Nurse Education, Center of Excellence for Remote and Medically Under-Served Areas (CERMUSA)

Nurses constitute the largest sector of the healthcare workforce within the United States. This study is based upon prior research, review of the literature, and feedback from key stakeholders at the local, state, and national level that indicates significant gaps in knowledge, skills, and attitudes...

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Bibliographic Details
Main Author: Roberts, Jay B
Format: Report
Language:English
Subjects:
ATTITUDES(PSYCHOLOGY)
COMMUNICATION AND RADIO SYSTEMS
DEFICIENCIES
DISASTERS
EDUCATION
LESSONS LEARNED
MANAGEMENT PLANNING AND CONTROL
Medicine and Medical Research
NURSES
Personnel Management and Labor Relations
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Summary:Nurses constitute the largest sector of the healthcare workforce within the United States. This study is based upon prior research, review of the literature, and feedback from key stakeholders at the local, state, and national level that indicates significant gaps in knowledge, skills, and attitudes among medical providers who respond to disasters. The study aimed to identify and validate the following for military/civilian disaster response: evidence-based nursing competencies; disaster response and educational curriculum to support these competencies; continuing nursing education/training curriculum which supports evidence-based nursing competencies; and to identify and test technology that can be used in the delivery of disaster preparedness education. Phase I explored the reliability of using alternative, technologically-enhanced mobile educational content delivery models in delivering disaster education content. This proved to be effective. Changes in knowledge, skills and attitudes among nursing students resulting from disaster preparedness education/training received in core nursing curriculum were also evaluated. Phase II determined, via a national survey of deans of baccalaureate-level nursing programs, if those programs adequately prepare nurses to respond to disasters. In Phase III, lessons learned from Phase I regarding the use of technology to deliver disaster preparedness education, and the deficiencies in disaster-nursing competency-based education identified in Phase II were used to develop and deliver evidence-based disaster competency education applications related to disaster communications and disaster preparedness plans for healthcare providers who respond to disasters. Pre-test post-test results indicated that the delivery of didactic material via an online course management system is an effective mechanism to provide disaster preparedness education to healthcare students. The original document contains color images.