“Skip the infection, get the injection”: A case study in emergency preparedness education

Adams, Lavonne M.; Canclini, Sharon; Frable, Pamela Jean

doi:10.1016/j.nepr.2013.12.004

Cited by 16 publications

(9 citation statements)

References 20 publications

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“…For example, students have educated community members on disaster preparedness so that they are better able to take care of themselves and their families during future disaster events (Adams & Canclini, 2008;Culley, 2010;Scoggin et al, 2014). Nursing and other health professional students have participated in public health emergency drills, mass-prophylaxis, and vaccination exercises, or outbreak and disease investigations (Adams, Canclini, & Frable, 2015;Culley, 2010;Macdonald, Davis, & Horney, 2010). Academic institutions have assisted communities by involving health professional students in community disaster response and recovery operations following major storms and other disasters (Downes, Connor, & Howett, 2014;Leung, Liu, Wang, & Chen, 2007;Richards, Novak, & Davis, 2009;Steiner & Sands, 2000;Wondmikun, Feleke, & Tafete, 2005).…”

Section: Service-learning In Community Disaster Preparedness and Respmentioning

confidence: 99%

Pilot study to examine service-learning in disaster nursing education in Japan

Glauberman

Mashino

Qureshi

2019

Health Emergency and Disaster Nursing

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Aim: There is a growing trend globally to incorporate service-learning (SL) into disaster health education. Schools of nursing and other health professions have increasingly used SL to improve nursing students' knowledge of disaster health while simultaneously bolstering community capacity for disasters. To date, little is known about this topic in Japan, a disaster-prone country. This paper reports on current practices of SL in disaster nursing education in Japan. Methods: An exploratory qualitative pilot study was conducted using key informant interviews. Participants were recruited from a purposive sample of nurse educators in Japan. Five nurse educators were included in the study. Qualitative data collected from informant interviews were analyzed for themes using qualitative thematic analysis techniques. Results: Themes extracted from the data included: specific SL activities performed; faculty involvement; perceived benefits for nursing students and recipient communities; and challenges encountered. Participants described an increase in nursing students' disaster nursing knowledge; skills and abilities; a heightened interest in learning about disaster nursing; and increased awareness of their personal preparedness status and that of their community. Community members also benefitted from students' efforts. Conclusions: Results from this pilot study provide baseline knowledge regarding current practices and potential effect of SL disaster nursing education in Japan. Findings from this study may be used to serve as a foundation for further research on this topic. Information from this study may also be used to plan SL activities related to disaster nursing education.

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Section: Service-learning In Community Disaster Preparedness and Respmentioning

confidence: 99%

Pilot study to examine service-learning in disaster nursing education in Japan

Glauberman

Mashino

Qureshi

2019

Health Emergency and Disaster Nursing

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“…There was a little more agreement on the statement that both modalities clarify political and policy implications of nursing work. Service-learning has been used to teach a variety of components within the nursing curriculum, such as disaster preparedness (Adams, Canclini, & Frable, 2015), leadership (Foli et al, 2014), community engagement (Thomas & Smith, 2017), and cultural competence (Kohlbry, 2016;Long, 2014). In principle, service-learning could be used in any of the classes of the nursing curriculum, but in practice some courses are more amenable to this pedagogy than others.…”

