Implementing Disaster Simulations for Baccalaureate Nursing Students in the Gulf-Coast Region

Effect of structured digital-based education given to nursing students on disaster literacy and disaster preparedness belief levels: A randomized controlled study

BACKGROUND

One of the most effective processes in disaster management is disaster education.

AIM

To determine the effect of structured digital-based education given to nursing students on disaster literacy and disaster preparedness belief levels.

DESIGN/METHODS

The study was conducted in a single-center parallel group pre-test post-test randomized controlled design. The study was conducted with 74 senior nursing students at a nursing faculty in Türkiye. Active learning methods, mobile applications, games, movie watching, and maximum/multiple learning techniques were used in the structured digital-based education intervention program by organizing a technical trip to a simulation center. The program was conducted over 8 weeks and 15 different sessions. Data were collected using a personal information form, the Disaster Literacy Scale, and the General Disaster Preparedness Belief scale based on the Health Belief Model. Data were evaluated using the generalized linear model by considering group, time, and group-time.

RESULTS

It was determined that the structured digital-based education program increased both the disaster literacy and preparedness belief levels of nursing students. In addition, the intervention was effective in terms of having a mobile application related to disasters on the phone, being an AFAD volunteer, and having a family disaster plan.

CONCLUSION

Bringing together multiple interventions in the learning process is important in the disaster management process. Disaster intervention programs can be created by taking advantage of both the advantages of the digital world and active learning methods to keep students active.

CLINICALTRIALS

gov ID: NCT06300827.

Design, Implement, and Evaluate a Short-term Blended Training Program on Nursing Students' Disaster Response Self-efficacy in Iran

OBJECTIVE

This study aimed to design, implement, and evaluate a training program on nursing students' disaster response self-efficacy.

METHODS

This study was conducted using a pre-test, post-test, and follow up design. A total of 92 nursing students participated in the study. The developed program was implemented both theoretically (online) and practically (in person). Nursing students' disaster response self-efficacy was measured using the Disaster Response Self-Efficacy Scale that was filled out 1 week before the intervention, and 2 months after the intervention by the students. The students' satisfaction with the program and their views on the program were also surveyed.

RESULTS

Overall score and all items score had significant improvement in short-, and long-term except in 1 item (item 22). The highest increase in score was related to practical items and referral for psychiatric treatment (items 7, 8, 10, and 18) and the lowest increase was related to communication and ethical skill items (items 20, 21, and 22). It is possible that the students had a higher perception of communication and ethical skills even before the training. Most of the students were satisfied with the program.

CONCLUSIONS

A training intervention that can provide theoretical materials online, as well as face-to-face practical programs, can increase nursing students' disaster response self-efficacy.

Simulation in disaster nursing education: A scoping review

OBJECTIVES

Disasters are gradually increasing in type and frequency throughout the globe. Simulation is being used in disaster nursing teaching and training. The aim of this scoping review was to systematically map the extent and application of simulation in disaster nursing education.

DESIGN, DATA SOURCES AND METHODS

A scoping review was conducted using the model of Arksey and O'Malley as the methodological framework, extended by Levac. The following databases were systematically searched to identify relevant literature: PubMed, Embase, Cumulative Index to Nursing and Allied Health Literature, and PsychINFO from the launch of the databases to June 14, 2020, with a supplemental search on October 12, 2020. Two researchers independently screened the relevant articles selected and extracted the data.

RESULTS

Twenty-four studies were included in the scoping review. The research purpose varied widely. The 24 included studies examined nine disaster simulation scenarios. Eight types of simulation methods were identified, of which simulated patients and a mixed-simulation approach were the main methods. Only two studies used a randomized controlled trial design, and none of the rest studies were set up with control groups. Only 10 studies reported validated questionnaires with reliability tests being used. Debriefing was performed in 19 studies, and in 4 of those studies, the debriefing was structured. The reported outcomes were concentrated in Kirkpatrick's levels 1 (participants' satisfaction with the training experience) and 2 (whether participants actually benefited from the training).

CONCLUSION

This review found that simulation was well-recognised in disaster nursing education and training. However, insufficient designs and methods indicated that there was a lack of strong evidence, and high-level research on the application of simulation is needed in the field of disaster care.

Evaluation of Nursing Students' Experiences in an Interprofessional Simulated Disaster Exercise

BACKGROUND

Disaster simulation exercises provide a unique opportunity for nursing students to experience interprofessional collaboration. The limited study of interprofessional education using disaster simulation has focused on two to three health disciplines. In reality, teams comprise members from multiple disciplines in health care and emergency management.

