Disaster Literacy Research Articles

Call for Action for a Disaster Literacy Course for Disaster Risk Management Process.

There is a need to utilise formal education to ensure and support the effective participation of communities in the disaster risk management process. The negative outcomes of disasters occurring as a result of various disasters in Turkiye show that the society is inadequately prepared. Therefore, the best fight against disasters can be carried out within the scope of formal education activities. In this study, the content and infrastructure of a curriculum for the management of disaster risks at the university level is presented at the conceptual level. Disaster literacy curriculum can contribute to the management of current and future disaster risks. However, there is a need to expand the implementation and measurement of the effectiveness and feasibility of the curriculum as a public health intervention tool. Finally, the support of the national education system needs to be ensured.

Safety Knows No Pause: Identifying the Relationship Between Disaster Literacy and Public Health Nurses’ Disaster Response Performance

Safety Knows No Pause: Identifying the Relationship Between Disaster Literacy and Public Health Nurses’ Disaster Response Performance

The role of flood disaster information literacy in community preparedness in Tempe district Wajo regency South Sulawesi province Indonesia

The coast of Lake Tempe is one of the areas in Indonesia which is inhabited by approximately 500 people. Every year, the water of Tempe Lake rises and overflows, a form of vigilance for the surrounding community. This study aims to determine the Tempe community's level of information literacy towards floods and the role of disaster information literacy in community preparedness for floods. The method used in this research is descriptive qualitative. The results of this study indicate that disaster literacy is obtained through activities carried out by the government and mitigation carried out by the government, which can also be interpreted as taming natural disasters. In principle, Mitigation is physical and non-physical efforts in dealing with natural disasters. However, the people around Lake Tempe are not afraid and anxious about flooding and overflowing in Lake Tempe. It can be seen that the flood was not a disaster for the people in Lake Tempe. The role of disaster information literacy can be seen in the community's readiness to welcome floods by providing iron, wooden planks, and bamboo to increase the height and strengthen the community's houses while in the Tempe sub-district. Socialization and education about disaster literacy is an effort that needs to be made by the government to continue to change the mindset of the people of Wajo Regency, who think that flooding is not a disaster.

Improve disaster literacy in nurses: a qualitative descriptive study.

The enhancement of nurses' disaster literacy is crucial for effective disaster emergency management, especially for clinical nurses with no prior experience in disaster rescue. This study aims to explore the perspectives of nurses who have been involved in disaster rescue operations on strategies to advance nurses' disaster literacy. A qualitative descriptive study, which follows unified qualitative study reporting guidelines. Thirty disaster rescue nurses were recruited to participate in this study, who came from 30 third-class hospitals in China. From October to December 2021, information was acquired by conducting semi-structured telephone interviews with participants. Qualitative content analysis was used to examine the data. Six categories and eleven subcategories were created. Strengthening disaster education and training was the main focus, and its subcategories included continuing education, nursing curriculum development, and disaster rescue experience guide. The second focus, which included scene simulation, actual combat/military simulation, and virtual reality simulation, was strengthening disaster simulation and drill. The third focus was on providing psychosocial support, which included improving self-psychological adjustment, developing resilience, and engaging in active coping. The fourth category was to strengthen nurse/hospital managers roles and leadership, which included enhancing professional identity and policies/leadership support. The fifth category was disaster preparedness, and the sixth was enhancing knowledge transformation. Government agencies or healthcare organizations should actively promote the formation of nurses' disaster literacy from multiple viewpoints. Disaster education and training, simulation exercises, and psychosocial support should be prioritized.

Strengthening psychological disaster literacy for elementary school students through visual storytelling activities

