Introducing the Advanced Burn Life Support (ABLS) course in Italy

D’Asta, Federica; Homsi, Joseph; Clark, Phillip G.; Buffalo, Michael C.; Melandri, Davide; Carboni, Alessia; Pinzauti, Enrico; Graziano, Ana Paula; Masellis, A; Bussolin, Leonardo; Messineo, Antonio

doi:10.1016/j.burns.2013.08.004

Cited by 11 publications

(3 citation statements)

References 8 publications

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“…29 Furthermore, injury-specific resources such as the Advanced Burns Life Support course, the American Burn Association's Disaster Response guidelines, and the World Health Organisation's Emergency Medical Teams Technical Working Group on Burns have widespread global support and expert consensus of their utility in improving mortality and morbidity outcomes in mass casualty burns disasters. [30][31][32][33] Training and education aside, the Occupational Safety and Health Administration (OSHA) under the jurisdiction of the United States Department of Labor, sets robust emergency preparedness and response guidelines for the industrial sector which are considered gold standard around the world. 34 While research around occupational morbidity and mortality in the industrial sector does exist around the world and continuously informs changes in safety policies and protocols, they are predominantly focused on causal factors of single accident events, rather than mass casualty events.…”

Section: Discussionmentioning

confidence: 99%

Descriptive Analysis of the Healthcare Aspects of Industrial Disasters Around the World

Hertelendy

Hart

Ciottone

et al. 2023

Disaster med. public health prep.

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Introduction: Industrial disasters can have a myriad of repercussions ranging from deaths, injuries, and long-term adverse health impacts on nearby populations, to political fallout and environmental damage. This is a descriptive epidemiological analysis of industrial disasters occurring between 1995 and 2021 which may provide useful insight for healthcare systems and disaster medicine specialists to better prevent and mitigate the effects of future industrial disasters. Methods: Data was collected using a retrospective database search of the Emergency Events Database (EM-DATS) for all industrial disasters occurring between January 1, 1995 - December 31, 2021. Results: 1,054 industrial disasters were recorded from 1995 to 2021. The majority of these disasters occurred in Asia (720, 68.3%), with 131 (12.4%) in Africa, 107 (10.2%) in Europe, 94 (8.9%) in the Americas, and 2 (0.2%) in Oceania. Half of these disasters were explosions (533, 50.6%), 147 (13.9%) were collapses, 143 (13.6%) were fires, 46 (4.4%) were chemical spills, 41 (3.9%) were gas leaks, and 34 (3.2%) were poisonings. There were 6 (0.6%) oil spills and 3 (0.3%) radiation events. Conclusion: A total of 29,708 deaths and 57,605 injuries were recorded as a result of industrial disasters and they remain a significant contributor to the healthcare risks of both workers and regional communities. The need for specialized emergency response training, the potential devastation of an industrial accident, and the vulnerability of critical infrastructure as terror targets highlight the need to better understand the potential immediate and long-term consequences of such events and to improve healthcare responses in the future.

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Section: Discussionmentioning

confidence: 99%

Descriptive Analysis of the Healthcare Aspects of Industrial Disasters Around the World

Hertelendy

Hart

Ciottone

et al. 2023

Disaster med. public health prep.

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“…In this sense, advances have been observed in the care of burn victims in developed countries, resulting from improvements in the education processes of health professionals. 2 International studies on professional education in the area of burns have shown that participatory teaching methods such as simulation training are a powerful tool for acquiring knowledge and developing professional skills. [3][4] On the other hand, the Brazilian literature on this subject indicates important gaps in academic training, knowledge and technical-care practices of nurses in the face of Acute Management of Burns (AMB).…”

Section: Introductionmentioning

confidence: 99%

“…This new reality has demanded pedagogical and didactic requirements that have been expressed in a timid way in the universities, with emphasis on the absence of student-centered education, capable of preparing them for the complex tasks related to the nurses' professional practice. [6][7] Various national and international studies [2][3][4][5] indicate the need for efforts to advance in the qualification of health professionals to assist people who have suffered burns. Considering the relevance of this theme, the Brazilian scientific production on the use of innovative teaching methods in Nursing Education is still scarce: 5 there are gaps to be filled with research studies to evaluate the use of new teaching-learning approaches.…”

Section: Introductionmentioning

confidence: 99%

Educational Intervention on Acute Management of Burns Based on Innovative Pedagogical Methods: Nurses’ Perceptions

Meschial

Sales

Rodrigues

et al. 2020

Texto contexto - enferm.

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Objective: to analyze the perception of nurses regarding an educational intervention with innovative pedagogical methods on acute management of burns. Method: a qualitative and exploratory study based on Paulo Freire's sociocultural pedagogical approach. The educational intervention was carried out with 18 nurses who worked in the areas of urgency and emergency. The intervention was centered on active teaching-learning methodologies, in which the main teaching methods were case-based learning, conceptual maps, simulation training, and digital portfolio. Data was collected in November 2017 and October 2018, in the setting of a state public university, by means of a sociodemographic questionnaire, records produced from focus groups, field diaries and portfolios, which were analyzed based on data triangulation, using Bardin's content analysis technique. Results: four categories were identified: collaborative construction of knowledge based on autonomy and dialog between the students; learning with dynamism and joy; from problematizing reality to critical thinking; and education that leads to professional empowerment and confidence. Conclusion: the nurses perceived the educational intervention as positive, since the innovative and participatory teaching methods adopted contributed to the development of competences and skills, ensuring more critical thinking, autonomy and empowerment for these professionals. The study represents an advance in the scope of Nursing education and in the orientation of continuing education actions.

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