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The Red Cross aims to educate the public on disaster preparedness and prevention. A lecture was delivered to a group of 56 college students on safety tips for fires and hurricanes. Students took a pre-test before the lecture and a post-test after. Scores increased significantly from an average of 38.57% on the pre-test to 87.68% on the post-test, demonstrating the lecture's impact in increasing knowledge of disaster safety. The success of this small program suggests it could be expanded to other schools to train more people.
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i HOW FIRE DEPARTMENTS RESPOND TO DISASTERS 
i
HOW FIRE DEPARTMENTS RESPOND TO DISASTERS
by
Student X
This Thesis is being submitted in partial fulfillment of the requirements for the
Bachelor of Science degree in Public Safety Management
Great College Jacksonville
Jacksonville, Florida
Fall, 2015
ii
DEDICATION
I would like to thank my wife Lindsey Perrotta for all of the help she has given
me throughout this research proposal, she was phenomenal in helping me complete this
project by answering questions for me and taking care of the children while I worked on
the project.
iii
ACKNOWLEDGEMENTS
I would like to acknowledge Lindsey Perrotta for helping with the project, and
Professor Davis for providing guidance and the template for the project.
iv
ABSTRACT
This research proposal will answer the question of how prepared fire departments
are to respond to major disasters, by utilizing SOP’s SOG’s and mutual aid. It will
discuss problems that lie within these guidelines, such as communication issues, and
different equipment issues. The research proposal will also take a look at how well the
local fire department is prepared for any major incidents that arise, based on a small
population group, and a survey provided by the researcher to this group.
v
TABLE OF CONTENTS
Dedication ii
Acknowledgements iii
Abstract iv
Chapter 1 Introduction 6
Chapter 2 Review of Literature 8
Chapter 3 Methodology and Procedure 13
References 16
6
CHAPTER ONE
INTRODUCTION
Often times disaster strikes on an extremely large scale, a scale that is too big for
one agency to handle. When these types of disasters strike multiple agencies come
together to mitigate the incident. One of the biggest challenges to mitigating incidents
when multiple agencies are brought together is finding the middle area based on how all
the agencies operate, since many agencies have different operations. Scoppetta (2008)
stated that having capability and flexibility are vital components of being prepared for
natural disasters and when multiple agencies that come together have these qualities
disasters are mitigated with relative ease.
Background Context
Often time’s major disasters are too large for one municipal fire department to
handle and these departments call upon mutual aid. The mutual aid will almost always
have different literature and training on how to respond to these incidents, which can lead
to major complications on scene. By utilizing national models and outlines on how to
respond to incidents these problems are often curbed, however the challenge is getting all
agencies to have training once and a while to cover these models. This research project
w ...
Paper - Recent research in disaster education and its implications for emerge...
Paper presented at 2013 The International Emergency Management Society (TIEMS) Conference in Velaux, France.
Community disaster education is an integral component of emergency management around the world. Its main goal is to promote public safety and, to a lesser extent, reduce disaster damages. However, there has been relatively little research into the appropriateness and effectiveness of the community disaster education programs and learning activities, including those provided by emergency agencies. This is due largely to the general lack of evaluation of these programs, the difficulty in isolating education as a causal factor in aspects of disaster management performance, and disaster education not being embraced strongly by the academic field of education.
Compounding this situation is the call by many governments around the world to build community disaster resilience in addition to public safety, with education viewed as a critical mechanism. There is therefore an urgent need to not only examine current community disaster education practices based on education theory and practice, but also to align them to the broader goal of disaster resilience.
In response, an exploratory research methodology was utilised to examine possible learning content and processes that could be used by emergency agencies and other organisations to design Learning for Disaster Resilience (LfDR) plans, programs and activities for local communities.
The research found that disaster resilience learning content should not only cover preparedness aspects, but also learning about improving recovery for people, organisations (e.g. businesses) and communities. It found that disaster resilience learning should also include learning about the community itself, including how to reduce vulnerabilities and strengthen resilience.
Opportunities for disaster resilience learning were identified in four broad learning domains – behavioural, cognitive, affective and social. The findings demonstrated that many current disaster education programs are only using limited parts of this learning ‘spectrum’, although this would be significantly increased by further embracing social media as a disaster resilience learning medium.
Research as a Part of Public Health Emergency Response
Research as a Part of Public Health Emergency ResponseProfessor Eric K. Noji, M.D., MPH, DTMH(Lon), FRCP(UK)hon
Recommended
i HOW FIRE DEPARTMENTS RESPOND TO DISASTERS
i
HOW FIRE DEPARTMENTS RESPOND TO DISASTERS
by
Student X
This Thesis is being submitted in partial fulfillment of the requirements for the
Bachelor of Science degree in Public Safety Management
Great College Jacksonville
Jacksonville, Florida
Fall, 2015
ii
DEDICATION
I would like to thank my wife Lindsey Perrotta for all of the help she has given
me throughout this research proposal, she was phenomenal in helping me complete this
project by answering questions for me and taking care of the children while I worked on
the project.
iii
ACKNOWLEDGEMENTS
I would like to acknowledge Lindsey Perrotta for helping with the project, and
Professor Davis for providing guidance and the template for the project.
iv
ABSTRACT
This research proposal will answer the question of how prepared fire departments
are to respond to major disasters, by utilizing SOP’s SOG’s and mutual aid. It will
discuss problems that lie within these guidelines, such as communication issues, and
different equipment issues. The research proposal will also take a look at how well the
local fire department is prepared for any major incidents that arise, based on a small
population group, and a survey provided by the researcher to this group.
v
TABLE OF CONTENTS
Dedication ii
Acknowledgements iii
Abstract iv
Chapter 1 Introduction 6
Chapter 2 Review of Literature 8
Chapter 3 Methodology and Procedure 13
References 16
6
CHAPTER ONE
INTRODUCTION
Often times disaster strikes on an extremely large scale, a scale that is too big for
one agency to handle. When these types of disasters strike multiple agencies come
together to mitigate the incident. One of the biggest challenges to mitigating incidents
when multiple agencies are brought together is finding the middle area based on how all
the agencies operate, since many agencies have different operations. Scoppetta (2008)
stated that having capability and flexibility are vital components of being prepared for
natural disasters and when multiple agencies that come together have these qualities
disasters are mitigated with relative ease.
Background Context
Often time’s major disasters are too large for one municipal fire department to
handle and these departments call upon mutual aid. The mutual aid will almost always
have different literature and training on how to respond to these incidents, which can lead
to major complications on scene. By utilizing national models and outlines on how to
respond to incidents these problems are often curbed, however the challenge is getting all
agencies to have training once and a while to cover these models. This research project
w ...
Paper - Recent research in disaster education and its implications for emerge...
