Purpose: This study aimed to examine research trends and thematic keyword networks in disaster nursing competency literature published up to September 15, 2024. Methods: A retrospective descriptive design was used to analyze English-language articles retrieved from five databases (CINAHL, Cochrane, Embase, PubMed, and Web of Science) through September 15, 2024. Following PRISMA guidelines, 256 articles and 1,318 keywords were extracted. NetMiner 4.0 was used for keyword preprocessing and analysis. Word clouds and text network analyses were performed. Degree and betweenness centralities were calculated to determine keyword prominence and network roles. Results: Annual publications increased notably after 2020, coinciding with the COVID-19 pandemic. Studies originated from 32 countries, with the United States, China, and Iran leading. Cross-sectional quantitative (34.0%) and qualitative studies (26.6%) were the most commonly used study designs. From 44 high-frequency keywords, “nurses,” “preparedness,” “competency,” and “disaster nursing” ranked highest in both centrality measures. “Education” and “management” also showed strong centralities. Cluster analysis revealed that preparedness and response phases were emphasized more than mitigation and recovery. Conclusion: This study provides a comprehensive visualization of disaster nursing competency research. Findings highlight the dominance of preparedness-focused studies, limited exploration of mitigation and recovery. Future research should prioritize broader disaster phases, standardize terminology, and conduct evidence-based intervention studies to strengthen disaster nursing practice and education.

Navigating the chaos: a scoping review of gaps in disaster nursing and a roadmap for the future

The aim of this study was to identify and summarize the roles of nursing schools in disaster management within the context of advanced disaster nursing. Little is known of the roles, responsibilities and concrete contributions of nursing schools in disaster management. This study was conducted as a scoping review. This scoping review was conducted following the five-stage methodological framework and reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) checklist. EBSCO, PubMed, Science Direct, Medline, Proquest, Web of Science and Scopus were searched to find articles. Only articles in English published in the last 25 years were considered, and 16 articles were included in the study. The included articles were analysed using inductive content analysis. Nursing schools exhibit notable gaps in disaster preparedness and response processes, with particular emphasis on the need to clearly define disaster-specific roles and strengthen leadership. Thematic analysis yielded two main themes and corresponding subthemes that directly address the research questions: (1) Roles of nursing schools in disaster (education and preparedness, simulation and practical experience, psychosocial support skills, collaboration and coordination, public health and prevention strategies, rapid decision-making and stress management); and (2) efforts of nursing schools to develop advanced disaster nursing knowledge (collaboration and stakeholder relations, leadership and management skills, sustainability and assessment, community engagement and awareness). Nursing schools play multifaceted and comprehensive roles in disaster contexts, actively adopting diverse approaches to advance disaster management nursing knowledge and competencies.

BackgroundPsychological first aid (PFA) training significantly improves appropriate psychosocial response and PFA skills in supporting people in acute distress, thus increasing self-efficacy and promoting resilience. Nevertheless, nurses’ perceptions of disaster preparedness are not at the desired level. More studies are needed to increase the knowledge, skills and preparedness of nurses for better disaster preparedness and management in disaster situations.ObjectivesThis study aimed to evaluate the effect of psychological first aid training on nursing students’ perception of self-efficacy in disaster intervention and disaster preparedness.MethodsThis mixed-method study was conducted in a nursing school in Türkiye. The sample consisted of 62 fourth-year nursing students during the fall semester of 2023. Thirty-two nursing students in the intervention group participated in psychological first aid training. The control group consisted of 30 nursing students who did not participate in the training. Data were collected with the Descriptive Information Form, Metaphor Determination Form on Psychological First Aid, Preparedness Perception Scale of Disaster in Nurses, and Disaster Response Self-Efficacy Scale. Independent samples t test and dependent samples t test were used to compare scale scores. Metaphor analysis was used in qualitative data analysis.ResultsThe mean age differed significantly between groups (p < 0.05). No significant differences were observed regarding gender, disaster exposure, or willingness to work in disaster areas (p > 0.05). Total self-efficacy level in disaster response, on-site rescue competency subscale, disaster psychological nursing competency subscale, and disaster role quality and adaptation competency subscale scores showed a statistically significant difference between the groups (p < 0.05). Total perception of disaster preparedness and after the disaster stage subscale scores showed a statistically significant difference between the groups (p < 0.05). Four categories were obtained in the metaphor analysis: need-related, help-related, growth and development-related, and struggle-related.ConclusionsThe study findings indicate that disaster nursing education significantly enhances nursing students’ self-efficacy in disaster response and their perception of disaster preparedness. Integrating disaster preparedness and psychological first aid (PFA) into nursing curricula can better equip students for disaster response.

