Emergency Response Skills Research Articles

Strategi Komunikasi Badan Nasional Penanggulangan Bencana dalam Program Desa Tangguh Bencana

This research aims to determine the communication strategy of the national disaster management agency in the Bengkulu City disaster resilient village village program. The method used in this research is a qualitative method with data collection techniques, namely observation, interviews and documentation. The research results show an increase in public awareness and knowledge, becoming more aware of the various types of disaster risks that may occur. Knowledge about disasters: The community gets more in-depth information about the causes, impacts and types of natural disasters such as earthquakes and tsunamis. Community emergency response skills are trained on safe and effective evacuation methods when a disaster occurs. First aid, training on how to provide first aid to disaster victims. Development of emergency response plans, with family plans and community plans. The use of technological equipment is trained by using fire extinguishers, flashlights, radio communications. Formation and strengthening of disaster volunteers. Increasing community resilience and preparedness, training is accompanied by simulations and disaster response exercises that help the community practice what they have learned. In conclusion, one of the efforts made by BNPB is to implement the IDRIP-DESTANA project, Diffusion (diffusio) Project by increasing community preparedness by providing education and training to the community regarding disasters, meeting 29 times. Keywords: Communication Strategy, Diffusion of Innovation, BNPB, DESTANA

Awareness and preparedness level of medical workers for radiation and nuclear emergency response.

Radiological science and nuclear technology have made great strides in the twenty-first century, with wide-ranging applications in various fields, including energy, medicine, and industry. However, those developments have been accompanied by the inherent risks of exposure to nuclear radiation, which is a source of concern owing to its potentially adverse effects on human health and safety and which is of particular relevance to medical personnel who may be exposed to certain cancers associated with low-dose radiation in their working environment. While medical radiation workers have seen a decrease in their occupational exposure since the 1950s thanks to improved measures for radiation protection, a concerning lack of understanding and awareness persists among medical professionals regarding these potential hazards and the required safety precautions. This issue is further compounded by insufficient capabilities in emergency response. This highlights the urgent need to strengthen radiation safety education and training to ensure the well-being of medical staff who play a critical role in radiological and nuclear emergencies. This review examines the health hazards of nuclear radiation to healthcare workers and the awareness and willingness and education of healthcare workers on radiation protection, calling for improved training programs and emergency response skills to mitigate the risks of radiation exposure in the occupational environment, providing a catalyst for future enhancement of radiation safety protocols and fostering of a culture of safety in the medical community.

Developing Topics of Experiential Activities in Defense and Security Teaching in Order to Develop Learners' Ability to Learn about Nature and Society

This article aims to propose a set of topics for experiential activities in defense and security teaching that can enhance learners' abilities to learn about nature and society. The article begins by highlighting the importance of defense and security education in shaping learners' understanding of the role of military and security forces in protecting the nation and society. The article then presents five topics for experiential activities, which include visiting security and military agencies, practical experience in military training, practicing emergency response skills, learning self-defense techniques, and engaging in social activities related to security. The article argues that these activities can not only help learners gain a better understanding of defense and security but also provide them with opportunities to develop essential skills such as decision-making, problem-solving, and collaboration. Furthermore, the article suggests that these activities can instill a sense of civic responsibility and a willingness to contribute to the community's safety and well-being. Overall, the article proposes that incorporating experiential activities into defense and security teaching can enrich learners' learning experiences and foster their abilities to learn about nature and society. By providing hands-on experiences and opportunities for practical application, defense and security education can prepare learners to be responsible and engaged citizens who understand the importance of national defense and community safety.

