Abstract
Within our constantly changing world, we face disasters as a common occurrence. These disasters can be natural, biological, and/or terrorist attacks. As an educational institution, it is our responsibility to teach healthcare students to be prepared to respond to these disasters, not only in the hospital, but also in the community. The authors will review the steps we took in creating the course and simulation. An interprofessional team of healthcare workers including medicine, nursing, pharmacy, physical therapy, and public health developed a comprehensive disaster preparedness course with the educational design team, targeted for healthcare students at our institution. This course consisted of an online disaster simulation and three modules, followed by a six-hour workshop. The three modules focused on principals of disaster management, personal preparedness, and teamwork/communication. The six-hour workshop included an orientation/planning session, basic first aid, writing an individual emergency plan, team/communication evaluation, and a robust simulation. The simulation was a direct tornado hit to the nursing school where students had to respond to the simulated patients (both mannequin and standardized patients) with the supplies typically available at the college. No medications were available. There were eighteen standardized patients, three family members, and three mannequins. Eighty-two students volunteered to participate. Seventy-nine students participated in the workshop. The participants were divided into four teams and rotated through all stations. Each team had between 16 and 20 interdisciplinary members. Both quantitative and qualitative results are currently being analyzed. Raw data means in self-confidence pre-course 3.88/5 compared to 4.37/5 after simulation.
Sigma Membership
Unknown
Lead Author Affiliation
International Nursing Association for Clinical Simulation and Learning (INACSL)
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Clinical Simulation, Disasters, Interprofessional
Recommended Citation
Gore, Teresa N.; D'Aoust, Rita F.; Devries, Davina M.; Schocken, Dawn M.; Schwartz, Amy; Serag-Bolos, Erini; and Singh, Oma B., "IPE disaster course and simulation development" (2016). General Submissions: Presenations (Oral and Poster). 86.
https://www.sigmarepository.org/gen_sub_presentations/2016/presentations/86
Conference Name
INACSL Conference
Conference Host
International Nursing Association for Clinical Simulation and Learning
Conference Location
Grapevine, Texas, USA
Conference Year
2016
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
IPE disaster course and simulation development
Grapevine, Texas, USA
Within our constantly changing world, we face disasters as a common occurrence. These disasters can be natural, biological, and/or terrorist attacks. As an educational institution, it is our responsibility to teach healthcare students to be prepared to respond to these disasters, not only in the hospital, but also in the community. The authors will review the steps we took in creating the course and simulation. An interprofessional team of healthcare workers including medicine, nursing, pharmacy, physical therapy, and public health developed a comprehensive disaster preparedness course with the educational design team, targeted for healthcare students at our institution. This course consisted of an online disaster simulation and three modules, followed by a six-hour workshop. The three modules focused on principals of disaster management, personal preparedness, and teamwork/communication. The six-hour workshop included an orientation/planning session, basic first aid, writing an individual emergency plan, team/communication evaluation, and a robust simulation. The simulation was a direct tornado hit to the nursing school where students had to respond to the simulated patients (both mannequin and standardized patients) with the supplies typically available at the college. No medications were available. There were eighteen standardized patients, three family members, and three mannequins. Eighty-two students volunteered to participate. Seventy-nine students participated in the workshop. The participants were divided into four teams and rotated through all stations. Each team had between 16 and 20 interdisciplinary members. Both quantitative and qualitative results are currently being analyzed. Raw data means in self-confidence pre-course 3.88/5 compared to 4.37/5 after simulation.