patient-centered care (PO.
Chamberlain College of NursingNR449 Evidence-Based PracticeEvide.docxzebadiahsummers
Chamberlain College of Nursing NR449 Evidence-Based PracticeEvidence Matrix Table
Article
Reference
Purpose
Hypothesis
Study Question
Variables
Independent(I)
Dependent(D)
Study Design
Sample
Size and Selection
Data Collection
Methods
Major Findings
1
(sample not a real article)
Smith, Lewis (2013),
What should I eat? A focus for those living with diabetes. Journal of Nursing Education, 1 (4) 111-112.
How do educational support groups effect dietary modifications in patients with diabetes?
D-Dietary modifications
I-Education
Qualitative
N- 18
Convenience sample-selected from local support group in Pittsburgh, PA
Focus Groups
Support and education improved compliance with dietary modifications.
1
2
3
4
5
NR449 Evidence Matric Table.docx Revised10/20/14 ns/cs
1
.
Centralized System for Strategic ResourcesIntroductionAttentio.docxzebadiahsummers
Centralized System for Strategic Resources
Introduction
Attention: According to recent news reports, US states are competing with each other to shop for medical supplies such as masks, PPE (personal protective equipment), and ventilators. Sometimes, states are even battling with the federal government for bidding, which pushed the prices for such supplies even higher and caused a lot of chaos.
Reveal Topic: A centralized system for strategic resources means that the federal government would represent all individual states and make purchases globally as a single outward-facing entity. Then resources will be coordinated and allocated to individual states.
Credibility: New York State Governor Cuomo states that it is very problematic to keep the current chaotic and unorganized systems. It costs more for taxpayers and could be life-threatening.
Central Idea: US federal government should establish a centralized system for buying, coordinating, and allocating strategic resources such as medical supplies.
Preview: Today, I will talk about why the lack of a centralized system for strategic resources could be costly and even deadly and the benefits of a centralized system.
Transition: Now let's first have a look at the harmful impacts of the current unorganized situation.
Body
I. Main Point #1 (statement of the need for action): Since the unorganized bidding for medical supplies is causing chaos and uncertainty, there should be a way to organize the bidding efforts so that all states can be allocated sufficient supplies.
A. (Description of the problem) The demand for medical supplies is high across all states in the United States amid the COVID-19 pandemic.
1. (signs, symptoms, effects of problem) Due to an increase in coronavirus cases, the low supply of medical resources, and the existence of numerous bidders in the market, States are experiencing a surge in the need for medical supplies (Lara, Rand, and Bartley).
2. (example, narrative, or testimony) The current situation in the country has slowed down the capacity of states to procure PPEs and has also augmented the costs (Triggle).
B. (Importance of problem) There is no efficient way to facilitate the process as everyone is trying to purchase the same thing.
1. (extent of problem) In the past, states in the U.S have worked closely with regional officials when faced with emergencies such as hurricanes, but the current unprecedented situation has affected all states simultaneously and has made the process murkier.
a. (facts/statistics) There is a bidding war between the various states and local governments as all states in the U.S are desperate to find a solution to meet the needs of their healthcare professionals in their fight against the spread of COVID-19 (Lara, Rand, and Bartley).
b. (expert/narrative) According to Casey Tingle, deputy director of the Louisiana Governor’s Office of Homeland Security and Emergency Preparedness, it is not clear whether the federal administration can p.
Challenge your thinking.10) After completing the WebQuest, has y.docxzebadiahsummers
Challenge your thinking.
10) After completing the WebQuest, has your opinion about the homeless individuals changed?
11) If so, how did it change? If not, provide rationale.
12) Suggest at least two community interventions relating to homelessness.
13) Are there examples of these interventions in our area? Identify and describe the services they offer.
FS 1513 Observation Project Details
Time Involved
Students enrolled in FS 1513 are expected to complete at least 15 hours of observations related to human development. This work will involve creating a journal entry for each of their observational sessions. There should be entries for at least 15 hours of observations by the end of the semester.
