Response Training Course Research Articles

Combination of flipped learning format and virtual simulation to enhance emergency response ability for newly registered nurses: a quasi-experimental design

ABSTRACT Newly registered nurses’ emergency response capability falls short of their employers’ expectations. Therefore, they need to develop this ability to cope with various changes in the clinic. Unfortunately, traditional learning has not been good enough in cultivating nursing skills and fostering self-directed learning which plays a key role in the learning process. Therefore, we attempted to integrate virtual simulation into the flipped learning format to optimize the training of newly registered nurses, and investigate its effectiveness. This study employs a pre- and post-test quasi-experimental design. The control and experimental groups each consisted of 43 newly registered nurses recruited in 2019 and 2020, respectively. The control group was trained using the traditional learning while the experimental group used the flipped learning format combined with virtual simulation for a 4–week emergency response training course. The data were collected through The Assessment Questionnaire of Clinical First-aid Capability of Nurses in the Non-Emergency Department and the Rating Scale of Self-directed Learning Competence for Nurses. Multivariate analysis of covariance was used for statistical analysis and the results show that the flipped learning combined with virtual simulation is more suitable and effective in improving nurses’ emergency response abilities and self-directed learning compared to traditional learning.

“Brachy-mergency!”: Developing and Implementing an Effective HDR Emergency Response Training Course

A stuck HDR source during brachytherapy (BT) treatments is rare but serious medical emergency. A rapid and coordinated response by providers is necessary to limit exposure and avoid serious injury to the patient. At our institution, previous training consisted of informal verbal instruction and review of the HDR workflow, resulting in considerable variability in preparedness. As a quality improvement project, we developed a standardized BT emergency training program to improve the confidence and preparedness of our staff in responding to and resolving such emergencies.We developed an educational course using vendor material, AAPM Task Group publications, reviewed high-profile BT accidents, and integrated suggestions from physics and clinical faculty. Before and after the training session, participants completed an online quiz and survey to assess baseline knowledge and confidence (5-point Likert scale). Participants first underwent a timed simulation that required manual source retraction. This simulation was also repeated at the end of the training session. Next an educational 1-on-1 discussion and presentation was conducted to review the structure, function, and workflow of BT treatments and all equipment involved. We reviewed and virtually drilled the necessary steps for a stuck-source emergency, cardiac arrest, and other medical (e.g., seizure, unstable patient) and technical (aborted check cable run) predicaments. Statistical analysis comparing pre- and post-training quiz scores and simulation times was completed using paired t-tests.10 staff members volunteered to participate in the "brachy-mergency" training course including resident and attending physicians, medical physicists, and medical students. The average quiz score was 68% before training, and significantly increased to 90% (P = 0.002) after training. The average time to resolve the stuck-source simulation was 99 seconds before training, and significantly decreased to 47 seconds (P < 0.001) after training. Only 20% of subjects initially agreed that they were confident in their ability to recognize a stuck-source emergency, and 30% agreed in their ability to resolve the emergency. Post training these measures were 100%. Lastly, 90% of subjects agreed that the training session was a positive learning experience, and 100% agreed that it should be a standard component of radiation oncology training.We successfully developed and implemented an HDR emergency response training course for our department that significantly improved knowledge, response time, and confidence in resolving stuck-source and other BT emergencies. We plan to refine and expand this program to improve our preparedness for years to come.

Competency framework, methods, evaluation, and outcomes of natural disaster preparedness and response training: a scoping review protocol.

