A concept analysis of preparedness: Application to LGBTQ considerations for nursing

Mikovits, John C.

doi:10.1111/jonm.13208

Cited by 6 publications

(10 citation statements)

References 37 publications

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“…In the adapted model, knowledge, appreciation, proficiency, and responsiveness are important constructs determining teacher attitudes towards online education. Knowledge, competence, and readiness are foundational constructs of preparedness (Mikovits, 2021). Knowledge is a treasured mental state in which an individual is cognitively connected to reality (Zagzebski, 2017).…”

Section: Theory and Hypotheses Developmentmentioning

confidence: 99%

Determinants of Teacher's Attitude towards Online Teaching and Learning

Punia¹,

Sangwan

Sangwan³

2022

JCT

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Faculty attitude is an important aspect in determining their readiness for online education. This study seeks to understand the attitude of teachers in higher education regarding online teaching and learning. There were 759 participants from different colleges and universities in India (92 professors, 73 associate professors, and 594 assistant professors). This study was completed during the lockdown owing to Covid-19 outbreak. After reviewing relevant literature, data was initially gathered using Google forms based on the "Attitude Scale towards Online Teaching and Learning for Higher Education Teachers". Scale reliability was verified with the Cronbach Alpha and split-half reliability. Interrelationships between the constructs of attitude were examined using PLS-SEM. The study also revealed the existence of parallel and serial mediations between the constructs. It was established that knowledge could lead to responsiveness only in the presence of appreciation and proficiency. Hence, appreciation and proficiency are important constructs for teachers' responsiveness towards online education.

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Section: Theory and Hypotheses Developmentmentioning

confidence: 99%

Determinants of Teacher's Attitude towards Online Teaching and Learning

Punia¹,

Sangwan

Sangwan³

2022

JCT

View full text Add to dashboard Cite

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Section: Methodsmentioning

confidence: 99%

“…The comprehensive knowledge, skills, abilities, and actions required to prepare for and respond to chemical, biological, radiological, nuclear, or explosive incidents, man-made incidents, natural disasters, or other related events that are threatened, actual, or suspected. 5 Familiarity with emergency preparedness. The overall average score on a 5-point Likert-type scale for the Emergency Preparedness Information Question (EPIQ).…”

Section: Operational Definitionsmentioning

confidence: 99%

“…The availability of healthcare services is critical to meet the rise in demand when a disaster or emergency occurs. 4 , 5 …”

Section: Introductionmentioning

confidence: 99%

“…Emergency preparedness is a critical competency required by both experienced and new graduate nurses and physicians, regardless of where they work. 5 Nurses and physicians play an important part in emergency preparedness on a local, state, and national level through planning, community and consumer education, and direct disaster care. Their experience with various aspects of emergency preparedness influences overall hospital disaster preparedness.…”

Section: Introductionmentioning

confidence: 99%

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Familiarity with emergency preparedness and its predictors among nurses and physicians working at public hospitals in east Gojjam zone, northwest Ethiopia

et al. 2022

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Objective: Emergency preparedness and response operations for all types of catastrophes rely heavily on healthcare facilities and their staff. On the other hand, hospital employees suffer significant gaps in emergency preparedness knowledge and skills when it comes to treating mass casualties. The objective of this study was to assess the nurses’ and physicians’ familiarity with emergency preparedness and identify the associated factors. Methods: A facility-based cross-sectional survey was conducted by census utilizing a self-administered questionnaire among all nurses and physicians working in emergency departments in East Gojjam zone public hospitals. The collected data were entered into Epi-data version 4.2 and exported to SPSS 25.0 for further analysis. Frequency, mean, and standard deviation were computed to describe individual and other characteristics of the sample. A simple and multiple linear regression model was fitted to identify factors associated with familiarity with emergency preparedness. An unstandardized adjusted beta ( β) coefficient with a 95 % confidence level was used to report the result of the association at a p-value of 0.05 statistical significance. Results: In this study, a total of 237 individuals completed the questionnaire, yielding a response rate of 94 %. The mean score of familiarity with emergency preparedness was 106.1 ± 31.8 (95% CI: 102, 110.1), with approximately 52.3 % scoring higher than the mean score. Self-regulation (B = 3.8, 95% CI: 2.6, 5), health care climate (B = 1.4, 95% CI: 0.4, 2.43) and participation in actual major disaster event (B = 15.5, 95% CI: 7.8, 23.2) were significant predictors of familiarity. Conclusion: According to the findings of this study, nurses’ and physicians’ expertise in emergency and disaster preparedness is inadequate. Previous engagement in actual disaster events, self-regulation, and the healthcare climate were significant predictors of familiarity. As a result, the responsible stakeholders should develop strategy to enhance self-regulation (motivation), job satisfaction of emergency department employees, and drills and hands-on training in mass casualty management.

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