Psychological disaster literacy is the central pillar of disaster risk reduction, which provides mental strengthening of knowledge, attitudes, and actions for disaster risk reduction to avoid the widespread impact of disasters. As one of the areas that has the potential for a high-risk disaster, Pangandaran has implemented disaster risk reduction efforts in education units through disaster mitigation education activities from an early age in elementary schools, but the survey results show that 67.6% of them have never carried out disaster mitigation learning with students' psychological resilience. This study aims to strengthen psychological disaster literacy for elementary school students in Pangandaran through storytelling and visual expression activities. The method used is development research with the ADDIE model. The validation results show feasibility in the range of 0.85 - 0.93 for aspects of contextual assessment, material, and presentation feasibility. These results follow the local wisdom of disaster mitigation in Pangandaran. The development of psychological disaster literacy learning was considered relevant to the needs of elementary school teachers in Pangandaran, who received an assessment in the very good range and in the good range. AbstrakLiterasi psikologi bencana merupakan pilar utama pengurangan resiko bencana yang memberikan penguatan mental dari aspek pengetahuan, sikap dan tindakan pengurangan resiko bencana agar terhindar dari dampak bencana yang meluas. Sebagai salah satu wilayah yang memiliki potensi bencana dengan resiko tinggi, kabupaten Pangandaran telah mewujudkan upaya pengurangan resiko bencana di satuan pendidikan melalui kegiatan edukasi mitigasi bencana sejak dini di sekolah dasar namun hasil survey menunjukan 67.6% diantaranya belum pernah melaksanakan pembelajaran mitigasi bencana bermuatan ketahanan psikologis siswa. Penelitian ini bertujuan melakukan penguatan literasi psikologi bencana bagi siswa sekolah dasar di kabupaten Pangandaran melalui kegiatan ekspresi visual storytelling. Metode yang digunakan adalah penelitian pengembangan dengan model ADDIE. Hasil validasi menunjukan kelayakan pada rentang 0,85 - 0,93 untuk aspek penilaian kontekstual, materi dan kelayakan penyajian. Hasil tersebut dipandang sesuai dengan kearifan lokal mitigasi bencana di kabupaten Pangandaran. Pengembangan pembelajaran psikologi bencana ini dinilai relevan dengan kebutuhan guru sekolah dasar di kabupaten Pangandaran dan mendapatkan penilaian pada rentang sangat baik dan baik.Kata Kunci: Pembelajaran; literasi psikologi bencana; storytelling; ekspresi visual

The disaster literacy level of society, opinions on disaster management services, and related factors: A case from a province in Turkiye.

This study aimed to investigate individuals' disaster literacy levels, their thoughts on disaster management services, and related factors. The descriptive research was conducted with a total of 480 individuals between the ages of 18 and 60 living in a province in the first-degree earthquake zone in Turkey. The data were collected with the Disaster Literacy Scale and the Disaster Management Services Evaluation Form. In this study, it was found that more than half of the participants had inadequate/moderate disaster literacy. The total disaster literacy score and all subscale scores were found to be higher in individuals who had an earthquake kit at home, had an emergency plan, and had received disaster-related training (p<.05). The majority of the participants found the services provided for disaster management inadequate or very inadequate. In this study, it has been found that a significant portion of the society lacks the desired level of disaster literacy, and the services provided for disasters are deemed insufficient therefore, there is a need for multi-disciplinary national prevention programs to enhance disaster literacy and preparedness in the community, as well as urgently supporting policies to improve disaster-related services. Additionally, due to their comprehensive knowledge of the general structure of society, public health nurses need to play an active role in disaster preparedness and increasing disaster literacy levels.

Relationship Between Disaster Literacy and the Factors Affecting it and the State-Trait Anxiety in the Elderly of West Turkey

The aim of this study is to measure the effect of anxiety levels and some sociodemographic characteristics of elderly individuals, who are a vulnerable group in disasters, on their disaster literacy. This study is a cross-sectional type study. March May 7 – 2, 2022 residents of the nursing home, located in Izmir Metropolitan Municipality Social Life Campus in Buca district of Izmir province, are the Decedents of the study. As a working group, 210 people were reached. In the questionnaire form created in the study, some sociodemographic characteristics of the participants and their knowledge about disasters were questioned, the State-Continuous Anxiety Scale, Disaster Literacy Scale (DLS) were used. Multinominal Logistic Regression Analysis model was established with categorized of DLS's total score. The mean score of the DLS was insufficient with a score of 27.9±9.41. According to the results of multinomial regression analysis, high trait anxiety state (OR: 1,058 (95% CI: 1,010-1,111)) were found to be risk factors for "insufficient" disaster literacy level (p&amp;lt;0.05). Disaster literacy is a very important concept in protecting against the risks and dangers of disasters. In order to achieve a successful disaster management, all vulnerabilities in the society should be identified and the level of literacy should be increased.

The model for assessing disaster literacy in nurses: Instrument development and cross-sectional validation study

AimsNurses play an irreplaceable role in disaster response. However, there is no tool for assessing nurses' disaster literacy. The study was to develop a disaster literacy assessment model for nurses and verify its effectiveness. Design31 nurses took part in the critical event interview, 7 members in the focus group discussion, 32 experts in Delphi correspondence consultation, 2135 nurses in the preliminary survey, and 2161 in the confirmatory survey. MethodsThe study was divided into two steps. (1) Model development, in which literature analysis, critical event interviews, and analysis of disaster nursing cases were used to determine the disaster literacy index system for nurses. Focus group discussion and Delphi expert consultation were used to optimize the index system. An analytic hierarchy process was used to determine the weights of indicators at all levels and establish evaluation models. (2) Model verification, in which item analysis, content validity analysis, exploratory factor analysis, and reliability analysis were used to identify the potential structure and reliability of the model. The analysis of aggregate validity, discriminative validity, and model fitting index were used to verify the overall fit. ResultsThe performance evaluation results revealed that a reliable and valid disaster literacy assessment model for nurses was obtained comprising 34 items in three dimensions: functional literacy, interactive literacy, and critical literacy. ConclusionsThe new disaster literacy model for nurses was developed. It can become an effective evaluation tool for the measurement of disaster literacy for nurses and can be adapted globally.