Paper presented at 2013 The International Emergency Management Society (TIEMS) Conference in Velaux, France.
Community disaster education is an integral component of emergency management around the world. Its main goal is to promote public safety and, to a lesser extent, reduce disaster damages. However, there has been relatively little research into the appropriateness and effectiveness of the community disaster education programs and learning activities, including those provided by emergency agencies. This is due largely to the general lack of evaluation of these programs, the difficulty in isolating education as a causal factor in aspects of disaster management performance, and disaster education not being embraced strongly by the academic field of education.
Compounding this situation is the call by many governments around the world to build community disaster resilience in addition to public safety, with education viewed as a critical mechanism. There is therefore an urgent need to not only examine current community disaster education practices based on education theory and practice, but also to align them to the broader goal of disaster resilience.
In response, an exploratory research methodology was utilised to examine possible learning content and processes that could be used by emergency agencies and other organisations to design Learning for Disaster Resilience (LfDR) plans, programs and activities for local communities.
The research found that disaster resilience learning content should not only cover preparedness aspects, but also learning about improving recovery for people, organisations (e.g. businesses) and communities. It found that disaster resilience learning should also include learning about the community itself, including how to reduce vulnerabilities and strengthen resilience.
Opportunities for disaster resilience learning were identified in four broad learning domains – behavioural, cognitive, affective and social. The findings demonstrated that many current disaster education programs are only using limited parts of this learning ‘spectrum’, although this would be significantly increased by further embracing social media as a disaster resilience learning medium.
Research as a Part of Public Health Emergency Response
Research as a Part of Public Health Emergency ResponseProfessor Eric K. Noji, M.D., MPH, DTMH(Lon), FRCP(UK)hon
2Annotated BibliographyMurphy-AguilarPSY8314-7Nor
2
Annotated Bibliography:
Murphy-AguilarPSY8314-7
Northcentral University
Dr. Smith
10-02-22
Annotated Bibliography:
de Vet, E., Eriksen, C., & McKinnon, S. (2021). Dilemmas, decision‐making, and disasters: Emotions of parenting, safety, and rebuilding in bushfire recovery. Area, 53(2), 283–291.
This study focused on parents' emotion work and emotions surrounding home. Emotional work showed to have drained parents, as did threats to, and the loss of, "home" created through "dwelling." When homes burnt, so too did memories of children embodied in that home. This sense of loss intensified when informing children about losses. These emotions impacted parents' mental and physical wellbeing.While there is considerable literature outlining parents' role in lessening disaster impacts on children, few studies examine parents' capacity to do so. In addressing this gap, this study highlights avenues to improve psychosocial aspects of disaster recovery.
Reports from San Jose State University Add New Data to Findings in Disaster Risk Reduction (Preparing for Wildfire Evacuation and Alternatives: Exploring Influences On Residents’ Intended Evacuation Behaviors and Mitigations). (2021, June 28). Bioterrorism Week,53.
This study explores evacuation intentions among wildland-urban interface residents in Pend Oreille County, Washington, USA. The funders within the three search had explored how mitigation performance (e.g., fuel reduction efforts, structure improvements, active firefighting preparation) differs across three emergent categories of evacuation intentions and evaluate whether a range of factors correlate with participants' evacuation intentions. The funder’s results suggest that a relatively high proportion of residents in the study area intend to stay and defend their property from a wildfire, with smaller proportions intending to evacuate or shelter in place. Individuals who intend to stay and defend are more likely to implement fuel reduction and property mitigation strategies when compared to those intending to evacuate or shelter in place.
Preparing Your Home to Avoid Disaster. (2022). USA Today Magazine, 150(2925), 2–3.
This article explained that there are more than 400 active wildfires burning in the United States according to the fire, weather and avalanche center. Therefore safe home.org has developed a emergency plan in which will help the homeowner preparing to avoid a wildfire disaster as much as possible. Within this article explained the importance of keeping tree limbs trimmed at least 10 feet above the ground to prevent ladder fuels. It’s also explained the importance of keeping the yard watered in order to prevent the vulnerability of grass being ignited. The article also explains how to make sure dead leaves and twigs are always raked up and disposed of correctly. The article also stated that if there is an evaluation make sure that you move all flammable furniture to the center of your house, turn o ...
chapter 9 interprofessional practice, education, and research1. .docx
chapter 9 interprofessional practice, education, and research
1. All health professionals and administrators have a duty to prevent avoidable injury and harm to all patients who receive health care in the United States. “Declare the past, diagnose the present, foretell the future; practice these acts. As to diseases, make a habit of two things—to help, or at leastp.254
2. to do no harm” (Hippocrates, Epidemics , Bk. 1, Sect. XI).p.254
3. Students of the health professions need to understand the science of safety and the translation of new discoveries for safer care delivery into practice. Patient harm secondary to errors and mishaps results from system problems and failures. Systems have both technical and human components. Understanding this interface necessitates work-ing together as health professionals to achieve systems improvement and reduce harm and injury. Current health professions education rarely delivers common core content about the science and applica-tion of safety principles.Creighton University presently offers one of the most comprehen-sive interdisciplinary patient safety courses in the country, entitled Interprofessional Education 410: Foundations in Patient Safety. The course has been offered since 2005 and has reached more than 500 students in training (Abbott, Fuji, Galt, & Paschal, 2012; Fuji, Paschal, Galt, & Abbott, 2010; Galt et al., 2006); however, not all students and faculty are being reached through this elective approach. Patient Safety Day was organized to reach all pre-health professions and health professions–related students on campus with a core exposure to the science of safety. The daylong event is built on the elective interprofessional core curriculum course and is offered once in each of the spring and fall semesters. The objective is to provide students and faculty with training in the science of safety simultaneous with an introduction to basic patient safety science principles in an interprofessional educational delivery framework. Content was designed to illustrate how safety impacts both the over-all healthcare system and the individual, and to apply lessons learned in a case-based interprofessional set of exercises. Three hundred fifty students participated in the first offeringp.255
4. of our Patient Safety Day, including 70 from medicine, 95 from nursing, 35 from occupational therapy, 85 from pharmacy, 57 from physical therapy, and 8 from social work. Speakers, panelists, and faculty facilitators participated from Creighton University, the U.S. Department of Veterans Affairs, state government, and the local community.“Today you made a difference” was the theme for this Patient Safety Day, and the focus was on the most personal and often tragicp.255
5. experiences of harm and injury of passionate leaders who conduct research, teach, implement research findings into practice, or use research findings to affect policy in patient safety. The keynote speaker, Evelyn McKnight, AuD, cofounder of Hono ...