The present study developed and evaluated an integrated disaster nursing education program combining functional training and simulator-based learning to address limitations of traditional, theory-driven approaches. Overall, 49 senior nursing students completed the program using a four-stage repeated-measures design. The findings indicated a substantial enhancement in disaster nursing knowledge over time. However, problem-solving ability, learning self-efficacy, and motivation exhibited improvement only in post hoc comparisons. This contradictory yet fundamental finding suggests that knowledge acquisition occurs more directly, whereas problem-solving and motivational competencies require cumulative practice, feedback, and contextual immersion. Educator reflections and student debriefings further underscored the significance of teamwork, communication, and scenario relevance in facilitating learning transfer. Despite its limitations, including a single-site, female-dominated sample, reliance on self-reported measures, and a brief follow-up period, this study makes a significant contribution to the field of disaster nursing education by presenting a sustainable and adaptable model. Incorporation of multi-institutional and longitudinal designs, as well as qualitative analyses of learning processes will be crucial in future studies. This will ensure the study’s generalizability and long-term impact.

Mass casualty incident simulations shape disaster nursing preparedness. In a mixed-methods analysis, quantitative analysis of 380 student nurses demonstrated significant increases in confidence across all measured domains (p < 0.001). Qualitative hermeneutic analysis of 251 student nurse reflections and 487 volunteer patient actor narratives revealed that readiness and composure, alongside compassionate, respectful, and attentive care, were central to trust-building in disaster response. Together, these findings disrupt the prevailing emphasis on technical mastery in simulation, highlighting that relational competence is not an incidental outcome but a fundamental dimension of preparedness. Policy and practice implications are clear. Disaster nursing curricula should mandate structured opportunities for trust-building, reflection, and ethical dialogue, positioning simulation not only as technical rehearsal but also as the origin of germinating relational courage and humanization in care. The use of volunteer patient actors (cost-effective and accessible) offers a scalable strategy to democratize simulation globally, particularly in resource-limited settings. Educational leaders and policymakers are called to prioritize funding, design, and accreditation standards that integrate relational and ethical competencies alongside technical skill, reframing disaster readiness as an inherently human, ethical, and political practice.

Disaster preparedness is a critical component of nursing education as nurses are expected to respond effectively to public health emergencies. Various disaster nursing education programs have been developed globally, but their effectiveness across cognitive, affective, and psychomotor domains remains unclear. This meta-analysis evaluated the overall impact of these programs across learning domains. Eleven experimental or quasi-experimental studies involving nursing students and nurses were included. The pooled effect size was calculated using Hedges' g. Heterogeneity was assessed using Cochran's Q and the I2 statistic. Subgroup analyses were conducted by learning domain. Publication bias was assessed via a funnel plot. The overall effect size was large (Hedges' g = 1.80, 95% CI: 1.491-2.399, P < .001). Heterogeneity was high (Q = 377.91, P < .001, I2 = 97.4%). The affective domain showed the strongest effect (g = 2.96), followed by psychomotor (g = 1.98) and cognitive (g = 0.66). The funnel plot showed minimal publication bias. Disaster nursing education programs significantly improve learning outcomes across domains, especially in attitudes and practical skills. These findings support the need for integrated curricula in nursing education.

ObjectiveTo develop a structured “Disaster Nursing Practice Week” training program for undergraduate nursing interns, tailored to the context of mobile cabin hospitals, with the aim of enhancing disaster nursing competencies and providing a theoretical foundation for practical training.MethodsThe program was designed using the disaster management continuum theory in conjunction with the 2019 International Council of Nurses (ICN) updated Disaster Nursing Core Competencies framework. The Delphi method was employed to conduct two rounds of expert consultation, involving 15 professionals with expertise in nursing education, nursing management, disaster nursing, and emergency medicine.ResultsThe response rate for both Delphi rounds was 100%. The expert authority coefficient was calculated at 0.93. The coefficient of variation ranged from 0.000 to 0.205 in the first round and from 0.000 to 0.125 in the second round. Kendall’s coefficient of concordance (W) was 0.252 and 0.300, respectively (p < 0.001). The finalized training program comprised 8 primary indicators, 14 secondary indicators, and 47 tertiary indicators.ConclusionThe training program demonstrated a high degree of relevance and alignment with the practical needs of undergraduate nursing interns. It provides a systematic framework designed to enhance clinical competencies and strengthen disaster nursing preparedness within mobile cabin hospital environments.

