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AimsA concept analysis was conducted to clarify the attributes, antecedents and meaning of equine‐assisted therapy and present an operational definition.DesignConcept analysis.MethodsWalker and Avant's concept analysis method was used to analyse equine‐assisted therapy, using horses as healers by defining and enumerating the attributes, antecedents, consequences and empirical referents. Example cases are presented.ResultsDefining attributes include the following: a human participant with an equine physically present to assist the human participant, a treatment or intervention as a result of the interactions between an equine and a human participant, a purposeful and regulated interaction and a positive health outcome goal from the interaction. Antecedents include a live horse with a human physically able to interact with the horse, a facilitator and accessibility to an equine‐assisted therapy (EAT) programme. Consequences include improved balance, well‐being, quality of life, trust, spasticity, self‐efficacy, self‐esteem, nurse presence, pleasure and a sense of accomplishment.

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BACKGROUND: Disasters cause significant human and monetary destruction and society as a whole is underprepared to address them. Disaster preparedness education is not covered extensively enough for health professionals or for the general public. METHODS:A disaster preparedness education intervention was performed using a non-randomized controlled trial of a convenience sample with a pre-and post-intervention survey. The adapted Emergency Preparedness Information Questionnaire (EPIQ), a validated survey tool, was utilized. Participants came from a health professions educational enrichment program for students from under-resourced high schools in the Kansas City area. RESULTS:The experimental group shows statistically significant improvement in knowledge of disaster topics post-intervention. Of 18 adapted EPIQ tool questions, 17 show statistically significant improvement in disaster knowledge post-intervention for the experimental group with significance set at p < .05 (range of significant p values .000-.017). CONCLUSIONS:The education intervention was effective and cost-efficient. Disaster preparedness education should be included in THE secondary school curriculum.