Disaster medicine Enida Xhaferi
Background: The frequency and intensity of both natural and man-made disasters have increased substantially over the past few decades. Consequences include great suffering, massive mortality, enormous economic losses, environmental damage and lasting psychological disorders of the survivors. For this reason, community members and government agencies have high expectations regarding the quality of medical care provided during a disaster response. Disaster medicine covers all aspects of disaster response including: disaster management systems, triage, epidemiology and infectious diseases prevention and psychological management.
Objective: This study aims to asses familiarity of students of the University of Medicine/ Faculty of Technical Medical sciences with disaster medicine concepts, evaluate training needs and define the preferred teaching method. It is a cross-sectional study of 100 students selected at random. A self administered structured questionnaire was distributed to the students containing questions regarding triage categories, first aid steps, trauma treatment, biological and chemical weapons, procedures to follow in specific disasters and preferred learning method.
Response to each person 200 words each1) Preparing for dis.docx
Response to each person 200 words each
1)
Preparing for disasters is something many only think about during "that season"; hurricane season, winter blizzards, tornadoes , fire, flooding etc. however, disasters can happen at any time, so continued and sustained preparedness is essential.
For the most part I knew my level of preparedness as I've lived in many areas of the world where "that season" happened on a regular basis. Essential documents stored in plastic bins, easily accessible to place in to a car in the event of needed evacuation or sheltering in place, food, water, medical documents as well; only once I was not prepared but many things were happening in my life at that time which caught me off guard. I worked a disaster relief effort with the American Red Cross in the aftermath of Hurricane Andrew in southern Florida and learned many things due to that experience and my time in the military has prepared me for many other man-made disasters.
We have recently moved to the southwest and I now own a home again, so we are not quite as prepared as we were previously as a homeowner. The tools and supplies needed to secure my home at this time are lacking so this is a step in preparation that must be accomplished, otherwise, based on the checklist, I am still prepared for nearly any disaster that may strike, or at least I would hope to be!
From the perspective of a community health nurse; education is the key to disseminating information to community members. From participating in and education regarding local flu outbreaks, encouraging vaccinations for those at risk or simple education regarding hand hygiene and the correct way of covering your cough, along with health and wellness to maintain the highest levels of immunity for something as simple yet as deadly as the flu can be, is important. Man made, natural or environmentally fueled disasters are difficult to disseminate information except through ongoing education or community preparedness sponsored events or work shops. Ongoing drills within the school systems or community centers will assist in preparedness for disaster specific to the geographical area. Instructions; written, verbal or expressed for personal preparedness, the how and why, and where to find needed supplies would all begin and continue through education. Reporting of potential outbreaks or disasters through proper channels would also provide the community with added resources. In the event of a disaster, nurses would need to assist in identifying who is at risk and what to do regarding those individuals, their friends and families, as would the nurse. But always keeping in mind the scope of practice and current knowledge base of the nurse.
References
Clark, M.J. (2015) Population and Community Health Nursing (6th ed). Boston, MA: Pearson
Community Health Nursing in Disaste.
Senaida Muric Class, This week we will evaluate the e.docx
Senaida Muric
Class,
This week we will evaluate the effectiveness of the process of primary care management for behavioral reactions during a weapons of mass destruction (WMD) incident in the United States. The course of behavioral reactions to an attack involving WMD is predictable (Lacy & Benedek, 2003, p. 394). When in groups, people may experience “mass panic, acute outbreaks of medically unexplained symptoms, and chronic cases of medically unexplained physical symptoms”, while individuals may experience “psychiatric disorders such as posttraumatic stress disorder” (Lacy & Benedek, 2003, p. 394). However, each behavioral reaction to WMD attacks, whether in groups or individual responses, have been studied for the appropriate primary care management. The U.S. continues to improve upon primary care management preparedness in the case of a WMD attack. I believe the U.S. is somewhat prepared for primary care management during a WMD incident; however, some improvements could be made.
In situations of mass panic, it is difficult to train individuals to react rationally, such as not becoming paralyzed or socially unorganized; however, primary care providers (PCPs) anticipate mass panic as “a common problem after a devastating attack” (Lacy & Benedek, 2003, p. 395). As suggested, providing accurate knowledge to the public regarding the attack is the best way to reduce mass panic (Lacy & Benedek, 2003, p. 395). Unfortunately, the other option is to provide advanced training and disaster simulation to the public, which, in my opinion, is nearly impossible to do. The U.S. government and PCPs cannot provide the public advanced training and disaster simulation exercises for every possible situation that may occur. Instead, mass media communication is used to educate the public and “promoting responsible behaviors” (Lacy & Benedek, 2003, p. 395). In the case of WMD related attacks, PCPs are prepared to “mitigate barriers” and respond to “psychosocial consequences” (Eisenman et al., 2005, p. 772). “Since the September 11, 2001, and subsequent anthrax attacks, substantial federal funds have been devoted to improving the health care system's capacity to detect and respond to a chemical, biologic, radiologic, or nuclear (CBRN) weapon attack” (Eisenman et al., 2005, p. 772). PCPs are prepared to triage patients to provide the best primary care management possible. Unfortunately, people become noncompliant with public health recommendations. In the 2001 anthrax attack, 30,000 people were offered the prophylactic antibiotics, because it is known that unexposed patients “may present with somatic symptoms mimicking exposure symptoms” (Eisenman et al., 2005, p. 773).
Some of the improvements that need to be made would help PCPs overcome barriers in delivering mental health care in a CBRN event. “Leaders in primary care should improve linkages with local, state, and federal mental health and public health agencies” (Eisenman et al., 2005, p. 773).
Understanding and improving community flood preparedness and response: a rese...
Many social research projects identify issues with community disaster preparedness and response but struggle to attribute these issues to underlying causes and recommend possible ways to address them. A research framework that considers the underlying causes of preparedness and response and possible interventions was developed for the Wimmera region of Victoria, Australia. The research framework was developed in conjunction with the Wimmera Catchment Management Authority and tested in a social research project across 6 communities in the Wimmera region. This paper provides an outline and rationale for the components of the research framework. It also summarises the regional flood insight afforded by the research framework. The research framework, albeit with some limitations, has universal appeal not only in the examination of community flood preparedness and response, but also for other hazards and other parts of the disaster management cycle.
Challenges and Resources for Nurses Participating in a Hurrica.docx
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
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
carry out their roles, including support from coworkers, providing support to
others, personal resourcefulness, and leadership. Nurses experienced consid-
erable challenges in responding to this disaster due to limited prior disaster
experience, training, and education, but drew on their personal resourceful-
ness, support from colleagues, and leadership to adapt to those challenges.
Conclusions: Disaster preparedness education in schools of nursing and
practice settings should include more hands-on disaster preparation exercises,
more “low-tech” options to address power loss, and specific policies on nurses’
disaster roles.