This qualitative study aimed to explore the lived experiences, challenges, and perceptions of nurses regarding disaster preparedness in non-first-tier (inland) cities in China. Building upon our previous quantitative findings, we sought to understand the psychological, professional, and organizational factors that influence nurses' disaster response capabilities in resource-limited settings. A descriptive phenomenological approach was employed. Semistructured in-depth interviews were conducted with 12 nurses from four comprehensive hospitals at or above the second level in Yongcheng City, Henan Province, China, between September and December 2023. Participants were purposively selected based on their involvement in disaster response activities. Interviews were audio-recorded, transcribed verbatim, and analyzed using Colaizzi's 7-step method. Five major themes emerged from the analysis: (1) Psychological Stress and Emotional Adaptation, (2) Disaster Emergency Response Capacity and Management, (3) Communication and Collaboration, (4) Challenges in Disaster Nursing Capacity Development, and (5) Impact of Disaster Relief Participation. Key findings revealed that nurses experienced significant psychological pressure during disaster response, struggled with limited specialized training opportunities, faced challenges in team coordination, and identified institutional barriers to disaster preparedness enhancement. Despite these challenges, participants demonstrated strong professional commitment and developed personal coping strategies. This study provides critical insights into the lived experiences of nurses during disaster response in Chinese non-first-tier cities. The findings highlight the need for systematic psychological support mechanisms, specialized disaster nursing training programs tailored to local contexts, enhanced interhospital collaboration networks, and stronger institutional commitment to disaster preparedness. These insights complement our previous quantitative findings and offer a comprehensive foundation for developing targeted interventions to enhance disaster nursing capabilities in resource-limited settings.

ABSTRACTAimThe aim of the study is to explore the experience and perspectives of healthcare personnel deployed from the hospitals and military into long‐term care (LTC) in Ontario during the pandemic.BackgroundPersonnel from acute care hospitals, community care, the Canadian Armed Forces (CAF), and the Canadian Red Cross were deployed in support of LTC homes across Ontario.IntroductionThis article reports on the study of personnel deployed into LTC during the COVID‐19 pandemic. Understanding the experiences and lessons learned will be useful to improve planning and responses to future pandemics and disasters.MethodsA descriptive, exploratory research study design with a demographic questionnaire and semi‐structured interviews was used. Data analysis used a combination of open and process coding to identify thematic categories. The COREQ checklist was used for reporting on the study.FindingsInterviews were conducted with 30 participants who described common challenges of navigating the unknown, defining one's role, and establishing order. Lessons included the importance of adaptability, flexibility, and pragmatism and emphasized the role of leadership.DiscussionThe findings highlight challenges that personnel from civilian and military backgrounds experience when responding to disaster, and underscore the importance of communication, effective leadership, and cohesive teams. These findings are consistent with existing literature, contribute to the understanding of how personnel in disasters address challenges, and inform how to better prepare and train personnel for future disasters.Implications for Nursing and Health PolicyThese findings can be used to inform disaster theory and practice, including disaster competencies such as the International Council of Nurses Disaster Nursing Competencies, and provide a framework to improve disaster planning and responder training.

The Effect of Disaster Nursing Education on Nursing Student's Knowledge of Disaster Nursing and Perception of Disaster

Disasters affect family dynamics as the smallest social unit in society. Disasters that occur in communities have a considerable impact on the lives and property, and mental health of survivors. In addition, it also affects human health, which risks undermining the well-being of families, due to the health problems that can occur. The family's unpreparedness in these tasks can increase the psychological and physical impacts experienced by its members. Therefore, strategies in disaster preparedness are important to reduce the impact. This study aims to explore strategies to improve family resilience in disaster mitigation. The number of interviews is 21 people, consisting of women and men with an average age of 45 years, who have different backgrounds. Including academians, business, community, government, and journalists. The results showed that the strategy to increase family resilience to disaster is based on 5 family tasks from Maglaya's theory, including that families must have a preparedness plan and knowledge about disaster management through education to families about the steps that must be taken before, during, and after a disaster is very helpful in increasing family resilience. The conclusion is that disaster training and simulation programs involving family members have proven effective in building confidence and necessary skills. This research can be concluded that family disaster preparedness depends on good knowledge and planning. Disaster nurses play an important role in education and training, which helps reduce psychological and physical impacts. Thus, community safety and well-being can be improved by exploring strategies to improve family resilience in disaster mitigation

Disaster Nursing for Early Career Emergency Nurses.

Effects of Disaster Nursing Education Based on the Korean Triage and Acuity Scale (KTAS): Focus on Competency in Emergency Patient Triage, Core Competencies in Disaster Nursing, Confidence in Disaster Nursing, and Self-efficacy