Disaster Literacy Inventory at Earth and Space Sciences (ESS) Lectures as Education in the Post-Covid-19 Pandemic

This study aimed to analyze the level of disaster literacy in students after ESS lectures during COVID-19 and post-pandemic. The research subjects were fourth-semester students. The research method uses research and development which refers to the development steps of Borg &amp; Gall. The findings of this study are that disaster literacy is a disaster mitigation effort so that students know information about disasters so that they have an awareness of the potential for disasters and can prepare themselves to deal with disasters. Because disasters cannot be stopped, disaster literacy is expected to minimize the risks caused by training in disaster mitigation skills. ESS lectures are one of the lessons that can integrate mitigation and adaptation from a natural phenomenon in educating disaster literacy in the community in the future. The post-Covid-19 pandemic has had many impacts on the world of education, especially in preparing creative teachers by preparing various forms of learning media to online, and offline learning methods and can even be combined into both, called blended learning or hybrid learning. Keywords: disaster literacy inventory, Earth and Space Sciences (ESS), post-Covid 19

Developing Science Edutainment for Prospective Science Teachers

Providing public knowledge about disasters can be done through integrated learning in science. This study aimed to determine the various needs for implementing science edutainment for science prospective science teachers. This study was a qualitative descriptive research. The subjects of the research were two lecturers who teach Disaster Mitigation courses and 67 students prospective science teachers in Banten who received lectures on Disaster Mitigation and BPBD Banten. Data was collected using non-test instruments through document analysis, questionnaires, and interviews, as well as qualitative descriptions for data analysis. With regard to various needs in the implementation of science edutainment disaster, the results showed the implementation of disaster education needs to be developed, especially involving relevant agencies such as BPBD to develop the empirical experience of prospective science teachers. Additionally, it needs to be integrated with practicum using modules by utilizing technology used in socialization and disaster risk management. Development of Disaster Mitigation modules needs to be carried out, especially modules that improve natural disaster literacy critical and creative thinking skills of prospective science teachers. Keywords: Science Edutainment, Prospective, Science Teachers

Disaster literacy in disaster emergency response: a national qualitative study among nurses

BackgroundAs the largest group of healthcare professionals, nurses play an indispensable and crucial role in disaster response. The enhancement of nurses’ disaster literacy is imperative for effective disaster emergency management. However, there is currently a lack of knowledge regarding nurses’ disaster literacy. This study represents the first attempt to explore the key components and characteristics of disaster literacy among nurses.MethodsA qualitative descriptive design was employed, and the reporting followed the Consolidated Criteria for Reporting Qualitative Research (COREQ) guidelines (refer to File S1). The purposive sampling method was utilized. Thirty-one rescue nurses from 31 medical institutions across 25 provinces and regions in China were recruited to participate in the study. The respondents were requested to share their experiences and insights regarding disaster rescue operations. Inductive content analysis was employed for data examination.ResultsThe results indicated that rescue nurses universally recognized that there was a pressing need to enhance the level of disaster literacy among nurses. The disaster literacy of nurses encompasses nine dimensions: physical and mental quality, disaster rescue general knowledge, professional and technical competence, professional ethics, teamwork, emotional ability, information literacy, leadership, and knowledge transformation.ConclusionsTo ensure national sustainability, government departments, healthcare organizations, and hospital administrators can accurately evaluate the disaster literacy of individual clinical nurses, groups, and the workforce as a whole through nine dimensions, which also can provide evidence to support the development of precision strategies to strengthen the disaster literacy of nurses.

