Public Health-Specific National Incident Management System Trainings: Building a System for Preparedness

Kohn, Sivan; Barnett, Daniel J.; Galastri, Costanza; Semon, Natalie L.; Links, Jonathan M.

doi:10.1177/00333549101250s507

Cited by 14 publications

(14 citation statements)

References 2 publications

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“… – Food-borne terrorism outbreak – – Functional simulation exercise 2 days Clearly stated, on organizational and individual level Mixed groups of health- and non-health responders. Briefing, injects and interaction via a blog website – RR - – Rating statements Self-reported skills – – – Kohn S., 2010, USA, [ 53 ] Named as relevant; not performed Local public health departments – Incident management system use “selected trainers” of the John Hopkins-Center for Public Health Preparedness By the Johns Hopkins Center for Public Health Preparedness very extensively described: out of quite sec NIMS, content was made PH specific. training 3–7 h From an organizational perspective.…”

Section: Methodsmentioning

confidence: 99%

“… Johnson Y.J., 2009, USA, [ 52 ] Post-exercise evaluation form with 11 five-point-Likert-scale questions - RR Unknown Satisfaction/ Training methodology: Exercise was well structured and organized (4.0); scenario was plausible & realistic (4.14); knowledgeable facilitators about (4.14); facilitators kept exercise on target (3.86); technologies were useful (4.14); participation was appropriate for my position (4.00); correct mix of people (3.79); adequate facilities utilized (4.36); meals and breaks (4.71); Self-reported skill: could practice and improve responsiveness (3.86); after the exercise my agency/jurisdiction is better prepared to successfully deal with the scenario (4.00). - Kohn S., 2010, USA, [ 53 ] Observation. Post-test: evaluation sheet with Likert-scale answer options; informal conversations with participants and trainers.…”

Section: Methodsmentioning

confidence: 99%

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Educating, training, and exercising for infectious disease control with emphasis on cross-border settings: an integrative review

et al. 2020

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Introduction Points of entry and other border regions educate, train, and exercise (ETEs) their staff to improve preparedness and response to cross-border health threats. However, no conclusive knowledge of these ETEs’ effectiveness exists. This study aimed to review the literature on ETEs in infectious disease control concerning their methods and effect, with an emphasis on cross-border settings and methods that enlarge ETEs’ reach. Methodology We systematically searched for studies in the databases Embase, Medline, Web of Science, PsycInfo, ERIC, and Cinahl. After successively screening titles and abstracts, full-texts, and citations, 62 studies were included using in- and exclusion criteria. Data were extracted using a data-extraction form. Quality assessment was performed. We developed a theoretical framework based on which we analyzed the ETE context (target group, recruitment, autonomy, training needs), input (topic, trainers, development and quality of materials), process (design, duration, interval, goals), evaluation (pre-, post- follow-up tests), and outcome (reaction, learning, behavior, and system). Results We found a limited number of published evaluations of ETEs in general ( n = 62) and of cross-border settings ( n = 5) in particular. The quality assessment resulted in seven ETE methodologies and 23 evaluations with a ‘good’ score. Both general studies and those in a cross-border setting contain a low-moderate detail level on context, input, and process. The evaluations were performed on reaction ( n = 45), learning (n = 45), behavior ( n = 9) and system (n = 4), mainly using pre- and post-tests ( n = 22). Online learning methods have a high potential in enlarging the reach and are effective, particularly in combination with offline training. Training-of-trainer approaches are effective for learning; new ETEs were developed by 20–44% of participants until six months after the initial training. Conclusion Our study reveals a limited number of publications on ETEs in infectious disease control. Studies provide few details on methodology, and use mainly short-term evaluations and low level outcomes. We call for more extensive, higher-level evaluation standards of ETEs, and an easy and sustainable way to exchange evaluations within the workforce of infectious disease control in cross-border settings. The theoretical framework developed in this study could guide future development and evaluation of ETEs in infectious disease control.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Educating, training, and exercising for infectious disease control with emphasis on cross-border settings: an integrative review

et al. 2020

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“…[19][20][21][22] Although ICS has been adapted for public health programs, curricula typically focus on ICS organization and roles rather than leadership challenges faced by incident leaders. 23 Public health practitioners are expected to lead responses to emergencies such as meningococcal meningitis clusters and foodborne disease outbreaks. In crises, however, even normal emergency functions cannot restore normalcy.…”

Section: Current Leadership Training In Public Healthmentioning

confidence: 99%

Enhancing Crisis Leadership in Public Health Emergencies

Deitchman¹

2013

Disaster med. public health prep.

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Reviews of public health emergency responses have identified a need for crisis leadership skills in health leaders, but these skills are not routinely taught in public health curricula. To develop criteria for crisis leadership in public health, published sources were reviewed to identify attributes of successful crisis leadership in aviation, public safety, military operations, and mining. These sources were abstracted to identify crisis leadership attributes associated with those disciplines and compare those attributes with crisis leadership challenges in public health. Based on this review, the following attributes are proposed for crisis leadership in public health: competence in public health science; decisiveness with flexibility; ability to maintain situational awareness and provide situational assessment; ability to coordinate diverse participants across very different disciplines; communication skills; and the ability to inspire trust. Of these attributes, only competence in public health science is currently a goal of public health education. Strategies to teach the other proposed attributes of crisis leadership will better prepare public health leaders to meet the challenges of public health crises.

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“…8,9 Didactic, course-based trainings and experiential, application-based trainings have been developed to provide public health students and professionals with core competencies in response. [10][11][12][13][14] Emergency response trainings have been conducted at the local, state, and federal level, with the understanding that effective national emergency response depends on skilled, knowledgeable responders at all levels of response. 15…”

Section: Introductionmentioning

confidence: 99%

Ensuring a competent public health responder workforce: The CDC experience

O’Meara¹,

Sobelson²,

Trigoso³

et al. 2019

JEM

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Introduction: From 2009 to 2016, the Centers for Disease Control and Prevention (CDC) activated its Incident Management System for a public health emergency 91 percent of the time. The CDC must ensure its workforce is prepared for the evolving nature of emergencies.Objectives: The purpose of this assessment was to identify perceived preparedness and response training needs for the CDC responder workforce.Methods: Between November 2012 and January 2013, focus groups and in-depth interviews were conducted with CDC responders, including senior leaders. The evaluation questions were: (1) How well does the current training system prepare CDC staff to respond to emergency events? (2) What gaps exist in the current training system? and (3) What trainings are essential and should be included in the training system?Results: Eight focus groups were conducted with 51 responders and 18 interviews with response leaders. Themes were identified for each main outcome measure and translated to training improvements.Conclusions: The CDC workforce received foundational training. Recommendations are provided to better prepare responders during an emergency. Periodic assessments are necessary to expand training and remain responsive to the complexities of emerging threats.

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Public Health-Specific National Incident Management System Trainings: Building a System for Preparedness

Cited by 14 publications

References 2 publications

Educating, training, and exercising for infectious disease control with emphasis on cross-border settings: an integrative review

Educating, training, and exercising for infectious disease control with emphasis on cross-border settings: an integrative review

Enhancing Crisis Leadership in Public Health Emergencies

Ensuring a competent public health responder workforce: The CDC experience

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