Section: Obstetric Nursingmentioning

confidence: 99%

Service-Learning and Clinical Nursing Education: A Delphi Inquiry

Dombrowsky¹,

Gustafson²,

Cauble³

2019

J Nurs Educ

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hen nurse educators hear about service-learning, many of them say, "We're already doing that" (Peterson & Schaffer, 2001). The same thing probably happens with educators from other professions with a strong service component, such as social work. Service-learning and clinical education are both experiential learning modalities, and thus share some similarities, but there are important differences between them as well. Little has been written about the relationship between service-learning and clinical education in nursing. This lack of literature could be a factor impeding wider use of service-learning in nursing education. To fill this gap, a Delphi Inquiry was performed on the subject of similarities between service-learning and clinical education, differences between the two modalities, and the unique contributions of service-learning to nursing education. The participants were authors of journal articles about service-learning in nursing. LITERATURE REVIEW Service-learning is widely acknowledged as a high-impact pedagogy (Kuh, 2008). Although service-learning has been defined in a notoriously large number of ways, one commonly accepted description considers it to be a "course-based, credit bearing educational experience in which students (a) participate in an organized service activity that meets identified community needs, and (b) reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of personal values and civic responsibility" (Bringle, Clayton, & Hatcher, 2013, p. 6). Service-learning foregrounds issues related to other forms of experiential pedagogies-notably the relation between theory and practice, and the use of written reflection to encourage recursive patterns of observation, analysis, and problem solving (Kolb, 1984). What distinguishes service-learning is its focus on civic awareness and social justice, as well as the reciprocity by which faculty and students collaborate with a community partner to define and address the object of study. Service-learning as pedagogy thus typically seeks to choreograph an educational experience that not only tests theories or develops skills in the real world, but also encourages students

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“…The focus of simulation research in nursing education in Canada, and internationally, has been primarily in undergraduate nursing education [15]- [17] with interest in simulation in the practice environment growing, particularly in relation to emergency preparedness [17] [18]. Emergency preparedness is a particular concern because of the increasing number of emergencies being faced in the community related to violence/terrorism [18], natural disasters [19], pandemic preparedness [20] and technological disasters [21].…”

Section: Review Of Literaturementioning

confidence: 99%

“…Faculty-facilitated debriefing was an integral component of these studies with a focus on facilitating reflection upon the simulation experiences of the students [25]. Adams, Canclini, and Frable [21] argue that nursing programs must ensure that there are appropriate learning experiences that facilitate students learning about emergency preparedness nursing, including imagining how they will participate in future emergencies as a Registered Nurse. Simulation based learning (SBL) has been confirmed as an appropriate clinical learning approach in pre-licensure nursing programs, one that leads to effective learning and successful passing of the NCLEX-RN registration exam [26].…”

Section: Review Of Literaturementioning

confidence: 99%

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Emergency Preparedness Nursing Education: Learner and Faculty Perspectives

Macdonald¹

2015

OJN

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Over the past decade, entry-to-practice emergency preparedness competencies have been identified as an essential component of nursing education. In this paper the author reports upon a small Canadian study which explores the perspective of undergraduate learners and faculty members who participated in and/or facilitated an Emergency Preparedness Simulation (EPS) module during a primary health care praxis course. The central purpose of this study was to explore the related experiences of learners and faculty who participated in or facilitated an Emergency Preparedness Simulation (EPS) module academic year and their perspectives on the effectiveness of the simulation in preparing learners to respond to emergencies in the future. The EPS module included a seminar followed by a mass-casualty simulation experience. The mass-casualty simulation experience included a "Teddy Bear" triage and an "Explosion" triage. The constructivist data analysis identified four related patterns for both the learner and faculty participants: Strengths (S), Objections (O), Suggestions (S), and Feelings (!) [SOS!]. Three themes were identified in each pattern: relevance, design, and engagement. In comparing the learner and faculty perspectives, there is a clear congruence between the strengths identified, the objections identified, and the power of feelings for both learners and faculty who participate in the emergency preparedness scenarios. Learners and faculty had different suggestions. Learners suggested more time on developing skills, particularly around first aid of individual clients, and recommended all students begin with the "Teddy Bear" triage. Faculty suggested a rethinking of the "Explosion" triage simulation to emphasize community based emergency preparedness and responsiveness. Such re-focusing would support the integration of key primary health care principles and values including equity, social justice, and social determinants of health. Learners and faculty valued the EPS module and recommended it continue to be a learning component of the primary health care course.

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“Skip the infection, get the injection”: A case study in emergency preparedness education

Cited by 16 publications

References 20 publications

Pilot study to examine service-learning in disaster nursing education in Japan

Pilot study to examine service-learning in disaster nursing education in Japan

Service-Learning and Clinical Nursing Education: A Delphi Inquiry

Emergency Preparedness Nursing Education: Learner and Faculty Perspectives

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