METHOD

A simulated disaster was held at a community college in Toronto, Canada. A total of 121 nursing students participated in the event, alongside students and providers from six health care and emergency management professions. A survey was used to evaluate nursing students' experiences.

RESULTS

Nursing students (n = 78) reported a high level of satisfaction, and 90% reported the simulation demonstrated the importance of inter-professional practice. Two themes arose from participants' comments: communicating with patients and collaborating with health care and emergency management providers.

CONCLUSION

There is a need for follow-up to evaluate the impact of this event on nursing students' future practice. [J Nurs Educ. 2021;60(8):445-448.].

Does theme game-based teaching promote better learning about disaster nursing than scenario simulation: A randomized controlled trial

BACKGROUND

With the development of information technology, game-based teaching has continuously attracted the attention of nursing educators. It has been proven that games, as an auxiliary tool of traditional teaching, can improve students' learning motivation and learning effects. However, compared with the traditional scenario simulation teaching, whether game-based teaching has obvious advantages is still unknown.

OBJECTIVES

This study aimed to explore whether theme game-based teaching is more effective than scenario simulation in improving students' disaster nursing competency.

DESIGN

A randomized controlled trial.

SETTING

The study was conducted at a provincial vocational college in Xiaogan, Hubei, China.

PARTICIPANTS

A total of 104 sophomore nursing students (intervention group = 51, control group = 53) participated.

METHODS

After the participants were randomly assigned to the intervention group or control group, disaster-themed games were used in the intervention group, while multi-station disaster simulation was applied in the control group. Pre- and post-tests were conducted to assess the participants' disaster nursing competence using the Questionnaire of Disaster Rescue Ability.

RESULTS

After the intervention, disaster nursing competence levels were significantly higher in the intervention group than in the control group (4.04 ± 0.43 vs. 3.77 ± 0.45, P = 0.002). Three domains of disaster nursing competence, cognition (4.05 ± 0.56 vs. 3.75 ± 0.48, P = 0.004), skill (3.88 ± 0.50 vs. 3.62 ± 0.53, p = 0.008) and affective response (4.25 ± 0.42 vs. 4.02 ± 0.48, P = 0.010), were also significantly higher in the intervention group.

CONCLUSIONS

Compared with scenario simulation, theme game-based teaching is more effective in improving the disaster nursing competence of nursing students.

Responding to a simulated disaster in the virtual or live classroom: Is there a difference in BSN student learning?

AIM

This study aim was to investigate if prelicensure baccalaureate nursing students gained more knowledge from a live or virtual disaster simulation. The study goal was to inform the use of e-learning or traditional textbooks in undergraduate nursing population health courses.

BACKGROUND

Weather-related disasters have increased in frequency and severity in the past ten years, with 2020 being the most active storm season ever seen (National Oceanographic and Atmospheric Administration, 2021.) Even with advances in early warning systems and mitigation efforts, educating student nurses in disaster response remains a priority. Due to the impact of Covid-19 quarantine policies, many in-person student learning labs and clinical experiences were cancelled. However, virtual simulation offers an alternative to developing nursing student skills and clinical reasoning ability (Aebersold, 2018; Fogg et al., 2020).

DESIGN

A randomized quasi-experimental, repeated measures 2 × 2 crossover design (Kim, 2018) was applied, which allowed students to participate in both the live and virtual simulations.

METHODS

Analysis was conducted using paired samples t-test to evaluate knowledge gains. To measure students' self-assessment of knowledge, Unver et al. (2018) 12-item survey was administered. To explore students' own perceptions about the disaster simulations, semi-structured interview questions were offered through private Wiki postings. The responses were analyzed using Saldaña's in vivo coding (2015) and thematic analysis.

RESULTS

Students retained more empirical knowledge following the virtual assignment as compared to the disaster simulation, except in two items addressing triage. Neither age, years of education, or GPA impacted test results. However, students' own assessment of learning did not differ between live and virtual simulations. In all but three items, students perceived a significant increase (p < .05) in their learning following the simulation, regardless whether it was live or virtual. In narrative responses, students overwhelmingly cited the benefit of an in-person simulation. However, they did not believe that they were prepared adequately for the live simulation. They also expressed that they would be more prepared if the simulation was repeated. Students expressed discomfort, even distress, regarding not being able to care adequately for everyone, even though it was a simulation (See Table 5). This highlighted that live simulations can affect students emotionally, and follow-up debriefing is essential to help in both acknowledging and processing student feelings.

CONCLUSION

These findings, which support the use of virtual disaster training in nursing education, are especially important in the light of Covid-19 and increasing threat of storm disasters.