There should be 1 journal entry for each time you observe—whether it is for 1 hour or more—there should only be 1 entry. So, if you observed 3 times in 1 week for 1 hour each time then you would need 3 journal entries. Alternately, if you observed 1 time for 3 hours then you would need 1 journal entry. However, this means that there will be less information to assess your work (i.e., 1 mistake can cost more points).
Observations: Who and Where
Part of the purpose of this project is to observe differences in development across the life span. So, observations should involve people from different age ranges over the course of the semester. Some entries should focus on development observed during childhood (i.e., observing children from infancy through grade-school), others should involve observing development during adolescence (i.e., observing pubescent and adolescent children), and others should involve should involve observing development during adulthood (i.e., observing adults from early to later in life). The important point is that observations should be completed for at least three age groups for the entire semester.
Observations should take place in naturalistic settings. Naturalistic means that people should be observed in place where they would normally be present (i.e., not in a lab). Ideally, this would mean that they are able to behave as they normally would. The goal, however, is to have enough time to observe a person so that they can demonstrate what they have developed. This means that you will need to be able to watch them behaving naturally for the duration of your observation (i.e., at least 1 hour). Observations that are less than 1 hour will not be counted as complete.
Formatting
Journal entries using the appropriate templates should be completed for each observation session. The templates (available on the course website and below) should contain all of the identifying information. Journal entries that do not use the template will not be graded.
First, each journal entry must contain documentary information. This should cover (1) who did the observations and who was observed, (2) where and when did the observations happen, (3) what were the people being observed generally like, (4) what was the setting like, and (5) keep tr.
Ch.10 Discussion - Jingles
33 unread replies.33 replies.
Discussion - Ch.10: Jingles
Instructions:
Jingles are a popular creative form in radio advertising. Even so, there may be as many jingles that you don't want to hear again as there are ones that you do. Identify one jingle that you really dislike and another one that you like.
Analyze why these jingles either work or don't work and present your critique to the class. Explain your thoughts.
Give thoughtful responses to at least two other students’ postings. Make your reply specific to their comments. Go beyond simple agreement and add something new to the discussion with your reply. A response posting should be a minimum of one short paragraph.
Grading Rubric for Discussion Post:
Criteria
D:
Below
Standard
C:
Meeting Standard
B:
Above
Standard
A:
Exceeding Standard
Weight
Criteria Definitions
Incomplete and/or missing work; in need of major revisions, additions and edits
Submission appears as first-draft quality needing edits and improvements; limited supporting data
Submission contains all elements and includes supporting data; analysis, vision and/or strategy are still developing
Submission has compelling analysis, vision and strategy; well-supported with strong data
Discussion Assignment
Professionalism: Proper grammar, spelling, citations, sources, good organization, readability, clear articulation of ideas, correct use of templates, etc.
40%
Thoroughness: Follows instructions; response is well-researched and articulate; appropriate length; addresses all prompts and assignment criteria; thoughtful analysis
40%
Progression: Incorporates feedback and suggestions from instructor and peers; demonstrates continuous improvement
20%
.
Central Sierra Insurance (CSI) sets bonus percentages based on c.docxzebadiahsummers
Central Sierra Insurance (CSI) sets bonus percentages based on commissions earned by each agent and calculates totals by branch office. This workbook also tracks fundraising efforts of employees for a community event.
[Student Learning Outcomes 2.1, 2.2, 2.3, 2.5, 2.6, 2.7]
File Needed:
CentralSierra-02.xlsx
(Available from the
Start File
link.)
Completed Project File Name:
[your name]-CentralSierra-02.xlsx
Skills Covered in This Project
Create, copy, and edit formulas.
Name cell ranges.
Set mathematical order of operations.
Set cell references to be absolute.
Use the
NOW
function.
Use
HLOOKUP
and
VLOOKUP
Use the
SUMIF
function.
Build an
IF
function.
Open the start file
CentralSierra-02.xlsx
workbook. If the workbook opens in Protected View, click the Enable Editing button so you can modify it. The file will be renamed automatically to include your name. Change the project file name if directed to do so by your instructor, and save it.