This systematic scoping review aims to clarify and map the range of natural disaster preparedness and response training for public health personnel around the world. Various preparedness and response training courses, exercises, and drills for public health professionals have been developed for natural disasters. Most of these focus on developing competency. However, there is no overview of the frameworks, methods, evaluation, and outcomes of these disaster preparedness and response training courses, exercises, and drills. This review will consider all studies that focus on the framework, evaluation, and outcome of training in natural disaster preparedness for public health personnel. The databases and sources to be searched will include MEDLINE (PubMed), CINAHL with Full Text Plus, Academic Search Premier, APA PsycINFO, and Ichushi-Web. Searches for gray literature will be conducted using websites that discuss, introduce, or provide competence-based disaster preparedness and response training. These websites will mainly be for public organizations or universities with a focus on public health. The review will consider studies published in both English and Japanese. Retrieval of full-text studies and data extraction will be performed independently by two reviewers. The findings will be summarized in tabular form and accompanied by narrative text.

Oiled Wildlife Response Training, OWRT: An International training course for readiness and preparedness in oiled wildlife response

During an oil spill, the response to oiled wildlife is a highly publicized and scrutinized activity. When oil threatens wildlife, there is high public and media interest due to the high intrinsic value and vulnerability of the natural environment and wildlife within. The effectiveness and speed of an oiled wildlife response can significantly influence media coverage and the overall public perception of the impacts of a spill and the effectiveness of a spill response. Wild base, Massey University, New Zealand and the Karen C. Drayer Wildlife Health Center, University of California at Davis, USA, have teamed up to write and deliver the world's first University-led on-line and face to face oiled wildlife response training courses (OWRT) for the international market. World leaders in higher education and oiled wildlife research, Massey University and UC Davis are the only two universities in the world with comprehensive oiled wildlife readiness and response teams. The OWRT courses on offer allow for multiple pathways to be undertaken to meet specific organisational oiled wildlife response needs from training entry-level personnel in rehabilitation, field operations or facility development, to team leaders in planning and preparation and managers of an oiled wildlife response. Theoretical courses are delivered online utilizing modern and interactive technology, with face-to-face delivery of practical skills. Courses have been developed using internationally recognised good practice standards, based on intended learning outcomes, ensuring specific skills necessary for key roles in a comprehensive readiness program. Having trained and in-house oiled wildlife response staff expands your organisations response and readiness capabilities. When the world is watching, speed is critical to both protect wildlife and to foster a positive public perception. www.owrt.org

Interprofessional non-technical skills for surgeons in disaster response: a literature review

Natural disasters impose a significant burden on society. Current disaster training programmes do not place an emphasis on equipping surgeons with non-technical skills for disaster response. This literature review sought to identify non-technical skills required of surgeons in disaster response through an examination of four categories of literature: “disaster"; “surgical”; “organisational management”; and “interprofessional”. Literature search criteria included electronic database searches, internet searches, hand searching, ancestry searching and networking strategies. Various potential non-technical skills for surgeons in disaster response were identified including: interpersonal skills such as communication, teamwork and leadership; cognitive strategies such flexibility, adaptability, innovation, improvisation and creativity; physical and psychological self-care; conflict management, collaboration, professionalism, health advocacy and teaching. Such skills and the role of interprofessionalism should be considered for inclusion in surgical disaster response training course curricula.

Integrated Community-Based Disaster Management Program in Taiwan: A Case Study of Shang-An Village

Taiwan has long made efforts to increase community emergency response capability, due to its vulnerability to earthquakes, typhoons, landslides and debris flows. Not until recent major natural disasters, such as the 1999 Chi–Chi Earthquake, Typhoon Toraji and Typhoon Nari, has the government reformed its policy toward empowering the community to take actions in hazard mitigation, emergency preparedness and emergency response. A new initiatve, Integrated Community-Based Disaster Management Program (ICBDM), was launched in 2001 by the Executive Yuan to achieve the goal of strengthening community resistance. The paper, taking Shang-An Village as an example, describes Taiwan’s new community-based disaster management program. Through a participatory process, community residents have learned how to analyze vulnerable conditions, discover problems, develop solutions and establish an organization to implement disaster management tasks. Further, basic response training courses and a disaster scenario were held in order to improve their emergency response capability. Based on the case study, a phased process, including initiation, assessment, planning and practice, is generalized.