Many effort to develop disaster nursing competencies framework has been done since 2003 by the Nursing Emergency Preparedness Education Coalition (NEPEC) (Slepski & Littleton-Kearney, 2010). This framework was first designed to prepare the general nurses in responding to Mass Casualty Incidence. The frameworks focuses on response phase with 104 competency statement which address critical thinking, assesment, technical skills, communication, core knowledge, and professional role development. In 2004, NEPEC and University of Hyogo developed a framework called COE competencies. It outlined five fundamental principle of disaster nursing competencies; 1. Fundamental attitude toward disaster nursing; 2. Systematic assesment and provision of disaster …show more content…
This framework consist of 4 areas which refered to 4 phases of disaster management continuum concept; prevention/mitigation, preparedness, respond and recovery/rehabilitation/reconstruction. It has 10 domain of competencies; 1. Risk reduction, disease prevention and health promotion; 2. Policy development and training; 3. Communication and information sharing; 4. Education and preparedness; 5. Competencies in respond area; 6. Care of the community; 7. Care of individuals and families; 8. Psychological care; 9. Care of vulnerable populations; 10. Long-term recovery of individuals, families and …show more content…
Because of the absence of unifying language in disaster nursing, people tends to refer the the term of disaster nursing competencies differently. Some literature used the term to express the specific set of skills and knowledge that needed to contribute in disaster management continuum. Some other used the term to express the set of skills that needed in time of disaster. For example, (Slepski & Littleton-Kearney, 2010; H. Yin et al., 2012) refer the term of disaster nursing competencies as a set of specific pratical skills and knowledge for general nursing or emergency nursing in order to become a first responder. While the ICN framework 2009, refer the term of disaster nursing as a set of broad but comphrehensive knowledge and skill for general nusring in regards to disaster management process. Zhou, Turale, Stone, & Petrini (2015) used the term disaster nursing competency in association with the role of nurses in the event of disaster. Whereas, Yamamoto (2013) used the term disaster competencies as a set of skill and knowledge for a nurse specialized in disaster
The National response plan outlines four key actions the disaster coordinator should take. They are gaining and maintaining situational awareness, activate and deploy key resources and capabilities, coordinating response actions and demobilizing. Throughout the response it is essential that responders have access to critical information. During the initial response effort the situation is will change rapidly. Situational awareness starts at the incident site. For this reason it is essential that decision makers have access to the right information at the right time. By establishing an Emergency Operations Center (EOC) all key responders are brought ...
Schmidt, C. K., Davis, J. M., Sanders, J. L., Chapman, L. A., Cisco, M. C., and Hady, A. R. (2011). Exploring Nursing Students’ Level of Preparedness for Disaster Response. Nursing Education Perspectives, 32(6), 380-383. Retrieved from http://search.proquest.com.ezp-02.lirn.net/docview/920892622/fulltextPDF/F759D54F8924633PQ/1?accountid=158614
The goals include increasing nurses’ awareness of their roles and responsibilities in preparing for and responding to a disaster. There are web-based courses available for professionals who are not necessarily planning to deploy to a disaster site but working in hospitals, schools or long-term care settings. These individuals could help with the long-range planning of patients involved in a disaster. The course is designed to protect the nurse and the public through the use of universal precautions, protective equipment, evidence collection and isolation precautions. These are areas that the emergency nurse may not consider when volunteering on the front line of a disaster (Stokowski, 2012). Other areas of the course include how to prepare for a disaster, who to notify when an event is unfolding, the assessment, diagnosing and treating of injuries and illnesses, incorporating clinical judgment skills, and supporting the community after the disaster (Orr,
Having a basic understanding of community or national emergency plans can assist families in disaster. This is especially true during the response phase. The National Response Framework (NRF) is a great example of a national community reference. According to FEMA’s publication, “The National Response Framework,” from 2013, the NRF is a guide which describes the basis of national response to any form of disaster. The NRF was developed from a long line of response guidance plans. The first was the Federal Response plan which was replaced by the National Response Plan. Then in 2008, the NRF was developed to make national response guidance more efficient as well as to include practices created after Hurricane Katrina. The NRF is comprised of 4 sections. These are the foundation document, the Emergency Support Functions (ESF) Annexes, the Support Annexes, and the Incident Annexes. These annexes describe how the NRF can be implemented. It is important to note that the NRF and the National Incident Management System (NIMS) are meant to work in conjunction with each other, while NIMS and its component the Incident Command System (ICS) supply the NRF with an incident management function (Federal Emergency Management Agency, 2013c, pp. 2-3). The NRF is based on several guiding principles. These are engaged partnership, tiered response, scalable operations, unity of effort/unified command, and readiness to act (Federal Emergency Management Agency, 2013c, pp. 5-6).
