Emergency Preparedness Information Questionnaire Research Articles

Emergency Preparedness Education for Nurses: Core Competency Familiarity Measured Utilizing an Adapted Emergency Preparedness Information Questionnaire.

The purpose of this project was to measure trauma nurse improvement in familiarity with emergency preparedness and disaster response core competencies as originally defined by the Emergency Preparedness Information Questionnaire after a focused educational program. An adapted version of the Emergency Preparedness Information Questionnaire was utilized to measure familiarity of nurses with core competencies pertinent to first responder capabilities. This project utilized a pre- and postsurvey descriptive design and integrated education sessions into the preexisting, mandatory "Trauma Nurse Course" at large, level I trauma center. A total of 63 nurses completed the intervention during May and September 2014 sessions. Overall, all 8 competencies demonstrated significant (P < .001; 98% confidence interval) improvements in familiarity. In conclusion, this pilot quality improvement project demonstrated a unique approach to educating nurses to be more ready and comfortable when treating victims of a disaster.

Board #159 - Research Abstract The Use of Virtual Reality Simulation for Decontamination Training with Undergraduate Nursing Students (Submission #8972)

Hypothesis Approximately one major disaster is declared weekly causing widespread destruction.1 The Joint Commission, the American Nurses Association and others support disaster preparedness training in nursing curricula.2 While the opportunity to participate in disasters is limited, virtual reality simulation (VRS) offers a method for disaster training within a realistic, safe environment. With the increasing number and complexity of disasters, there is a need to prepare new nurses in decontamination procedures. Yet there is a paucity of literature related to effective training methods for this skill. This study seeks to explore an innovative method of training (VRS) in decontamination with the following research questions: 1) What is the effect of VRS decontamination training in student nurses who receive only web-based modules compared to students who receive VRS in addition to web-based modules? and 2) How do student nurses describe the experiences of participation in a VRS? Methods A mixed-method approach was implemented to assess senior nursing students (n=106) at two campuses who were taught the skill of decontamination. A 20-question multiple choice exam from the Federal Emergency Management Administration (FEMA) was used as a cognitive pre-test. The Emergency Preparedness Information Questionnaire (EPIQ) measured self-reported familiarity with emergency preparedness competencies prior to the intervention. Both experimental and control groups then received web-based decontamination training but the experimental group also took part in an immersive 10-minute VRS reinforcing decontamination steps. Following the intervention, students repeated the cognitive test and EPIQ. Students were also evaluated performing decontamination on a manikin using a researcher-developed competency assessment instrument. Students who participated in the VRS were also invited to participate in a focus group to provide feedback about the VRS. Results Preliminary results suggest a significantly higher level of performance was found in students who experienced the VRS (p=0.008) based on a t-test. No significant differences were noted between the VRS and non-VRS groups in terms of the EPIQ cognitive scores (p=0.096) or FEMA self-assessment of skills scores (p=0.918) based on a t-est. An additional ANOVA analysis is pending. However, focus group interviews indicated students enjoyed the interactive nature of the VRS using the webcam and motion sensing software which allowed them to virtually experience the steps of decontamination. They also felt that VRS helped them to remember how to perform the steps of the skill when they demonstrated performance of decontamination on a manikin. Conclusion While the use of VRS did not indicate an increase in knowledge or self-assessment of decontamination skills, students experiencing a decontamination VRS module were able to perform the skill of decontamination significantly better than those students who did not. In addition, students reported how participation in the VRS helped them to remember the movements and steps of the skill that was supported in the performance findings. As educators identify best practice approaches for students to learn disaster skills in a safe, interactive environment, the use of VRS may be one strategy for ensuring safe, quality care for those affected by disaster.

Nurses Knowledge, Attitudes, Practices and Familiarity Regarding Disaster and Emergency Preparedness – Saudi Arabia

The number of reported natural and human-made disasters continues to rise worldwide. Nurses comprise the highest percent of health and medical workforce. Nurses must understand the national disaster management cycle. The present study was aimed to examine nurses' knowledge, attitudes, practices and familiarity regarding disaster and emergency preparedness-Saudi Arabia. Cross-sectional descriptive study was conducted using five tools to obtain data from 252 two registered batches of bridging nurses students. Five tools were demonstrated to collect data about demographic data, questionnaire for knowledge, attitude and practice to measure disaster preparedness and emergency preparedness information questionnaire to measure nurses' familiarity. The study findings revealed that the mean age score was 26.36±1.82 and for the knowledge level was 21.2 ± 6.0. A highly significant difference was found for attitude and practice regarding disaster preparedness as well familiarity concerned emergency preparedness P≤.000. Based on the present study results; lacking of knowledge and practices with acceptable level of attitude regarding disaster preparedness and neutral familiarity with emergency preparedness were concluded. Thus an integration of clearly titled theory and practice teaching courses about disaster and emergency preparedness into nursing curricula are crucial needed and provided in respect to their learning/training preferences. Further, follow up research are necessary for maximizing nursing education and nursing quality in these critical areas applied to healthcare and community setting.

Are emergency care staff prepared for disaster?

When disasters occur, nurses of all specialties require the appropriate knowledge and skills to respond effectively and efficiently. To assess the extent to which nurses in the US are prepared for emergencies, researchers have developed the Emergency Preparedness Information Questionnaire (EPIQ), in which participants are invited to assess their familiarity with aspects of emergency preparedness. This article discusses a pilot study of the use of the EPIQ among minor injury unit nurses and healthcare assistants in the UK. The results suggest that the principle of the EPIQ is sound but that it should be adapted to cater for different disaster situations and the needs of individual nurses. Terms that describe disasters and large-scale emergency situations are often used interchangeably so, to avoid confusion, this article uses 'disaster' to refer to all such events.

Assessing the Learning Needs of South Carolina Nurses by Exploring Their Perceived Knowledge of Emergency Preparedness: Evaluation of a Tool

This study assessed South Carolina nurses' perceived knowledge of emergency preparedness to gain a better understanding of their learning needs and to prioritize continuing education and training efforts based on these needs. Boone's programming model concept of planning provided the framework for this study, which used a descriptive correlational design and the Emergency Preparedness Information Questionnaire (EPIQ). Data from 207 eligible survey participants were analyzed. Nurses showed an overall low level of self-reported knowledge of emergency preparedness. Nurses reported being most familiar with triage and least familiar with clinical decision making in epidemiology and biological agents. By prioritizing learning needs based on a needs assessment and accommodating learning preferences, a systematic and planned approach to educating nurses about this extremely important topic can be implemented to significantly strengthen nurses' ability to respond to disaster events competently and effectively.

Evaluation of an Instrument to Measure Nurses' Familiarity with Emergency Preparedness

The events of September 11, 2001, and the 2005 devastation of Hurricane Katrina have emphasized the importance of educating all nurses in emergency preparedness and bioterrorism. Further evaluation (secondary data analysis) of the Emergency Preparedness Information Questionnaire (EPIQ) was conducted, to assess nurses familiarity with emergency preparedness. This study confirmed that the EPIQ, as revised, has sound psychometric characteristics (construct validity and internal reliability) as a tool to measure nurses' self-reported level of familiarity with emergency preparedness. Additional studies using the revised EPIQ should provide data to assist civilian and military nurse educators and to facilitate the development of competency-based, relevant, emergency preparedness curricula.