Select the
Tables
sheet, select cells
A6:B10
, and create range names using the
Create from Selection
button [
Formulas
tab,
Defined Names
group].
Select cells
B1:F2
and click the
Name
box. Name the selection H_Rates. Note that the first row is arranged in ascending order.
Create an
HLOOKUP
function to display the bonus rate.
Click the
Commissions
sheet tab and select cell
F5
.
Start the
HLOOKUP
function and use cell
E5
as the
lookup_value
.
For the
table_array
argument, use the
H_Rates
range.
Use the second row for the
row_index_num
argument (Figure 2-100).
Figure 2-100
HLOOKUP
function to display bonus
Format the results as
Percent Style
with two decimal places.
Copy the formula in cell
F5
to cells
F6:F14
.
Set order of operations to calculate total earnings.
Select cell
G5
.
Build a formula to add the commissions amount (E5) to the commissions amount times the rate (F5*E5).
Copy the formula in cell
G5
to cells
G6:G14
.
Create and copy a
SUMIF
function to calculate total earnings by branch office.
Select cell
E18
.
Start the
SUMIF
function with cells
$D$5:$D$14
as the
Range
argument.
Set the
Criteria
argument as a relative reference to cell
C18
.
Select cells
G5:G14
for the
Sum_range
argument and make the references absolute.
Copy the formula in cell
E18
to cells
E19:E20
without formatting to preserve borders.
Format cells
E18:E21
as
Currency
.
Total the earnings in cell
E21
.
Create and format the current date.
Select cell
G23
and insert the
NOW
function.
Select cell
G23
and click the
Number
group launcher [
Home
tab]. On the
Number
tab, select the
Date
category.
Scroll the
Type
list to find the date that displays the month spelled out, the date, a comma, and a four-digit year (Figure 2-101).
Figure 2-101 Date format selected
Click
OK
. Press
Ctrl+Home
.
Create and copy a
VLOOKUP
function to display goals for each funding source.
Click .
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Challenges and Resources for Nurses Participating in a Hurrica.docx
1. Challenges and Resources for Nurses Participating in a
Hurricane
Sandy Hospital Evacuation
Nancy VanDevanter, RN, DrPH1, Victoria H. Raveis, PhD2,
Christine T. Kovner, RN, PhD3, Meriel McCollum,
BSN, RN4, & Ronald Keller, PhD, MPA, RN, NE-BC5
1 Professor, New York University, Rory Meyers College of
Nursing, New York, NY, USA
2 Professor, New York University, College of Dentistry, New
York, NY, USA
3 Professor, New York University, Rory Meyers College of
Nursing, New York, NY, USA
4 PhD Candidate, University of North Carolina Chapel Hill,
Chapel Hill, NC, USA
5 Senior Director of Nursing NYU Hospitals Center, New York
University, Langone Medical Center, New York, NY, USA
Key words
Nurse’s disaster experience, nurses’ disaster
preparedness education, Superstorm Sandy
Correspondence
Dr. Nancy VanDevanter, New York University,
College of Nursing, 433 1st Ave., New York, NY
10010. E-mail: [email protected]
Accepted May 13, 2017
doi: 10.1111/jnu.12329
2. Abstract
Purpose: Weather-related disasters have increased dramatically
in recent
years. In 2012, severe flooding as a result of Hurricane Sandy
necessitated
the mid-storm patient evacuation of New York University
Langone Medical
Center. The purpose of this study was to explore, from the
nurses’ perspec-
tive, what the challenges and resources were to carrying out
their responsibil-
ities, and what the implications are for nursing education and
preparation for
disaster.
Design: This mixed-methods study included qualitative
interviews with a
purposive sample of nurses and an online survey of nurses who
participated in
the evacuation.
Methods: The interviews explored prior disaster experience and
train-
ing, communication, personal experience during the evacuation,
and lessons
learned. The cross-sectional survey assessed social demographic
factors, nurs-
ing education and experience, as well as potential challenges
and resources in
carrying out their disaster roles.