Survey of national practices for postgraduate year two critical care and emergency medicine pharmacy residency emergency response training

AbstractIntroductionMedical emergency response within the hospital involves an interdisciplinary team, including pharmacists. Pharmacist involvement in these teams has increased over time due to published benefits of their involvement. Development of emergency response skills may start during pharmacy residency, although limited data suggest how this is best implemented.ObjectivesLimited data evaluate post‐graduate year 2 (PGY2) pharmacy resident training for emergency response, as well as PGY2 program values for this in screening/ranking candidates, which may help post‐graduate year one (PGY1) pharmacy residents identify residency programs that are a good fit for their career goals.MethodsA list of PGY2 critical care (CC) and emergency medicine (EM) programs were identified. The questionnaire included program demographics, characteristics of PGY2 emergency response training, and PGY2 residency program values of PGY1 emergency response exposure for screening and ranking applicants for their programs. A Fisher's exact test was used to compare differences between CC and EM programs for these outcomes.ResultsA total of 85 complete responses were analyzed (response rate by all identified programs: CC = 36.4%; EM = 32.1%). Emergency response training was often with both core and longitudinal experiences (72.9%), although differed by type of program (p < 0.001). Both CC and EM programs considered PGY1 pharmacy resident exposure to emergency response in screening candidates (33.9% and 57.7%, respectively), as well as ranking candidates (22% and 38.5%, respectively). For CC programs, both Advanced Cardiovascular Life Support certification and quantity of PGY1 emergency response ranked as the most important characteristics, while EM programs ranked quantity as the most important.ConclusionThe results of this survey indicate heterogeneity in PGY2 CC and EM emergency response training. PGY1 applicants for these programs should consider their experience with emergency response as a potential factor in identifying an appropriate program for their training.

Evaluation of the development of emergency response skills of intern doctors after emergency medicine internship: A prospective cross-sectional study

Introduction: Although there are many forms of education, learning by doing is one of the most efficient ways of learning in the field of medicine. In Turkey, intern doctors can perform and observe many emergency interventions in the presence of supervisors during their emergency service internship. This study aimed to examine whether intern doctors have developed the necessary emergency response skills concerning some vital situations after emergency medicine internship involving their applied training and observation. Methods: This prospective cross-sectional study was conducted between June 2, 2022, and September 1, 2022, in the emergency department of a tertiary hospital. In the study, the emergency response skills of intern doctors were measured with a questionnaire prepared using scenarios in which emergency situations were described. Results: The participants’ emergency response skills were improved in the most of emergencies described in the questionnaire. However, there was no significant improvement in emergency intervention skills related to the approach to ventricular tachycardia and multi-trauma patients (P=0.771 and P=0.45, respectively). Conclusion: Doctors doing internship in the emergency medicine clinic receive both theoretical and applied training, which increase their ability to respond to emergency situations. However, there is a need to identify emergency situations in which internship training does not sufficiently improve intervention skills and try new methods to improve the related skills.

Role of Governance in Developing Disaster Resiliency and Its Impact on Economic Sustainability

This study explores the role played by governance in developing disaster resiliency and its impact on economic sustainability in Greece. Descriptive research was undertaken, and data were collected from 180 local governance leaders in Western Macedonia, Greece, to gain a deeper understanding of the role of governance in developing disaster resiliency and economic sustainability. The study confirmed the hypothesis that the focus of governance in developing disaster resiliency positively affects economic sustainability. The ability of governance to develop disaster resiliency and economic sustainability is mostly through leadership, engaging civil society, and international cooperation. These roles played by governance are also influenced by different political, economic, cultural, and social aspects, which all have an impact on the risk governance systems that cut across levels of resource assurance, technical support, and disaster risk management. Governance may have a significant impact on the overall design of rules and systems, including legislation, different decision-making procedures, and policy-implementation mechanisms, via political leadership. In terms of economics, the primary responsibility of governance is to support disaster risk-reduction systems. Governance must encourage risk awareness on a national basis through intensive disaster risk research, technological development, disaster-reduction education, and emergency response skills practice.

Fisher Folk Disaster Environment and Management

In order to develop proactive program management frameworks, the research set out to assess the requirements and issues of the fishing community. The methods used program-proactive evaluation by John Owen; criteria selection took into account purposive random sampling technique; used interview guide protocol; grounded theory matrix on the data analysis; and served as the basis for the paradigm illustration. The research revealed that respondents had experienced both natural and man-made disasters. Everyone affected, including the participant's family members, experiences anxiety and stress as a result of the destruction. Additionally, there aren't any long-term government initiatives, and organizational management is poor. The paper covers the fisherfolk management framework to develop the institutional processes in terms of participatory governance, leading by example, and enhancing transparency. The fisherfolk association's growing capacity for organizational development in the face of disasters is strongly correlated with early warning disaster messages, disaster planning, education advocacy programs, emergency response skills, sustainable livelihood health programs, financial insurance coverage, and multi-sector community support partnerships.