Clinical Relevance: Nurses play a critical role in responding to disasters.
Learning from their disaster experience can inform approaches to nursing ed-
ucation and preparation.
Weath.
Challenges and Resources for Nurses Participating in a Hurrica.docx
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
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
carry out their roles, including support from coworkers, providing support to
others, personal resourcefulness, and leadership. Nurses experienced consid-
erable challenges in responding to this disaster due to limited prior disaster
experience, training, and education, but drew on their personal resourceful-
ness, support from colleagues, and leadership to adapt to those challenges.
Conclusions: Disaster preparedness education in schools of nursing and
practice settings should include more hands-on disaster preparation exercises,
more “low-tech” options to address power loss, and specific policies on nurses’
disaster roles.
Clinical Relevance: Nurses play a critical role in responding to disasters.
Learning from their disaster experience can inform approaches to nursing ed-
ucation and preparation.
Weath ...
30 Volume 82 • Number 1A D V A N C E M E N T O F T H E .docx
30 Volume 82 • Number 1
A D V A N C E M E N T O F T H E PRACTICEA D V A N C E M E N T O F T H E PRACTICE
D I R E C T F R O M C D C E N V I R O N M E N T A L H E A L T H S E R V I C E S
I ntroductionEmergency response and recovery work-ers might be exposed to multiple hazard-
ous conditions and stressful work environ-
ments when responding to a public health
emergency. Previous emergency events have
demonstrated that significant gaps and defi-
ciencies in responder health and safety con-
tinue to exist (Michaels & Howard 2012,
Newman, 2012). Ensuring the health and
safety of emergency response and recovery
workers who might be exposed to hazardous
conditions and stressful work environments
when responding to a public health emer-
gency should remain a top priority (Kitt et al.,
2011). The National Response Framework
contains a Worker Safety and Health Annex
detailing responsibilities for safety and health
during major emergencies, including roles
for the National Institute for Occupational
Safety and Health (NIOSH) such as exposure
assessment and personal protective equip-
ment determination.
The NIOSH Emergency Preparedness
and Response (EPR) Program was created
in 2002 following the events of 9/11, which
included attacks on the World Trade Center
and Pentagon, and the anthrax letter terrorist
attacks. The goal of the NIOSH EPR Program
is to coordinate emergency preparedness
and response within NIOSH and improve
NIOSH’s ability to respond to future emergen-
cies and disasters. The NIOSH EPR Program
protects the health and safety of emergency
response and recovery workers through the
advancement of research and collaborations
to prevent diseases, injuries, and fatalities in
anticipation of and during responses to natu-
ral and human-induced disasters and novel
emergent events.
The NIOSH EPR Program participates in
response planning at the local, state, national,
and international levels to ensure the timely
identification of health hazards associated
with emergency responses and implementa-
tion of adequate protection measures; support
the Centers for Disease Control and Preven-
tion’s (CDC) emergency response efforts; and
use the Disaster Science Responder Research
Program to identify research needs to protect
emergency response and recovery workers
while identifying solutions to rapidly support
research during emergencies. Training for
emergency response and recovery workers is
an integral part of the NIOSH EPR Program.
This column highlights the NIOSH EPR Pro-
gram training opportunities and activities.
E d i t o r ’s N o t e : NEHA strives to provide up-to-date and relevant
information on environmental health and to build partnerships in the
profession. In pursuit of these goals, we feature this column on environmental
health services from the Centers for Disease Control and Prevention (CDC)
in every issue of the Journal.
In these columns, authors from CDC’s Water, Fo ...
30 Volume 82 • Number 1A D V A N C E M E N T O F T H E .docx
30 Volume 82 • Number 1
A D V A N C E M E N T O F T H E PRACTICEA D V A N C E M E N T O F T H E PRACTICE
D I R E C T F R O M C D C E N V I R O N M E N T A L H E A L T H S E R V I C E S
I ntroductionEmergency response and recovery work-ers might be exposed to multiple hazard-
ous conditions and stressful work environ-
ments when responding to a public health
emergency. Previous emergency events have
demonstrated that significant gaps and defi-
ciencies in responder health and safety con-
tinue to exist (Michaels & Howard 2012,
Newman, 2012). Ensuring the health and
safety of emergency response and recovery
workers who might be exposed to hazardous
conditions and stressful work environments
when responding to a public health emer-
gency should remain a top priority (Kitt et al.,
2011). The National Response Framework
contains a Worker Safety and Health Annex
detailing responsibilities for safety and health
during major emergencies, including roles
for the National Institute for Occupational
Safety and Health (NIOSH) such as exposure
assessment and personal protective equip-
ment determination.
The NIOSH Emergency Preparedness
and Response (EPR) Program was created
in 2002 following the events of 9/11, which
included attacks on the World Trade Center
and Pentagon, and the anthrax letter terrorist
attacks. The goal of the NIOSH EPR Program
is to coordinate emergency preparedness
and response within NIOSH and improve
NIOSH’s ability to respond to future emergen-
cies and disasters. The NIOSH EPR Program
protects the health and safety of emergency
response and recovery workers through the
advancement of research and collaborations
to prevent diseases, injuries, and fatalities in
anticipation of and during responses to natu-
ral and human-induced disasters and novel
emergent events.
The NIOSH EPR Program participates in
response planning at the local, state, national,
and international levels to ensure the timely
identification of health hazards associated
with emergency responses and implementa-
tion of adequate protection measures; support
the Centers for Disease Control and Preven-
tion’s (CDC) emergency response efforts; and
use the Disaster Science Responder Research
Program to identify research needs to protect
emergency response and recovery workers
while identifying solutions to rapidly support
research during emergencies. Training for
emergency response and recovery workers is
an integral part of the NIOSH EPR Program.
This column highlights the NIOSH EPR Pro-
gram training opportunities and activities.
E d i t o r ’s N o t e : NEHA strives to provide up-to-date and relevant
information on environmental health and to build partnerships in the
profession. In pursuit of these goals, we feature this column on environmental
health services from the Centers for Disease Control and Prevention (CDC)
in every issue of the Journal.
In these columns, authors from CDC’s Water, Fo.
Community Resilience to Disasters
What is resilience when it comes to talking about communities and disasters? I discuss the emergence and importance of social vulnerability as it relates to public health preparedness, too.
[removed] Copyright © 2017 Society of Trauma Nurses. Unautho.docx
[removed]
Copyright © 2017 Society of Trauma Nurses. Unauthorized reproduction of this article is prohibited.
208 WWW.JOURNALOFTRAUMANURSING.COM Volume 24 | Number 3 | May-June 2017
RESEARCH
region is one of the worst affected, resulting in high num-
bers of deaths and injuries and a great deal of personal
suffering, economic loss, and environmental damage
( Usher & Mayner, 2010 ).