...preparation and warning could have stressed the imminent danger to the citizens in a more timely manner, thus resulting in less damages. The response itself was greatly executed, with utilization of community resources, effective aid, and shelter provided to citizens. The recovery is still ongoing, with constructive focus on remedying the soil and water contamination, the presence of mold in housing, and mental health of the affected individuals. Overall, the recovery has been a positive process with substantial community efforts, and assistance from the provincial and federal governments. Nurses remain an essential resource for disaster management. They can successfully apply their skills in each of the stages to help individuals and families cope with floods, as evidenced by the valuable nursing involvement in the 2013 Calgary Flood (Stanhope et al., 2011).
Preparing as a clinician for disaster begins with knowing one’s personal and family preparedness plan. The American Nursing Association (ANA) provides Disaster Competency guidelines for nurses, insuring nurses can make quick and effective decisions during such moments (Smith, 2010). These competency guidelines are found under the ANA Policy White Paper known as “Adapting Standards of Care Under Extreme Conditions: Guidance for Professionals During Disasters, Pandemics, and Other Extreme Emergencies.” The literature has six key recommendations as listed, “(1) Registered Nurses and other health professionals must prepare themselves and their families for potential emergencies, including the potential fort he health professional to be away for extended periods during an emergency. (2) Registered Nurses and other health professionals must use their professional competence to provide the best possible care given the resources and physical conditions under which they are working. (3) Health facilities and other practice sites must provide opportunities for professional decision-makin...
Emergency and Trauma nursing is a field in nursing that deals with traumatic events that need immediate attention of the health care professionals. Nurses are the first to be exposed to the trauma and have to act as quickly as possible to save the patient’s life. These traumatic events also pose a threat to the nurse’s mental, physical and emotional well-being. There are still gap in the existing knowledge of this research.
Response teams need to understand the five phases; since physical assistance may not be the only requirement needed by the disaster victims. Disasters can cause trauma responses in the individuals affected and response personnel need to understand and know how to react to give the best aid that they can.
The main goal of the Quality and Safety for Nurses are to have in preparation prospective nurses who will possess the knowledge, skills, and attitudes necessary to enhance the quality and safety of the healthcare system within their employment jurisdiction (QSEN) Institute, 2014). The six core nursing competencies are patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics. (Quality and Safety Education for Nurses (QSEN) Institute, 2014). QSEN competencies were formed and based off using the Institute of Medicine five core competencies. The five competencies of the Institute of Medicine are provided patient-centered care, work in interdisciplinary teams,
The majority of people living in today’s world have started to picture African-Americans in a certain light. These people have tended to categorize African-Americans along stereotypical lines. Many of these people believe that African-Americans and their culture are defined by the recently created genres of music, Rap and Hip-hop, whose songs endorse “thug-life” which primarily promote money, drug-use, and sex. Numerous African-American youths have started incorporating variations the N-word popularized by these new songs, like “niggah” or “nigga,” into their speech as a playful term of endearment when speaking with other African-Americans, but some members of the other ethnicities have chosen to adopt the term in an ignorant attempt to feel
Emergency management is often described in terms of “phases,” using terms such as mitigate, prepare, respond and recover. The main purpose of this assignment is to examine the origins, underlying concepts, variations, limitations, and implications of the “phases of emergency management.” In this paper we will look at definitions and descriptions of each phase or component of emergency management, the importance of understanding interrelationships and responsibilities for each phase, some newer language and associated concepts (e.g., disaster resistance, sustainability, resilience, business continuity, risk management), and the diversity of research perspectives.
A disaster is not a simple emergency. A disaster is that point when a human is suffering and has a devastating situation which they themselves need help from others to survive. Regardless if natural or human caused, a disaster causes a vast amount of issues in the community. In the simulation of “Disaster in Franklin County reveals that preparation is key and even with that more can be addressed. A community nurse remains an essential part of the team involved in a disaster including before, during, and after the event.
According to Nateghi-Alahi and Izadkhah (2004), disaster management act as preliminary measures to deal with the disaster. It aids to lower down the risks by having a proper planning of what the community should do and how they should deal and react when disaster struck. It will assist and educate them generously on how to use available resources to get back on their feet and
Baack, S., & Alfred, D. (2013, September). Nurses preparedness and perceived competence in managing disasters [Journal]. Journal of Nursing Scholarship, 45 (3), 281-287. http://dx.doi.org/10.1111/jnu.12029
Of the four phases of emergency management, mitigation, preparedness, response and recovery, perhaps the place that individuals can make the biggest difference in their own state of resiliency and survival of a disaster is in the preparedness phase. Being prepared before a disaster strikes makes sense yet many people fail to take even simple, precautionary steps to reduce the consequences of destruction and mayhem produced by natural events such as earthquakes, volcanos and tornados (see Paton et al, 2001, Mileti and Peek, 2002; Tierney, 1993, Tierney et al, 2001).