A Narrative Review of Training Approaches to Address Low Volume High Risk Pediatric Resuscitation Skills

The aim of this article is to present nursing professionals with clinical practice processes-aligned with current literature- that educators and nursing leaders at one institution have used to ensure that nurses are proficient with emergency response skills. The comprehensive overview of a combination of efforts to ensure nurses' proficiency with emergency response skills for a pediatric patient in cardiopulmonary arrest provide a logical context to narratively discuss present day literature on the topic.

Examination of the whole person approach for improving the emergency response skills of occupational health nurses

Examination of the whole person approach for improving the emergency response skills of occupational health nurses

Does disaster knowledge affect residents' choice of disaster avoidance behavior in different time periods? Evidence from China's earthquake-hit areas

Based on the survey data of 327 peasant households in Wenchuan and Lushan earthquakes in China, this study analyzed the characteristics of residents' disaster knowledge and their disaster avoidance behavior before, during and after the earthquake, and constructed the binary Logit model and the disordered multi-classification logistic regression model to explore the impact of disaster knowledge on residents' disaster avoidance behavior in different periods. The results show that:(1) Generally speaking, the residents have strong disaster knowledge. Among them, 55% of the residents have good basic knowledge of disasters, 66% and 68% of the residents have sufficient knowledge of emergency response skills and resistance skills, respectively. (2) Before the earthquake, residents' awareness of disaster preparedness was poor; When an earthquake occurs, the number of residents who choose to leave their houses immediately (60%) is the largest, while the number of residents who choose to continue to do things (5%) is the least. After the earthquake, the highest percentage of residents (40%) chose to evacuate again to a safer place, while the lowest percentage (7%) chose to continue with their work. (3) The regression results show that the stronger the disaster knowledge is, the better the disaster preparedness will be. When a disaster occurs, compared with the residents who evacuate their houses immediately, the residents who do not have sufficient knowledge of the disaster are more willing to continue to do things. Residents without adequate disaster knowledge are more likely to stop doing things and stay put than to evacuate their homes immediately. After a disaster occurs, residents with less knowledge of the disaster are more likely to stay put and wait for the latest information and confirmation that their families are safe than those who evacuate again to a safer place. Residents with stronger disaster knowledge were more likely to continue their work than those who had to evacuate again to a safer place.

A Project to Improve the Ability of Hemodialysis Staff to Respond to Fire Emergencies

In case of fire in the hemodialysis room, it is necessary to help patients get away from dialysis machines smoothly and safely and evacuate the room rapidly. Our unit is located on a higher floor. An investigation showed that the accuracy rate for fire response awareness among the staffs in our unit was only 57.9%, while the accuracy rate of fire response skill operations was only 57.4%. Moreover, 62.0% of the staffs were not clear about the task grouping and task content of fire response. Confusion in our unit regarding the definition of patient mobility led to staffs classifying patients based on subjective perceptions and standards. Moreover, the unit also lacked an audit system for fire emergency operations and fire-response-related learning materials. To improve staff knowledge and skills related to fire emergency response in the hemodialysis room to 100%. The project team worked out solutions such as adding a self-defense fire-fighting group to the dialysis information system, producing fire emergency response learning materials, establishing a seed personnel system, organizing on-the-job education, organizing fire response simulation drills, and implementing an audit system. The awareness of fire emergency response and the accuracy of skill operation among the staff were both improved to 100%, and there were statistically significant differences between the pre-test and post-test paired t-test results. Furthermore, consistent implementation of these resolution measures maintained the staff`s fire emergency response skills at 100% between June 2019 and May 2020. Tabletop simulation, practice drills, and skill operation audits are effective tools for improving the ability of staff in the hemodialysis room to respond to fire emergencies. It is recommended that institutions produce tabletop simulation props and combine regular on-site drills to improve the readiness of their staffs to respond to fire emergencies, which will shorten the response time during incidents.