Japan is located in the Circum-Pacific Mobile Belt,
where seismic and volcanic activities constantly occur. Al-
though the country covers only 0.25% of the land area on
the planet, the number of earthquakes and active volca-
noes is quite high; nearly 20% of the world’s earthquakes
of magnitude 6 or greater have occurred in or around
Japan ( Cabinet Office, Government of Japan, 2015 ).
Throughout its history, Japan has experienced extensive
devastation caused by a multitude of natural disasters,
including earthquakes, tsunamis, volcanic eruptions, ty-
phoons, rainstorms, flooding, landslides, and snowstorms
( Early Warning Sub-Committee of the Inter-Ministerial
Committee on International Cooperation for Disaster Re-
duction, 2006 ). The number of deaths and missing per-
sons resulting from natural disasters between 1994 and
2013 was 27,368. In 1995, more than 6,400 people died in
the Great Hanshin-Awaji Earthquake, and in March 2011,
more than 21,000 people lost their lives in the Great East
Japan Earthquake and the subsequent tsunami ( Cabinet
Office, Government of Japan, 2015 ). In Japan, these kinds
of natural disasters occur on a larger scale than man-made
A
disaster is an extreme disruption of the function-
ing of a society that causes widespread human,
material, or environmental losses that exceed the
ability of the affected society to cope using only
its own resources ( International Federation of Red
Cross and Red Crescent Societies, 2000 ). A disaster is
defined as an acute, collectively experienced traumatic
event with a sudden onset; it can be natural or man-
made. ( Dominici, Levy, & Louis, 2005 ). Disasters affect
more people, destroy more property, and disrupt more
of the environment in which people live than ever before
( Ahayalimudin, Ismail, & Saiboon, 2012) . Worldwide dis-
asters are occurring more frequently, and the Asia-Pacific
ABSTRACT
The purpose of this study was to identify differences in
motivation for joining disaster relief activities as a nurse in the
future between Japanese and Korean nursing students.
A descriptive 2-group comparative study design was used.
The participants were 721 first- to fourth-year nursing
students (Japanese, n = 324; Korean, n = 397). From
June to September 2014, data were collected through a
researcher-administered questionnaire and self-reported
answers. The collected data were analyzed by descriptive
statistics, the χ 2 test, and the t test. No significant difference
was found between Japanese and Korea.
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de Vet, E., Eriksen, C., & McKinnon, S. (2021). Dilemmas, decision‐making, and disasters: Emotions of parenting, safety, and rebuilding in bushfire recovery. Area, 53(2), 283–291.
This study focused on parents' emotion work and emotions surrounding home. Emotional work showed to have drained parents, as did threats to, and the loss of, "home" created through "dwelling." When homes burnt, so too did memories of children embodied in that home. This sense of loss intensified when informing children about losses. These emotions impacted parents' mental and physical wellbeing.While there is considerable literature outlining parents' role in lessening disaster impacts on children, few studies examine parents' capacity to do so. In addressing this gap, this study highlights avenues to improve psychosocial aspects of disaster recovery.
Reports from San Jose State University Add New Data to Findings in Disaster Risk Reduction (Preparing for Wildfire Evacuation and Alternatives: Exploring Influences On Residents’ Intended Evacuation Behaviors and Mitigations). (2021, June 28). Bioterrorism Week,53.
This study explores evacuation intentions among wildland-urban interface residents in Pend Oreille County, Washington, USA. The funders within the three search had explored how mitigation performance (e.g., fuel reduction efforts, structure improvements, active firefighting preparation) differs across three emergent categories of evacuation intentions and evaluate whether a range of factors correlate with participants' evacuation intentions. The funder’s results suggest that a relatively high proportion of residents in the study area intend to stay and defend their property from a wildfire, with smaller proportions intending to evacuate or shelter in place. Individuals who intend to stay and defend are more likely to implement fuel reduction and property mitigation strategies when compared to those intending to evacuate or shelter in place.
Preparing Your Home to Avoid Disaster. (2022). USA Today Magazine, 150(2925), 2–3.
This article explained that there are more than 400 active wildfires burning in the United States according to the fire, weather and avalanche center. Therefore safe home.org has developed a emergency plan in which will help the homeowner preparing to avoid a wildfire disaster as much as possible. Within this article explained the importance of keeping tree limbs trimmed at least 10 feet above the ground to prevent ladder fuels. It’s also explained the importance of keeping the yard watered in order to prevent the vulnerability of grass being ignited. The article also explains how to make sure dead leaves and twigs are always raked up and disposed of correctly. The article also stated that if there is an evaluation make sure that you move all flammable furniture to the center of your house, turn o ...
chapter 9 interprofessional practice, education, and research1. .docx
chapter 9 interprofessional practice, education, and research
1. All health professionals and administrators have a duty to prevent avoidable injury and harm to all patients who receive health care in the United States. “Declare the past, diagnose the present, foretell the future; practice these acts. As to diseases, make a habit of two things—to help, or at leastp.254
2. to do no harm” (Hippocrates, Epidemics , Bk. 1, Sect. XI).p.254
3. Students of the health professions need to understand the science of safety and the translation of new discoveries for safer care delivery into practice. Patient harm secondary to errors and mishaps results from system problems and failures. Systems have both technical and human components. Understanding this interface necessitates work-ing together as health professionals to achieve systems improvement and reduce harm and injury. Current health professions education rarely delivers common core content about the science and applica-tion of safety principles.Creighton University presently offers one of the most comprehen-sive interdisciplinary patient safety courses in the country, entitled Interprofessional Education 410: Foundations in Patient Safety. The course has been offered since 2005 and has reached more than 500 students in training (Abbott, Fuji, Galt, & Paschal, 2012; Fuji, Paschal, Galt, & Abbott, 2010; Galt et al., 2006); however, not all students and faculty are being reached through this elective approach. Patient Safety Day was organized to reach all pre-health professions and health professions–related students on campus with a core exposure to the science of safety. The daylong event is built on the elective interprofessional core curriculum course and is offered once in each of the spring and fall semesters. The objective is to provide students and faculty with training in the science of safety simultaneous with an introduction to basic patient safety science principles in an interprofessional educational delivery framework. Content was designed to illustrate how safety impacts both the over-all healthcare system and the individual, and to apply lessons learned in a case-based interprofessional set of exercises. Three hundred fifty students participated in the first offeringp.255
4. of our Patient Safety Day, including 70 from medicine, 95 from nursing, 35 from occupational therapy, 85 from pharmacy, 57 from physical therapy, and 8 from social work. Speakers, panelists, and faculty facilitators participated from Creighton University, the U.S. Department of Veterans Affairs, state government, and the local community.“Today you made a difference” was the theme for this Patient Safety Day, and the focus was on the most personal and often tragicp.255
5. experiences of harm and injury of passionate leaders who conduct research, teach, implement research findings into practice, or use research findings to affect policy in patient safety. The keynote speaker, Evelyn McKnight, AuD, cofounder of Hono ...