Literacy Profile of Flood and Rob Disaster Mitigation Among Sciences Teachers in Central Java

There is a need to acquire the data description of science teachers regarding literacy mitigation in Central Java. However, there is no specific data that informs these conditions. Therefore, the research aims to identify the literacy of flood disaster mitigation among science teachers in the Central Java province. Several 125 science teachers from 6 districts/cities in Central Java were involved as respondents. The flood and tidal disaster literacy instrument consists of 17 items divided into 2 parts. The first part concerns the teacher’s knowledge of floods and tidal waves. The second part contains the teacher’s insights about mitigating flood and tidal disasters. The findings show that the average teacher’s knowledge about floods and tidal waves is good (8.4 of 10). Meanwhile, the average knowledge of science teachers regarding literacy of flood and tidal disaster mitigation is in the sufficient category (11.4 of 18). This fact shows that science teachers’ flood and disaster mitigation literacy needs to be improved. Instilling disaster mitigation literacy, especially floods and tidal waves, can be done by implementing disaster mitigation education in science learning through research and community service.&#x0D; Keywords: mitigation literacy, disaster mitigation, STEAM, early warning system

Priority for improving disaster resilience at the Higher Education Level: awareness, integration, and Management

Abstract Muhammadiyah University (Unismuh) Palu, one of the universities in Central Sulawesi, has potential resources to ensure the use of science and technology foundations in disaster management. In addition, increasing disaster resilience is a shared responsibility and requires the involvement of all parties, including the academic community, through systematic, massive, and structured activities. The research aims to analyze the priority of increasing disaster resilience at the Higher Education Level based on the role of internal stakeholders and the determinant aspects related to awareness, integration, and management. The study used a qualitative descriptive method to describe the history of earthquake, tsunami, and liquefaction events in Central Sulawesi. The Analytical Hierarchy Process (AHP) method is used to determine the hierarchy of stakeholder priorities and aspects in increasing disaster resilience at Unismuh Palu through implementing the Four Pillars of Higher Education towards a Disaster Awareness Academic Community and a Disaster Preparedness Campus. The results show that disaster literacy is very important in efforts to increase disaster resilience at Unismuh Palu. The results show that disaster literacy is very important in efforts to increase disaster resilience at Unismuh Palu. Institutional leadership and awareness are a priority for the role of internal university stakeholders and the determining aspect that has the highest value. This is related to regulations and management that guarantee the implementation of disaster mitigation integrated with the Four Pillars of Higher Education activities to increase disaster resilience at Unismuh Palu.

Investigating natural disaster literacy levels

This research aims to determine the level of natural disaster literacy at the educational unit level, namely junior high school children. The data in this study, researchers adopted a survey design conducted on 364 children in West Java province, collected through a natural disaster literacy questionnaire. The criteria for natural disaster literacy are generally determined at high, medium, sufficient, low, and very low levels with literacy dimensions, namely knowledge, attitudes, and skills. As a result, it was determined that in general junior high school students’ natural disaster literacy was at a high level in the knowledge dimension but was at a medium level in the behavioural dimension while the skills dimension was at a low level for each literacy component. It is recommended that disaster literacy become a habit that can be implemented in everyday life.

Basic Disaster Skills During and After Disaster According to the Opinions of Firefig

This qualitative research was conducted with 19 experienced firefighters from the İzmir Metropolitan Municipality Fire Department, aiming to identify the essential skills citizens need during and after disasters. The study includes in-depth insights and experiences of the participants. According to the research results, primary skills highlighted during disasters include remaining calm, communication proficiency, moving to safe zones, trusting and collaborating with experts, and minimizing damage. Secondary skills emphasize practical abilities such as going to assembly points, reaching high places, possessing first aid knowledge, effective communication and information sharing, and preventing hazardous situations. The research indicates that citizens are expected to focus on primary skills like assisting search and rescue teams, going to assembly points, maintaining healthy communication and coordination, staying calm and hopeful, and collaborating with search and rescue teams during and after disasters. Secondary skills such as first aid, hygiene, personal care, social and psychological support aim to protect citizens' health, provide emotional support, and strengthen community solidarity after disasters. This research contributes significantly to promoting active citizen participation in disaster management and the development of curricula and policies based on disaster literacy skills.

Open Science for Fostering Seismologic Science Literacy

This paper reports on an attempt to introduce “open science” into the field of seismology to improve disaster literacy in seismology and related fields. The term “open science” has a variety of meanings, but the core idea is of diverse stakeholders “doing science collaboratively.” This study reports on four pieces of action research to improve seismology-related disaster literacy through the idea of “open science,” which focuses on “doing science collaboratively” with the active participation of citizens (non-experts) and researchers (experts). In particular, this study focuses on the “citizen science” perspective because disaster literacy, first and foremost, refers to the disaster literacy of the general public. Specifically, we improved earthquake literacy by operating the Abuyama Earthquake Observatory Science Museum; promoting citizen-participatory earthquake and tsunami evacuation drills by developing and implementing Nige-tore, a smartphone app to support tsunami evacuation drills; promoting the Minna de Honkoku project to decipher historical materials related to natural disasters through citizen involvement; and conducting a trial “open/citizen science”-oriented seismologic-data observation program, the Manten Project, for inland earthquake research.