Needs of Nursing for Prevention and Management of Non- Communicable Diseases in Primary Care Settings

OBJECTIVE: This study aims to describe the needs of nursing for NCDs as described by patients with NCDs, healthcare providers (HP), and hospital accreditation (HA) surveyors in primary care settings. MATERIAL AND METHODS: This descriptive study was conducted in five Thai Health Promoting Hospitals (THPH). Participants included 385 patients with NCDs, 21 HP, and 10 HA surveyors. Data were collected using questionnaires and medical records were then analyzed using descriptive statistics. RESULTS: Mean age of patients, HP, and HA surveyors was 63.9 ± 10.7, 39.3 ± 12.5, and 49.9 ± 12.2 years, respectively. Most of the patients were female (72.2%) and had at least 2 diseases (73.4%). More than half of the patients were overweight or obese, had excessive waist circumference, and average systolic blood pressure higher than normal. The highest need of nursing as described by patients was emergency care, similarly to all HP’s needs, while the highest need of nursing as described by HA surveyors was human resources. The patients’ need for emergency care includes contact with HP, knowledge of emergency complications, basic emergency response skills, and follow up health status, while the HP’s needs include referral system in emergency care, basic emergency response skills, and knowledge and skill of emergency management. In addition, human resources include knowledge and skills for NCDs in primary care and in the community and an assessment of medical equipment. CONCLUSION: Results suggested that HP, including nurses, should increase knowledge and skills in emergency care for patients with NCDs in primary care settings.

Holo-BLSD – A Holographic Tool for Self-training and Self-Evaluation of Emergency Response Skills

In case of cardiac arrest, prompt intervention of bystanders can be vital in saving lives. Basic Life Support and Defibrillation (BLSD) is a procedure designed to deliver a proficient emergency first response. Developing skills in BLSD in a large part of the population is a primary educational goal of resuscitation medicine. In this context, novel computer science technologies like Augmented Reality (AR) and Virtual Reality (VR) can alleviate some of the drawbacks of traditional instructor-led courses, especially concerning time and cost constraints. This paper presents Holo-BLSD, an AR system that allows users to learn and train the different operations involved in BLSD and receive an automatic assessment. The system uses a standard manikin which is “augmented” by an interactive virtual environment that reproduces realistic emergency scenarios. The proposed approach has been validated through a user study. Subjective results confirmed the usability of the devised tool and its capability to stimulate learners’ attention. Objective results indicated no statistical significance in the differences between the examiners’ evaluation of users who underwent traditional and AR training; they also showed a close agreement between expert and automatic assessments, suggesting that Holo-BLSD can be regarded as an effective self-learning method and a reliable self-evaluation tool.

A meta‐ethnographic synthesis of midwives’ and nurses’ experiences of adverse labour and birth events

Health professionals are frequently exposed to traumatic events due to the nature of their work. While traumatic and adverse labour and birth events experienced by women are well researched, less attention has been given to midwives' and nurses' experiences of these events and the impact it has on their lives. To undertake a meta-ethnographic study of midwives' and nurses' experiences of adverse labour and birth events. Scopus, CINHAL PLUS, MEDLINE and PUBMED databases were searched using subject headings and keywords. The search was limited to papers published in peer-reviewed journals from 2004-October 2016. Quality appraisal was undertaken using the Critical Appraisal Skills Programme tool. Papers had to be qualitative or have a substantial qualitative component. Studies were included if they primarily focused on midwives' or nurses' perspectives or experiences of complicated, traumatic or adverse labour and birth events. A meta-ethnographic approach was used incorporating methods of reciprocal translation guided by the work of Noblit and Hare (1988, Meta-Ethnography: Synthesizing qualitative studies (Vol. 11). Newbury Park: Sage publications). Eleven qualitative studies were included in the final sample. Four major themes were (i) feeling the chaos; (ii) powerless, responsible and a failure; (iii) "It adds another scar to my soul"; and (iv) finding a way to deal with it. Midwives and nurses feel relatively unprepared when faced with a real-life labour and birth emergency event. While many of the midwives and nurses were traumatised by the experience, some were able to view their encounter as an opportunity to develop their emergency response skills. Witnessing and being involved in a complicated or adverse labour and birth event can be traumatic for nurses and midwives. Organisational and collegial support needs to be available to enable these health professionals to talk about their feelings and concerns.