Findings: Qualitative interviews provided important contextual
information
about the specific challenges nurses experienced and their
ability to respond
effectively. Survey data identified important resources that
helped nurses to
4. Hurricane Sandy Hospital Evacuation VanDevanter et al.
manmade disasters such as hurricanes, earthquakes, or
chemical spills (Concanour et al., 2002). Forced hospital
evacuations without power are even more rare (Chavez
& Binder, 1996) and are usually caused by unanticipated
loss of power and water damage (Schultz, Koenig,
& Lewis, 2003). When hospitals experience a forced
evacuation, healthcare providers become both victims
and responders. Typically, disaster training in hospitals
is directed at dealing with mass casualties rather than
forced evacuation (Concanour et al., 2002).
Nurses play a critical role in disaster preparedness
(Gebbie & Qureshi, 2006; Institute of Medicine [IOM],
2010), but many nurses are not confident of their abil-
ities to respond effectively to disasters and are unsure
of their roles (Baack & Alfred, 2013). Managing disasters
presents significant challenges, including disaster-related
stress (Collins, 2000). Those with experience and train-
ing report feeling more confident to respond (Adams &
Canclini, 2008).
Hurricane (Superstorm) Sandy was designated a
late-season post-tropical cyclone by the U.S. Weather
Service just before it made landfall in Atlantic City, New
Jersey, on October 28, 2012. The storm that began in
the Caribbean and moved up the east coast of the United
States eventually took 149 lives and left billions of dollars
in damage to communities.
Preparations for Hurricane Sandy began in New York
City Emergency Response agencies and hospitals the
week before landfall. New York University Langone
Medical Center (NYULMC) is located only one city block
from the East River in the New York City borough of
5. Manhattan. This was the second time in a little more
than a year that NYULMC had been threatened by a
climate event, Hurricane Irene occurring in August 2011.
In preparation for Hurricane Irene, city and state officials
had mandated NYULMC and two other hospitals to
evacuate before the storm made landfall. These hospitals
all experienced minimal damage as a result of Hurricane
Irene and re-opened within hours of landfall. Prior
to Hurricane Sandy, the city and state decided not to
mandate evacuation, and hospitals implemented plans to
shelter in place (SIP). At NYULMC, preparations included
enhancing the physical barriers for flood protection that
were used during Hurricane Irene. As many patients
as possible were discharged. Within the hospital, some
patients who would SIP were moved from units vulner-
able to high wind on the east side of the building to less
vulnerable units on the lower floors on the west side of
the building. Patients heavily dependent on electronic
equipment were also moved to areas of the hospital with
more robust power capacity. Around 7 p.m. the evening
of October 28, the barriers around the medical center
that had been put in place in preparation for the storm
were breached, flooding the cellar and ground floors,
and causing a power failure throughout the hospital.
Though emergency power sources were available for a
period of time, it soon became apparent that the level
of temporary power was not sustainable, and immediate
evacuation of all patients and staff would be required.
The purpose of this study was to explore, from the
nurses’ perspective, how they functioned in these ex-
traordinary circumstances, what the challenges and re-
sources were to carrying out their responsibilities, what
lessons were learned, and what the implications are for
nursing education and training for disasters response.
6. Methods
Study Design
We chose a mixed-methods approach to the study,
beginning with in-depth qualitative interviews followed
by an anonymous online survey. The qualitative inter-
views provided important information that informed
the content of the quantitative survey. For example,
nurses described in detail the challenges they had to
face and what resources had helped them to adapt to
those challenges. The methodology for the qualitative
and quantitative study is detailed separately in the
ensuing text. The protocol for the study was reviewed
and approved by the New York University School of
Medicine Institutional Review Board.