Disaster medicine Enida Xhaferi
Background: The frequency and intensity of both natural and man-made disasters have increased substantially over the past few decades. Consequences include great suffering, massive mortality, enormous economic losses, environmental damage and lasting psychological disorders of the survivors. For this reason, community members and government agencies have high expectations regarding the quality of medical care provided during a disaster response. Disaster medicine covers all aspects of disaster response including: disaster management systems, triage, epidemiology and infectious diseases prevention and psychological management.
Objective: This study aims to asses familiarity of students of the University of Medicine/ Faculty of Technical Medical sciences with disaster medicine concepts, evaluate training needs and define the preferred teaching method. It is a cross-sectional study of 100 students selected at random. A self administered structured questionnaire was distributed to the students containing questions regarding triage categories, first aid steps, trauma treatment, biological and chemical weapons, procedures to follow in specific disasters and preferred learning method.
Response to each person 200 words each1) Preparing for dis.docx
Response to each person 200 words each
1)
Preparing for disasters is something many only think about during "that season"; hurricane season, winter blizzards, tornadoes , fire, flooding etc. however, disasters can happen at any time, so continued and sustained preparedness is essential.
For the most part I knew my level of preparedness as I've lived in many areas of the world where "that season" happened on a regular basis. Essential documents stored in plastic bins, easily accessible to place in to a car in the event of needed evacuation or sheltering in place, food, water, medical documents as well; only once I was not prepared but many things were happening in my life at that time which caught me off guard. I worked a disaster relief effort with the American Red Cross in the aftermath of Hurricane Andrew in southern Florida and learned many things due to that experience and my time in the military has prepared me for many other man-made disasters.
We have recently moved to the southwest and I now own a home again, so we are not quite as prepared as we were previously as a homeowner. The tools and supplies needed to secure my home at this time are lacking so this is a step in preparation that must be accomplished, otherwise, based on the checklist, I am still prepared for nearly any disaster that may strike, or at least I would hope to be!
From the perspective of a community health nurse; education is the key to disseminating information to community members. From participating in and education regarding local flu outbreaks, encouraging vaccinations for those at risk or simple education regarding hand hygiene and the correct way of covering your cough, along with health and wellness to maintain the highest levels of immunity for something as simple yet as deadly as the flu can be, is important. Man made, natural or environmentally fueled disasters are difficult to disseminate information except through ongoing education or community preparedness sponsored events or work shops. Ongoing drills within the school systems or community centers will assist in preparedness for disaster specific to the geographical area. Instructions; written, verbal or expressed for personal preparedness, the how and why, and where to find needed supplies would all begin and continue through education. Reporting of potential outbreaks or disasters through proper channels would also provide the community with added resources. In the event of a disaster, nurses would need to assist in identifying who is at risk and what to do regarding those individuals, their friends and families, as would the nurse. But always keeping in mind the scope of practice and current knowledge base of the nurse.
References
Clark, M.J. (2015) Population and Community Health Nursing (6th ed). Boston, MA: Pearson
Community Health Nursing in Disaste.
Senaida Muric Class, This week we will evaluate the e.docx
Senaida Muric
Class,
This week we will evaluate the effectiveness of the process of primary care management for behavioral reactions during a weapons of mass destruction (WMD) incident in the United States. The course of behavioral reactions to an attack involving WMD is predictable (Lacy & Benedek, 2003, p. 394). When in groups, people may experience “mass panic, acute outbreaks of medically unexplained symptoms, and chronic cases of medically unexplained physical symptoms”, while individuals may experience “psychiatric disorders such as posttraumatic stress disorder” (Lacy & Benedek, 2003, p. 394). However, each behavioral reaction to WMD attacks, whether in groups or individual responses, have been studied for the appropriate primary care management. The U.S. continues to improve upon primary care management preparedness in the case of a WMD attack. I believe the U.S. is somewhat prepared for primary care management during a WMD incident; however, some improvements could be made.
In situations of mass panic, it is difficult to train individuals to react rationally, such as not becoming paralyzed or socially unorganized; however, primary care providers (PCPs) anticipate mass panic as “a common problem after a devastating attack” (Lacy & Benedek, 2003, p. 395). As suggested, providing accurate knowledge to the public regarding the attack is the best way to reduce mass panic (Lacy & Benedek, 2003, p. 395). Unfortunately, the other option is to provide advanced training and disaster simulation to the public, which, in my opinion, is nearly impossible to do. The U.S. government and PCPs cannot provide the public advanced training and disaster simulation exercises for every possible situation that may occur. Instead, mass media communication is used to educate the public and “promoting responsible behaviors” (Lacy & Benedek, 2003, p. 395). In the case of WMD related attacks, PCPs are prepared to “mitigate barriers” and respond to “psychosocial consequences” (Eisenman et al., 2005, p. 772). “Since the September 11, 2001, and subsequent anthrax attacks, substantial federal funds have been devoted to improving the health care system's capacity to detect and respond to a chemical, biologic, radiologic, or nuclear (CBRN) weapon attack” (Eisenman et al., 2005, p. 772). PCPs are prepared to triage patients to provide the best primary care management possible. Unfortunately, people become noncompliant with public health recommendations. In the 2001 anthrax attack, 30,000 people were offered the prophylactic antibiotics, because it is known that unexposed patients “may present with somatic symptoms mimicking exposure symptoms” (Eisenman et al., 2005, p. 773).
Some of the improvements that need to be made would help PCPs overcome barriers in delivering mental health care in a CBRN event. “Leaders in primary care should improve linkages with local, state, and federal mental health and public health agencies” (Eisenman et al., 2005, p. 773).
Understanding and improving community flood preparedness and response: a rese...
Many social research projects identify issues with community disaster preparedness and response but struggle to attribute these issues to underlying causes and recommend possible ways to address them. A research framework that considers the underlying causes of preparedness and response and possible interventions was developed for the Wimmera region of Victoria, Australia. The research framework was developed in conjunction with the Wimmera Catchment Management Authority and tested in a social research project across 6 communities in the Wimmera region. This paper provides an outline and rationale for the components of the research framework. It also summarises the regional flood insight afforded by the research framework. The research framework, albeit with some limitations, has universal appeal not only in the examination of community flood preparedness and response, but also for other hazards and other parts of the disaster management cycle.