PENGGUNAAN LAYANAN BIMBINGAN KLASIKAL GUNA MENINGKATKAN LITERASI KEBENCANAAN BAGI SISWA [USING CLASSICAL GUIDANCE SERVICES TO IMPROVE DISASTER LITERACY FOR STUDENTS

This research aims to examine the use of classical guidance services to increase disaster literacy among students. This research uses qualitative research methods with a literature study approach. The findings from this research are that classical guidance services are a preventive strategy carried out by a guidance and counseling teacher to help students face problems that arise in the future and also prepare students to face things. In this case, in order to increase disaster literacy, classical guidance services can equip students to know information about disasters and have awareness of potential disasters that will occur so that they can prepare themselves and know how to deal with disasters.

The Effect of Disaster Preparedness Literacy on Individual Disaster Resilience.

This study aimed to examine the effect of disaster preparedness literacy on individual disaster resilience and related factors. The universe of the research consists of individuals between the ages of 18-52. Software packages AMOS 23 and SPSS 26 were used to analyze the study's data. Mann Whitney U test and Kruskal Wallis H test were used for non-parametric variables, whereas the T test and ANOVA were used for parametric variables. The associations between variables were investigated using correlation analysis and basic linear regression analysis. According to the findings, as disaster literacy increases, individual disaster resilience increases. The individual disaster resilience level of males was higher than that of females, the individual disaster resilience level of married individuals was higher than that of single individuals, and those who have experienced a disaster before have a higher level of individual disaster resilience than those who haven't experienced a disaster. Males have higher levels of disaster literacy than females. Married individuals have higher disaster literacy levels than singles. As the age increases, the level of individual disaster resilience and disaster literacy increases. It is considered important to develop community-based disaster awareness training programs and strategies to increase individual disaster resilience.

Empowering young minds: An e-book intervention to boost earthquake disaster literacy

Background: Education on disaster mitigation remains critically underemphasized, with existing pedagogical approaches often falling short in adequately preparing children for the realities of natural disasters. This gap underscores the urgent need for innovative educational tools that can effectively enhance disaster literacy among younger populations.Aim: This study aims to develop and assess an Earthquake E-Book designed to elevate the disaster literacy levels among children, focusing on its validity, practicality, and effectiveness as educational media.Method: Employing a Research and Development (RD) framework, the study navigated through stages of problem identification, design formulation, and implementation, excluding the evaluation phase to concentrate on the developmental process. The implementation employed a One-Group Pretest-Posttest design, involving pretesting, intervention (treatment), and posttesting phases. The e-book's validity was appraised by three expert validators, while its practicality was gauged through student questionnaires, and its effectiveness was measured using the N-Gain test on student learning outcomes.Results: The Earthquake E-Book garnered an average validation score of 85.4%, positioning it within the valid category. Practicality assessments reflected an 85.4% efficiency rating from student feedback. Furthermore, the effectiveness, as indicated by an N-Gain score of 0.74, was classified within the high category, signifying substantial improvements in children's disaster literacy post-intervention.Conclusions: The findings affirm that the Earthquake E-Book stands as a valid, practical, and effective educational tool in bolstering disaster literacy among children. By integrating this digital resource into disaster mitigation education, it is anticipated to significantly contribute to enhancing children's understanding and preparedness for earthquake disasters.

Capitalizing on Structured Experience on Disasters to Build Disaster Mitigation Awareness Among Muhammadiyah Activists

Abstract. This article explains the assistance provided to the Head of the Muhammadiyah Branch (PRM), Kadirojo, in mitigating natural and social disasters. The issue of disaster mitigation is one of the important variables in the process of reducing the number of disaster risks that are likely to occur. This includes the potential megathrust disaster in the southern part of the Java Sea, where the position of Palbapang village is within a radius of 7 km from the southern coast of Java. This step will be managed using an androgy approach, which explores the structured experience of the Kadirojo community related to disaster problems such as fires, earthquakes, infectious diseases, and social disaster problems. Meanwhile, the pedogogic approach is used to socialize the Kadirojo PRM management from a number of disaster mitigation experiences from communities outside Palbapang village and abroad. Focus Group Discussion and training will be carried out systematically in order to change the perspective of the community productively. According to the findings of this article, Muhammadiyah Kadirojo's Islamic teachings have not yet institutionalized disaster literacy, so it is still necessary to spread the message about it in order for it to become ingrained in people's minds.