Emergency in the clinic: a simulation curriculum to improve outpatient safety

Emergency response skills are essential when events such as seizure, anaphylaxis, or hemorrhage occur in the outpatient setting. As services and procedures increasingly move outside the hospital, training to manage complications may improve outcomes. The objective of this study was to evaluate a simulation-based curriculum in outpatient emergency management skills with the outcome measures of graded objective performance and learner self-efficacy. This pre- and postcurriculum study enrolled residents and fellows in Obstetrics and Gynecology and Family Medicine in a simulation-based, outpatient emergency management curriculum. Learners completed self-efficacy questionnaires and were videotaped managing 3 medical emergency scenarios (seizure, over-sedation/cardiopulmonary arrest, and hemorrhage) in the simulation laboratory both before and after completion of the curriculum. Evaluators who were blinded to training level scored the simulation performance videotapes using a graded rubric with critical action checklists. Scenario scores were assigned in 5 domains and globally. Paired t-tests were used to determine differences pre- and postcurriculum. Thirty residents completed the curriculum and pre- and postcurriculum testing. Subjects' objective performance scores improved in all 5 domains (P<.05) in all scenarios. When scores were stratified by level of training, all participants demonstrated global improvement. When scores were stratified by previous outpatient simulation experience, subjects with previous experience improved in all but management of excess sedation. Pre-and postcurriculum self-efficacy evaluations demonstrated improvement in all 7 measured areas: confidence, use of appropriate resources, communication skills, complex airway management, bag mask ventilation, resuscitation, and hemorrhage management. Self-efficacy assessment showed improvement in confidence managing outpatient emergencies (P=.001) and ability to communicate well in emergency situations (P<.001). A simulation-based curriculum improved both self-efficacy and objectively rated performance scores in management of outpatient medical emergencies. Simulation-based curricula should be incorporated into residency education.

Identifying weaknesses in national health emergency response skills and techniques with emergency responders: A cross-sectional study from China.

To identify the weakest skill areas perceived by participants among key skills highly demanded during emergencies and to explore factors influencing the self-rated overall skill proficiency of public health emergency responders. The participants were selected by a multistage, stratified cluster sampling method in Heilongjiang CDC to complete questionnaires that assessed their perceptions of health emergency response skills and techniques. A final sample of 1,740 staff members was obtained and analyzed. The 5 top skill deficiency areas perceived by participants were field epidemiologic investigation, personal protection, effective nuclear and radioactive response as well as psychological interventio (for these two areas gain the equal score), and risk assessment. The logistic regression revealed personal protective skills as the most important factor contributing to the self-rated overall skill proficiency of public health emergency responders, followed by field epidemiologic investigation skills. More attention should be given to emergency response skill training and education programs. Major obstacles hindering the promotion of key skills and techniques among front-line emergency responders should be addressed urgently. Continuous efforts should be made to remove the financial, technical, and resource obstacles to improve public health emergency response capacity.

Near-Peer Emergency Medicine for Medical Students in Port-au-Prince, Haiti: An Example of Rethinking Global Health Interventions in Developing Countries

BackgroundDuring a 3-year time frame, a partnership between medical trainees in Haiti and the United States was forged with the objective of implementing an emergency response skills curriculum at a medical school in Port-au-Prince. The effort sought to assess the validity of a near-peer, bidirectional, cross-cultural teaching format as both a global health experience for medical students and as an effective component of improving medical education and emergency response infrastructure in developing countries such as Haiti. MethodMedical students and emergency medicine (EM) residents from a North American medical school designed and taught a module on emergency response skills in PAP and certified medical students in basic cardiac life support (BLS) over 2 consecutive years. Five-point Likert scale self-efficacy (SE) surveys and multiple-choice fund of knowledge (FOK) assessments were distributed pre- and postmodule each year and analyzed with paired t tests and longitudinal follow-up of the first cohort. Narrative evaluations from participants were collected to gather feedback for improving the module. FindingsChallenges included bridging language barriers, maintaining continuity between cohorts, and adapting to unexpected schedule changes. Overall, 115 students were certified in BLS with significant postcurriculum improvements in SE scores (2.75 ± 0.93 in 2013 and 2.82 ± 1.06 in 2014; P < 0.001) and FOK scores (22% ± 15% in 2013 and 41% ± 16% in 2014; P < 0.001). Of 24 Haitian students surveyed at 1-year follow-up from the 2013 cohort, 7 (29.3%) reported using taught skills in real-life situations since completing the module. The US group was invited to repeat the project for a third year. ConclusionsNear-peer, cross-cultural academic exchange is an effective method of medical student–centered emergency training in Haiti. Limitations such as successfully implementing sustainability measures, addressing cultural differences, and coordinating between groups persist. This scalable, reproducible, and mutually beneficial collaboration between North American and Haitian medical trainees is a valid conduit for building Haiti's emergency response infrastructure and promoting global health.