Challenges and Resources for Nurses Participating in a Hurrica.docx
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
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
carry out their roles, including support from coworkers, providing support to
others, personal resourcefulness, and leadership. Nurses experienced consid-
erable challenges in responding to this disaster due to limited prior disaster
experience, training, and education, but drew on their personal resourceful-
ness, support from colleagues, and leadership to adapt to those challenges.
Conclusions: Disaster preparedness education in schools of nursing and
practice settings should include more hands-on disaster preparation exercises,
more “low-tech” options to address power loss, and specific policies on nurses’
disaster roles.
Clinical Relevance: Nurses play a critical role in responding to disasters.
Learning from their disaster experience can inform approaches to nursing ed-
ucation and preparation.
Weath.
Challenges and Resources for Nurses Participating in a Hurrica.docx
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
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
carry out their roles, including support from coworkers, providing support to
others, personal resourcefulness, and leadership. Nurses experienced consid-
erable challenges in responding to this disaster due to limited prior disaster
experience, training, and education, but drew on their personal resourceful-
ness, support from colleagues, and leadership to adapt to those challenges.
Conclusions: Disaster preparedness education in schools of nursing and
practice settings should include more hands-on disaster preparation exercises,
more “low-tech” options to address power loss, and specific policies on nurses’
disaster roles.
Clinical Relevance: Nurses play a critical role in responding to disasters.
Learning from their disaster experience can inform approaches to nursing ed-
ucation and preparation.
Weath ...
30 Volume 82 • Number 1A D V A N C E M E N T O F T H E .docx
30 Volume 82 • Number 1
A D V A N C E M E N T O F T H E PRACTICEA D V A N C E M E N T O F T H E PRACTICE
D I R E C T F R O M C D C E N V I R O N M E N T A L H E A L T H S E R V I C E S
I ntroductionEmergency response and recovery work-ers might be exposed to multiple hazard-
ous conditions and stressful work environ-
ments when responding to a public health
emergency. Previous emergency events have
demonstrated that significant gaps and defi-
ciencies in responder health and safety con-
tinue to exist (Michaels & Howard 2012,
Newman, 2012). Ensuring the health and
safety of emergency response and recovery
workers who might be exposed to hazardous
conditions and stressful work environments
when responding to a public health emer-
gency should remain a top priority (Kitt et al.,
2011). The National Response Framework
contains a Worker Safety and Health Annex
detailing responsibilities for safety and health
during major emergencies, including roles
for the National Institute for Occupational
Safety and Health (NIOSH) such as exposure
assessment and personal protective equip-
ment determination.
The NIOSH Emergency Preparedness
and Response (EPR) Program was created
in 2002 following the events of 9/11, which
included attacks on the World Trade Center
and Pentagon, and the anthrax letter terrorist
attacks. The goal of the NIOSH EPR Program
is to coordinate emergency preparedness
and response within NIOSH and improve
NIOSH’s ability to respond to future emergen-
cies and disasters. The NIOSH EPR Program
protects the health and safety of emergency
response and recovery workers through the
advancement of research and collaborations
to prevent diseases, injuries, and fatalities in
anticipation of and during responses to natu-
ral and human-induced disasters and novel
emergent events.
The NIOSH EPR Program participates in
response planning at the local, state, national,
and international levels to ensure the timely
identification of health hazards associated
with emergency responses and implementa-
tion of adequate protection measures; support
the Centers for Disease Control and Preven-
tion’s (CDC) emergency response efforts; and
use the Disaster Science Responder Research
Program to identify research needs to protect
emergency response and recovery workers
while identifying solutions to rapidly support
research during emergencies. Training for
emergency response and recovery workers is
an integral part of the NIOSH EPR Program.
This column highlights the NIOSH EPR Pro-
gram training opportunities and activities.
E d i t o r ’s N o t e : NEHA strives to provide up-to-date and relevant
information on environmental health and to build partnerships in the
profession. In pursuit of these goals, we feature this column on environmental
health services from the Centers for Disease Control and Prevention (CDC)
in every issue of the Journal.
In these columns, authors from CDC’s Water, Fo ...
30 Volume 82 • Number 1A D V A N C E M E N T O F T H E .docx
30 Volume 82 • Number 1
A D V A N C E M E N T O F T H E PRACTICEA D V A N C E M E N T O F T H E PRACTICE
D I R E C T F R O M C D C E N V I R O N M E N T A L H E A L T H S E R V I C E S
I ntroductionEmergency response and recovery work-ers might be exposed to multiple hazard-
ous conditions and stressful work environ-
ments when responding to a public health
emergency. Previous emergency events have
demonstrated that significant gaps and defi-
ciencies in responder health and safety con-
tinue to exist (Michaels & Howard 2012,
Newman, 2012). Ensuring the health and
safety of emergency response and recovery
workers who might be exposed to hazardous
conditions and stressful work environments
when responding to a public health emer-
gency should remain a top priority (Kitt et al.,
2011). The National Response Framework
contains a Worker Safety and Health Annex
detailing responsibilities for safety and health
during major emergencies, including roles
for the National Institute for Occupational
Safety and Health (NIOSH) such as exposure
assessment and personal protective equip-
ment determination.
The NIOSH Emergency Preparedness
and Response (EPR) Program was created
in 2002 following the events of 9/11, which
included attacks on the World Trade Center
and Pentagon, and the anthrax letter terrorist
attacks. The goal of the NIOSH EPR Program
is to coordinate emergency preparedness
and response within NIOSH and improve
NIOSH’s ability to respond to future emergen-
cies and disasters. The NIOSH EPR Program
protects the health and safety of emergency
response and recovery workers through the
advancement of research and collaborations
to prevent diseases, injuries, and fatalities in
anticipation of and during responses to natu-
ral and human-induced disasters and novel
emergent events.
The NIOSH EPR Program participates in
response planning at the local, state, national,
and international levels to ensure the timely
identification of health hazards associated
with emergency responses and implementa-
tion of adequate protection measures; support
the Centers for Disease Control and Preven-
tion’s (CDC) emergency response efforts; and
use the Disaster Science Responder Research
Program to identify research needs to protect
emergency response and recovery workers
while identifying solutions to rapidly support
research during emergencies. Training for
emergency response and recovery workers is
an integral part of the NIOSH EPR Program.
This column highlights the NIOSH EPR Pro-
gram training opportunities and activities.
E d i t o r ’s N o t e : NEHA strives to provide up-to-date and relevant
information on environmental health and to build partnerships in the
profession. In pursuit of these goals, we feature this column on environmental
health services from the Centers for Disease Control and Prevention (CDC)
in every issue of the Journal.
In these columns, authors from CDC’s Water, Fo.
Community Resilience to Disasters
What is resilience when it comes to talking about communities and disasters? I discuss the emergence and importance of social vulnerability as it relates to public health preparedness, too.