Phase 1: Qualitative Interviews
Sample and recruitment. We recruited a pur-
posive sample of nurses who had experienced the
evacuation based on practice area (cardiology, pediatrics,
obstetrics, neonatology, oncology, general medicine,
orthopedics), nursing experience (a range of less than
1 year to 20 years, with more nurses having 1 to 3
years of experience), and organizational role (staff nurse,
nurse manager) in the disaster. We used text, e-mail,
and phone to contact nurses and invite them to partic-
ipate in a 1-hr interview to explore their experiences
during and after Hurricane Sandy. Sixteen of the 20
nurses contacted agreed to participate (response rate
80%). Of those, 12 held staff nurse positions and 4 held
management positions.
Data collection. Experienced qualitative inter-
8. ence developed a detailed codebook using a three-step
process, initially conducting open coding followed by
focused coding and finally identification of major themes.
Transcripts were coded and entered into ATLAS.ti 6.0
(http://atlasti.com/product/v8-windows/; ATLAS.ti Sci-
entific Software Development GmbH, Chicago, IL, USA)
by a trained qualitative researcher. A subset of 20% of
the interviews was independently coded by a research
student familiar with the study to establish interrater
reliability (84%).
Phase 2. Quantitative Survey
The quantitative cross-sectional study consisted of an
anonymous Internet-based survey that was conducted
from July to September 2013.
Sample and recruitment. The sampling frame
consisted of all registered nurses (RNs; N = 1,668) who
were employed by NYULMC and worked on inpatient
units on October 29, 2013. 528 of the nurses responded
to the survey, for a 32% response rate. For the purposes
of this analysis, only nurses that were present for the
evacuation and responded to the survey were included
(N = 173).
Nurses were recruited via e-mail using procedures
described in the ensuing text. The confidential link
to the e-mail addresses of all nurses who worked at
NYULMC was obtained from the Senior Vice President
and Chief Nursing Officer at the hospital. At no time
did the researchers have a list of the nurses’ e-mail
addresses.
Measures. We collected information on sociodemo-
9. graphic variables, including type of nursing education
and clinical experience, potential challenges during the
evacuation such as communication, leadership availabil-
ity, adequacy of disaster preparedness training prior to
the evacuation, and perceived threat to safety for pa-
tients and nurses. We also assessed potential resources
that could support nurses in their disaster and evacuation
roles, such as previous disaster experience and training in
disaster preparedness, support from co-workers, family,
and friends, personal resourcefulness, faith, spirituality,
or religion. Prior to sending out the link to the survey,
the survey was pilot tested by professional nurses on the
study advisory group.
Data collection. Prior to initiation of the study, we
sent an e-mail to the total sample describing the study
purpose and alerting potential nurse participants that
they would receive an e-mail with a link to the survey
within a few days. Three days later, we sent a second
e-mail providing a link to the online Qualtrics survey on a
secure website at New York University. Qualtrics assigned
an identification code to each respondent. Reminder
e-mails were sent at the end of the second and third
weeks after the initial e-mail. Of the 1,668 nurses con-
tacted, 528 returned completed surveys, for a response
rate of 33%.
Quantitative data analysis. Survey data were
downloaded into an SPSS data file. Six cases were elimi-
nated because they did not meet the inclusion criteria. Of
the 528 nurses who returned surveys who met the crite-
ria of working at NYULMC at the time of the hurricane,
all those who did not participate in the evacuation were
eliminated, leaving a sample of 173 for this analysis.
Results
11. In the back of my mind I literally just thought it was
going to be similar to Irene, yeah the storm is coming,
we’ll have some flooding in the basement, and you
know like they did before, a little water, and they’ll dry
it up and the hospital will open the next day like it did
last time and we’ll be back to business as normal. (P6)
As a result of that experience and the institutional deci-
sion to SIP, none of the study participants expected that
it would be necessary to evacuate patients as a result of
Hurricane Sandy until the power outage occurred.