ABSTRACT Objective: To identify the competencies of nurses in providing care in shelters for victims of hydrological disasters in Brazil. Methods: This is a scoping review, developed according to the Joanna Briggs Institute (JBI) model and the PRISMA-ScR guidelines. The search was conducted in the PubMed, Google Scholar and CAPES Periodicals Portal databases, applying inclusion and exclusion criteria. Fourteen articles were selected, 11 through database searches and 3 through other methods. Results: The studies were organized into three categories: Type 1, which addresses the role of nurses in disasters; Type 2, which addresses multidisciplinary work; and Type 3, which discusses disasters in general. The findings reinforce that nurses play an essential role in all phases of the disaster, acting in care management, service organization, triage, clinical assessment, first aid and psychosocial support. Skills such as leadership, agile decision-making, communication, creativity and resilience stand out. Multidisciplinary work proved to be essential, although limited by challenges such as the absence of protocols, lack of preparation and emotional overload. Conclusion: Nursing plays a multifunctional and indispensable role in these scenarios, but there is still a gap in professional training and standardization of protocols. There is a clear need for investment in ongoing training, development of public policies and expansion of scientific production on the subject, aiming to ensure safe, efficient and humanized care for victims of hydrological disasters. Keywords: Nursing Care, Hydrologic Disaster, Emergency Shelter, Natural Disasters and Emergency Nursing.

ABSTRACTAimThe aim of this study was to explore the disaster‐related nursing competencies among Slovenian nurses, focusing on core competencies, barriers to competency development and roles in disaster management. It also examined the predictors of these competencies, including participation in training, emergency drills, qualifications and leadership roles.BackgroundGlobal conflicts and climate crises have increased the frequency and intensity of disasters and pose challenges to healthcare systems worldwide. Nurses play a critical role in disaster preparedness, response and recovery, yet their competencies are under‐researched.MethodsA descriptive cross‐sectional study was conducted with 379 registered nurses using the Slovenian version of the Disaster Nursing Core Competencies Scale (Sl‐DNCC). The analysis was performed using descriptive statistics, non‐parametric tests and logistic regression to identify predictors of disaster nursing competencies.ResultsNurses considered disaster‐related core competencies to be moderately to very important. Statistically significant predictors of competencies included participation in training, frequency of emergency drills, possession of formal qualifications, and leadership roles. Barriers to developing competencies, such as limited resources and organisational support, were most prevalent among nurses with less experience. Engagement in disaster management was low, except for nurses with leadership positions or frequent participation in drills.DiscussionThese findings emphasise the importance of leadership roles, practical training and institutional support in enhancing nurses' disaster competencies. Removing barriers, such as limited training opportunities and resources, is critical to strengthening preparedness.ConclusionThis study emphasises the need for targeted interventions, including a national competency framework and regular training on disaster management, to improve nursing preparedness in Slovenia.Implications for nursing and health policyPolicymakers and healthcare organisations should prioritise investment in training infrastructure, interdisciplinary simulation and leadership development.

This study investigates the preparedness of public health nurses (PHNs) for nuclear disasters in Kagoshima Prefecture, Japan, following the devastating 2011 Great East Japan Earthquake and subsequent Fukushima Daiichi Nuclear Power Station accident. Focusing on PHNs’ roles in community health management during disasters, we assessed nurses’ knowledge and skills in initial response, including the risk assessment of radiation exposure, health education, and evacuation assistance. We also explored demographic factors, educational background, and participation in disaster training. The findings reveal PHNs’ significant lack of confidence in performing essential duties immediately following a nuclear incident, with only 7% answering that they could perform somewhat adequate post-disaster public health activities. Furthermore, the study highlights deficiencies in practical skills, particularly in administering stable iodine tablets and assisting in evacuations, underscoring the need for improved training programs. The results indicate that, even 12 years after the accident, PHNs’ disaster response capabilities, especially in regions with nuclear facilities, must be urgently enhanced with the cultivation of practical skills, and continuity-in-response capabilities must be assured using systematic training and education. This study underlines the critical need for a comprehensive approach to improving health professionals’ preparedness for nuclear emergencies, with implications for both national and international nuclear disaster policy.

Bridging Theory and Practice: Disaster Nursing Micro-Credentials

Hospital-based nurses are on the frontline of no-notice disaster events. They are supervised by a nurse executive (NE) who is responsible for the constant delivery of safe and competent nursing care, including during times of disaster. As a member of the hospital administrative team and Hospital Incident Command System, the NE is well positioned to maximize nurses’ safety and readiness. Specific actions by NEs during no-notice events are largely absent from the scientific literature. This non-experimental, descriptive, qualitative study aimed to describe the observations and actions of NEs (n = 6) who experienced at least one no notice disaster event. Domains from The International Council of Nurses Core Competencies in Disaster Nursing served as a framework for analysis. A collaborative thematic analysis then considered the real-life experience of NEs who supervised nurses’ response to a major no-notice disaster. NEs were amongst the first administrators to respond onsite. Communication was often most effective using personal cell phones. Nurses needed to make immediate life-saving decisions despite the absence of a formalized incident command structure. Many suffered from traumatic exposure and NEs facilitated immediate and long-term mental health support. This article describes our study methods and the seven themes that emerged from our analysis, along with implications for research and practice.

Tips for Incorporating AI-Generated Video in Disaster Nursing Education.