[removed] Copyright © 2017 Society of Trauma Nurses. Unautho.docx
[removed]
Copyright © 2017 Society of Trauma Nurses. Unauthorized reproduction of this article is prohibited.
208 WWW.JOURNALOFTRAUMANURSING.COM Volume 24 | Number 3 | May-June 2017
RESEARCH
region is one of the worst affected, resulting in high num-
bers of deaths and injuries and a great deal of personal
suffering, economic loss, and environmental damage
( Usher & Mayner, 2010 ).
Japan is located in the Circum-Pacific Mobile Belt,
where seismic and volcanic activities constantly occur. Al-
though the country covers only 0.25% of the land area on
the planet, the number of earthquakes and active volca-
noes is quite high; nearly 20% of the world’s earthquakes
of magnitude 6 or greater have occurred in or around
Japan ( Cabinet Office, Government of Japan, 2015 ).
Throughout its history, Japan has experienced extensive
devastation caused by a multitude of natural disasters,
including earthquakes, tsunamis, volcanic eruptions, ty-
phoons, rainstorms, flooding, landslides, and snowstorms
( Early Warning Sub-Committee of the Inter-Ministerial
Committee on International Cooperation for Disaster Re-
duction, 2006 ). The number of deaths and missing per-
sons resulting from natural disasters between 1994 and
2013 was 27,368. In 1995, more than 6,400 people died in
the Great Hanshin-Awaji Earthquake, and in March 2011,
more than 21,000 people lost their lives in the Great East
Japan Earthquake and the subsequent tsunami ( Cabinet
Office, Government of Japan, 2015 ). In Japan, these kinds
of natural disasters occur on a larger scale than man-made
A
disaster is an extreme disruption of the function-
ing of a society that causes widespread human,
material, or environmental losses that exceed the
ability of the affected society to cope using only
its own resources ( International Federation of Red
Cross and Red Crescent Societies, 2000 ). A disaster is
defined as an acute, collectively experienced traumatic
event with a sudden onset; it can be natural or man-
made. ( Dominici, Levy, & Louis, 2005 ). Disasters affect
more people, destroy more property, and disrupt more
of the environment in which people live than ever before
( Ahayalimudin, Ismail, & Saiboon, 2012) . Worldwide dis-
asters are occurring more frequently, and the Asia-Pacific
ABSTRACT
The purpose of this study was to identify differences in
motivation for joining disaster relief activities as a nurse in the
future between Japanese and Korean nursing students.
A descriptive 2-group comparative study design was used.
The participants were 721 first- to fourth-year nursing
students (Japanese, n = 324; Korean, n = 397). From
June to September 2014, data were collected through a
researcher-administered questionnaire and self-reported
answers. The collected data were analyzed by descriptive
statistics, the χ 2 test, and the t test. No significant difference
was found between Japanese and Korea.
Similar to Disaster%2Bprepardness%2B+Final+draft (20)
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chapter 9 interprofessional practice, education, and research1. .docx
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Terrorism_CBRNE Readiness_Biosecurity & Bioterrorism_8 (2)_2010
Terrorism_CBRNE Readiness_Biosecurity & Bioterrorism_8 (2)_2010
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Response to each person 200 words each1) Preparing for dis.docx
Senaida Muric Class, This week we will evaluate the e.docx
Senaida Muric Class, This week we will evaluate the e.docx
Understanding and improving community flood preparedness and response: a rese...
Understanding and improving community flood preparedness and response: a rese...
Challenges and Resources for Nurses Participating in a Hurrica.docx
Challenges and Resources for Nurses Participating in a Hurrica.docx
Challenges and Resources for Nurses Participating in a Hurrica.docx
Challenges and Resources for Nurses Participating in a Hurrica.docx
30 Volume 82 • Number 1A D V A N C E M E N T O F T H E .docx
30 Volume 82 • Number 1A D V A N C E M E N T O F T H E .docx
30 Volume 82 • Number 1A D V A N C E M E N T O F T H E .docx
30 Volume 82 • Number 1A D V A N C E M E N T O F T H E .docx
[removed] Copyright © 2017 Society of Trauma Nurses. Unautho.docx
[removed] Copyright © 2017 Society of Trauma Nurses. Unautho.docx
Disaster%2Bprepardness%2B+Final+draft
- 1. Edward J. Bloustein School of Planning and Public PolicyDisaster Preparedness and Prevention Purpose In 2011, there were 1,298,000 total home fires in the United States, with a fire being reported every 86 seconds across the United States. Furthermore, there were 3,275 civilian deaths and 15,775 civilian injuries. (NPFA) Fires are the most preventable yet most common type of emergency, and thus it is the focal point of the Red Cross mission. It is the mission of the Red Cross to aid fire survivors on scene, providing comfort kits and dispensing vital information for moving forward following the disaster. The Red Cross also seeks to prepare for disasters, and by extension, train the public to properly respond to such disasters. Such disasters in addition to house fires include hurricanes, earthquakes, tornados, floods, and other manmade or natural disasters. Outreach campaigns to educate the laity in this regard is a core function of the Red Cross, but that which is actively available currently is limited to neighborhood smoke detector installation and pamphlet distribution to adults. The target population of this project was a group of college students. Several live off-campus, making the fire safety component of the lecture especially relevant as their fire alarms are not routinely checked by the school. Hurricanes were also discussed in light of Hurricane Sandy’s impact on New Jersey. To educate the public on disaster prevention and preparedness. A concise lecture was delivered during a fraternity chapter meeting lecture to a few classes regarding disaster safety tips with a special emphasis on fire prevention and safety. A pretest knowledge quiz was administered before the lecture whose data was compared against the results of a posttest. The success was measured with the mean difference in overall scores before and after the lecture. Of the population surveyed (n=56), Students averaged 38.57% on a pretest and 87.68% on a posttest. Furthermore, the pretest results were more disperse, with a standard deviation of 1.469. The mean of the post-test was had a standard deviation of .90. The medians and modes were 4 for the pre-test and 9 for the post-test. The post-test reflected a more than significant increase in test scores with an almost 50% (48.98%) increase from pre-test to post-test. This evidences a drastic impact in knowledge regarding disaster safety. The population of 56 people was an ethnically diverse group whose gender composition was 60 percent female and 40 percent male. A 10 minute presentation was appropriate in conferring the key points. A longer presentation may have provided more information at the cost of accuracy of responses due to fatigue. This presentation can be repeated at high schools and middle schools for the future, where its lessons might reach a greater audience, and be disseminated from student to parent. Significance Method/Approach Evaluation Outcomes Joshua E. Steinman, Intern. David Huang, Disaster Program Specialist.