On the role of government in integrated disaster risk governance—Based on practices in China

This article outlines the roles of government in ensuring integrated disaster risk governance in China. In general, government plays important political, economic, cultural, and social roles in risk governance systems that include resource assurance, technical support, and disaster risk management. Three key aspects of governance relate to those roles: (1) Overall leadership. Politically, the government has a leading role for the overall rule and system design, including legislation, decision-making processes, and policy implementation mechanisms. Economically, the government’s primary responsibility is to strengthen resource assurance, including coordinating development and disaster reduction, and providing support for disaster reduction activities. Culturally, the government must increase risk awareness through disaster reduction education, training, and practice of emergency response skills, disaster risk research, and technical development. Socially, the government is vital to the improvement of integrated management, including disaster, risk, and emergency management systems. (2) Engaging civil society. Politically, the government is charged with the responsibility to engage and collaborate with civil society, such as NGOs. Economically, it is the role of the government to consolidate governmental and community resources. Culturally, the government needs to give the same importance to the functions of majority and minority cultures alike. Socially, it is the duty of the government to coordinate advantaged and disadvantaged social groups. (3) International cooperation. The government has an international humanitarian role politically to carry out disaster reduction diplomacy; economically to strengthen the catastrophe financial assurance system; culturally to improve the world safety culture, disaster reduction education, and technology assurance systems; and socially to increase the capacity for international disaster relief and assistance and volunteer services.

Testing a Mnemonic on Response Skills during Simulated Codes

BackgroundBaccalaureate nursing students rarely have the opportunity to practice emergency response skills. Simulation gives students the ability to practice emergency procedures in an environment that is safe. MethodNursing students’ skills accuracy and confidence ratings were assessed before and after an instructional module that incorporated a mnemonic, named ABCD-COPIME, to improve emergency response techniques to a simulated code blue scenario. Seven nursing students completed 7 trials of responding to a code blue simulation. After each trial, skill accuracy was assessed with a skills checklist, and after Trials 1, 4, and 7, each student’s confidence was measured by self-report. A 20-minute intervention introducing the ABCD-COPIME mnemonic was inserted after Trial 3. ResultsBoth skills accuracy and self-reported confidence ratings significantly increased after introduction of the mnemonic (95% improvement in mean skills accuracy scores). Furthermore, analyses revealed that these changes were not due to practice effects. ConclusionThis study supports the accumulating body of evidence that suggests that simulated training exercises are important for improving skills and confidence in responding to emergency situations. Moreover, results suggest that the ABCD-COPIME mnemonic training technique substantially improves both the skills accuracy of students and their self-reported confidence when responding to a code blue simulation.

Emergency Response and Public Health in Hurricane Katrina

Since 9/11, federal funds directed toward public health departments for training in disaster preparedness have dramatically increased, resulting in changing expectations of public health workers' roles in emergency response. This article explores the public health emergency responder role through data collected as part of an oral history conducted with the 3 health departments that responded to Hurricane Katrina in Mississippi and Louisiana. The data reveals a significant change in public health emergency response capacity as a result of federal funding. The role is still evolving, and many challenges remain, in particular, a clear articulation of the public health role in emergency response, the integration of the public health and emergency responder cultures, identification of the scope of training needs and strategies to maintain new public health emergency response skills, and closer collaboration with emergency response agencies.