Limited personal external disaster experience
prior to Hurricane Sandy. Only three participants
described any external formal experience or training in
disaster preparedness, one with the Federal Emergency
Management Agency (FEMA), one a member of the
New York City Medical Response team, and one who
came from another country where disasters of this kind
were frequent. One who did have previous external ex-
perience with disasters reflected on the value she derived
from that external experience:
Well, kind of luckily, I’m a member of the local medical
response type thing, so I’ve gone to a couple of their
seminars, and their evacuations are much more kind
of global, you know with chemical evacuation for
those kind of emergencies, but it does give you an
idea of how to triage people and um I guess just from
experience you know how to triage people, like if we
have to evacuate the patients, who should go first,
what equipment is needed, and things like that, and
you have good support, I won’t say I’m an expert, by
no means at all. (P16)
Hospital-based policy and nurses’ training
12. related to disaster. Most participants (80%) reported
limited knowledge of hospital disaster policies and pro-
cedures, though many said there were manuals available
on the patient care units and online but they had never
accessed the information personally. When asked about
hospital-based disaster training, many participants (60%)
cited training in the use of Med Sleds (equipment used
to move non-ambulatory patients down stairways in an
emergency; http://www.medsled.com/; ARC Products
LLC, Des Peres, MO, USA). However, many (70%) said
they had no hands-on experience with the Med Sled and
some did not have any orientation to it before the night
of the evacuation. One participant described her disaster-
related training: “We were trained on how to use the Med
Sled but, like I said, we were in unfamiliar territory. All
we were trained for was how to evacuate this unit” (P2).
A few nurses identified general disaster training topics
they learned about in formal hospital disaster training: “I
hadn’t much experience to be honest in terms of training.
We had basic training, you know, what numbers to call,
like fires or spills . . . but not specifically what happens if
there is a hurricane” (P5).
In contrast, many participants did feel they had the
ability to successfully transport critically ill patients off
the unit and to triage which patients could go home and
which required further hospitalization.
Perceived ability of nurses to respond
effectively to disaster. Many participants stated
they did not feel prepared for the actual hospital evac-
uation (as compared to a unit evacuation). A younger
nurse expressed her thinking at the time she first learned
about the evacuation: “I felt like I had no idea what I
14. I think I was expected to help out to, if there is evac-
uation, make sure evacuate the patient in a safe way.
And also make sure that before you evacuate, each
patient must have, you have to have enough stuff to,
to take care of the patient. So this is my main concern
and main responsibility.” (P7)
Nurse managers (n = 3) all articulated their disaster-
related responsibilities for nursing staff: providing support
and leadership, and identifying means and channels of
communication with nurses both within the hospital and
at home.
Hospital preparations undertaken prior to the
storm. All participants described multiple activities un-
dertaken by the nursing department of the hospital to
manage the disaster prior to the evacuation. The first
activity was action to insure adequate staffing, includ-
ing identifying accommodations for nurses to sleep in
the hospital to insure a round-the-clock staffing pattern
for an indeterminate period of time. This included con-
solidating and reassigning nurses internally and setting
an expectation that nurses would report to duty un-
less they lived too far away or had significant competing
demands.
A second major area of hospital disaster preparedness
activities for nursing included triage and discharge of pa-
tients who could be discharged and making contact with
potential transfer hospitals (this only happened with a
few units).
Nurses participated in the relocation of patients within
the hospital prior to the storm (same day). Patients were
moved away from the east side of the hospital because it
was the most vulnerable to the storm. Moves were both
15. horizontal (east to west) as well as vertical (down to
lower floors), and patients were consolidated where pos-
sible to areas with the best (newly remodeled) emergency
power capacity. Nurses prepared the patients for this relo-
cation as “a safety precaution” to “decrease potential fear
and panic in the patients.” The relocation was described
this way by one participant:
They had done a horizontal evacuation . . . the whole
east side of the hospital to the west side . . . because
the east side had all of those big windows facing
the river, high winds . . . before anything had even
happened . . . just in expectation of how things were
gonna go. (P1)
Another participant noted the attention to potential
power shortages: “Earlier that same day the hospital had
been moving people around so that patients were consol-
idated in the areas they knew the emergency power was
the best” (P7).
Effects of power loss on nurses’ ability to
function. Nurses reported two major effects of power
loss on their ability to function. The first was the abil-
ity to care for patients who required equipment run on
electricity. Back-up generators provided an initial power
source as did battery back-up, but nurses were also at
times manually replacing electronic equipment functions
(particularly when transporting patients down the stairs
during the evacuation) as well as recharging equipment
where possible on other units or floors where there were
free outlets.
In addition, medical records and medication carts are
also electronic; thus, nurses had to improvise access to
16. both. Because patients were to be transported to other
hospitals, medical record data needed to accompany
them. Nurses printed electronic medical data prior to
power loss in some cases and wrote medical summaries to
accompany patients when that was not possible. Medica-
tion carts were kept open in anticipation of power failure
or broken into if necessary. As one participant remem-
bered, “The nurse managers really scrambled and thought
quickly about ‘let’s get the medication, let’s print out the
MAR [electronic medical record], let’s get the face sheet
and vital information they needed’” (P3). Another partic-
ipant noted, “Nurses went around when the lights started
to go and they opened all of the med carts because they
open by code” (P7).
The second major effect of power loss was on nurses’
ability to communicate with each other, with nursing
leadership, or with families. Most participants described
the significant problem of limited communication op-
tions. With loss of power, hospital telephones went
out, cell phones, including smart phones, could not be
charged, computers were not available, and, without
elevators, face-to-face communication became more
difficult.
I think the most frustrating part was the communi-
cation. We didn’t have phone service, our emergency
phone, no electricity, no computers, we’re so focused
on technology now . . . my only way to communi-
cate was to use my Blackberry, the telephone and our
cell phones and hopefully they didn’t die because we
couldn’t charge them . . . so it was communication.
(P6)
Nurses’ preparation of patients and families
for evacuation. One pediatric nurse described the
18. stressed the importance of remaining calm with patients
and families, who responded well as a consequence, and
thus the nurses remained calm themselves.
Transport of patients to ground floor during
evacuation. The physical evacuation of patients down
stairwells took place in two buildings of NYULMC over a
period of many hours; the Tisch Hospital (from the 17th
through the 8th floor) and Swartz Health Care Center
tower (13th through 9th floor). Only a few patients who
were left in the hospital were able to walk down the stair-
cases themselves. Physical aspects of the evacuation were
described in detail by many participants. The majority of
patients (80%–90%) had to be evacuated on Med Sleds,
which required heavy lifting for staff. “Doing that over
and over again is exhausting” (P9).
One participant described how slow the process was:
If you have ever seen an evacuation with a Med
Sled, . . . it’s very slow because you . . . have to
be careful of the person in the sled. There’s a cara-
biner that goes on the top and like hooks on to
the top of each railing so that, heaven forbid one
of us slip and let go, it would continue to have
that support. So, every time you did a half a flight
of stairs, you have to unhook the carabiner . . .
so it was a long process. (P1)
Mutual support during the stairway evacuation was de-
scribed by many participants: And I worked with people
I’d never seen before . . . but we all had the same goal to
bring this patient down safely (P12).
Every single person that worked in any kind of a
department here . . . like the guys in the suits were up
here with hard hats and jeans on and everybody in the
19. world seemed like was up here helping us to move.
(P7)
Many participants described the assistance provided by
the New York Fire Department and the New York City
Police Department as very important to the success of the
evacuation. Overall, most participants described the stair-
way evacuation as “organized,” “seamless,” “extremely
professional,” “calm,” “very, very orderly,” “everyone
worked together,” “everyone listened to the leader,” and
“there was never an argument.”
Availability of support from nursing leader-
ship during evacuation. Both newer and more expe-
rienced nurses described the importance of support from
nursing leadership and other leaders in enabling them to
fulfill their roles during the evacuation:
I got good direction from the people I needed to get
direction from, I felt good in terms of my ability to
take care of the patient, to take the patient out . . . my
nurse manager was right there . . . . (P1)
And another explained:
The leadership was great. Our senior leadership was
there (at the command center). Our nurse manager
was there . . . our medical director. And whatever
they got from the command center, they were good at
disseminating the information to us. (P4)
In contrast, one participant did not experience the level
of support needed because of the loss of communication
once the power was lost:
I have to say unfortunately, during that night, I did not