A Study on Disaster Preparedness, Core Competencies and Educational Needs on Disaster Nursing of Nursing Students

A Psychometric Validation of the Korean Version of Disaster Response Self-Efficacy Scale for Nursing Students

Nurses are very important healthcare providers in disaster situations, and from undergraduate nursing students to professional registered nurses, such practitioners should focus on strengthening their disaster-response-related self-efficacy and competency. The purpose of this study was to develop a Korean version of the Disaster Response Self-Efficacy Scale (DRSES-K) and evaluate its psychometric properties. The DRSES was translated into Korean and developed based on the translation and adaptation of instruments suggested by the World Health Organization. Data were collected from 30 October to 23 November 2020. A total of 209 undergraduate nursing students participated in this study. Psychometric properties were assessed using the programs SPSS/WIN 29.0, AMOS 26.0, and Winsteps 3.68.2, with which Rasch model analysis was carried out. The DRSES-K fit was sufficiently suitable for the unidimensional Rasch model with acceptable goodness of fit (χ2/df = 2.20 (p < 0.001), CFI = 0.92, IFI = 0.92, TLI = 0.91, AGFI = 0.82, and RMSEA = 0.07). The DRSES-K was significantly correlated with the measure of preparedness for disaster response, so concurrent validity was satisfied. The findings in this study suggested that the DRSES-K is a scale with verified validity and reliability. It is expected that the DRSES-K will be used for disaster nursing education to strengthen the competency of undergraduate nursing students.

[Effects of a Nursing Simulation Learning Module on Clinical Reasoning Competence, Clinical Competence, Performance Confidence, and Anxiety in COVID-19 Patient-Care for Nursing Students]

PURPOSE

This study aimed to develop a nursing simulation learning module for coronavirus disease 2019 (COVID-19) patient-care and examine its effects on clinical reasoning competence, clinical competence, performance confidence, and anxiety in COVID-19 patient care for nursing students.

METHODS

A non-equivalent control group pre- and post-test design was employed. The study participants included 47 nursing students (23 in the experimental group and 24 in the control group) from G City. A simulation learning module for COVID-19 patient-care was developed based on the Jeffries simulation model. The module consisted of a briefing, simulation practice, and debriefing. The effects of the simulation module were measured using clinical reasoning competence, clinical competence, performance confidence, and anxiety in COVID-19 patient-care. Data were analyzed using χ²-test, Fisher's exact test, t-test, Wilcoxon signed-rank test, and Mann-Whitney U test.

RESULTS

The levels of clinical reasoning competence, clinical competence, and performance confidence of the experimental group were significantly higher than that of the control group, and the level of anxiety was significantly low after simulation learning.

CONCLUSION

The nursing simulation learning module for COVID-19 patient-care is more effective than the traditional method in terms of improving students' clinical reasoning competence, clinical competence, and performance confidence, and reducing their anxiety. The module is expected to be useful for educational and clinical environments as an effective teaching and learning strategy to empower nursing competency and contribute to nursing education and clinical changes.

Educational needs and disaster response readiness: A cross-sectional study of clinical nurses

AIM

To analyse clinical nurses' educational needs and disaster response readiness and the factors influencing their disaster response readiness.

DESIGN

This was a cross-sectional study.

METHODS

A convenience sample comprising 260 nurses with more than a year of working experience at a hospital in Korea was selected from 1-31 August 2019. Data on nurses' educational needs and disaster response readiness were collected from participants. A multiple regression model was used to examine the factors influencing disaster response readiness among nurses.

RESULTS

Factors influencing personal readiness were number of years of clinical experience, being female, working in a medical ward, and educational needs for disaster response. Factors influencing self-protection were working in a medical ward and working in the emergency room. Factors influencing the emergency response were working in a medical ward and working in the emergency room. Factors influencing clinical management were a graduate-level education or higher, working in a medical ward, working in the emergency room, working in the paediatric ward, experience receiving disaster-related education, and educational needs for disaster response.

CONCLUSION

It is essential to be aware of the educational needs and disaster readiness of hospital clinical nurses, to develop their capacity to respond such situations. In addition, to improve the disaster competency of nurses, it is necessary to develop an education programme that considers the factors influencing disaster response readiness in this study.

IMPACT

Nurses must have the knowledge and skills to respond to a disaster. Nurse educators should help nurses strengthen their disaster-related knowledge, skills, and judgment. Hospital administrators should encourage nurse educators to provide disaster-related training and simulation-based education to increase nurses' disaster competency to act during disasters.

Effects of a simulation-based education program for nursing students responding to mass casualty incidents: A pre-post intervention study

BACKGROUND

The necessity of disaster preparedness among nursing students has been continuously emphasized.

OBJECTIVES

This study aimed to verify the effectiveness of a simulation-based education program for nursing students responding to mass casualty incidents (MCI) from the perspectives of triage accuracy, response attitude, teamwork, and program satisfaction.

DESIGN

This study employed a pre-post intervention design.

SETTINGS

Disaster Simulation Lab and a debriefing room in the University Nursing Simulation Center in South Korea.

PARTICIPANTS

The participants were 34 graduating nursing students attending a university in Seoul.

METHODS

The program consisted of lectures on disaster nursing, group discussions, practice, debriefings, and a pre- and post-test, conducted over 180 min. Simulation-based training was conducted using the Emergo Train System®. The simulation environment comprised pre-hospital and hospital sections, with videos displayed on a large screen and sound effects played on loudspeakers.

RESULTS

Participants were likely to undertriage. There was a significant increase in positive attitudes after the intervention (p < .001). Self-reported teamwork was high, and among its subfactors, "leadership and team coordination" scored the highest. Participants' satisfaction with the program was high (4.5/5.0).

CONCLUSIONS

The simulation-based MCI program was effective in boosting positive attitudes among nursing students. In future, comparative studies including control groups and different instructional methods should be conducted. A patient bank should also be developed considering participants' knowledge levels and the circumstances of each country.

Factors Influencing Disaster-Incident-Related Impacts on Korean Nursing Students

The frequency of earthquakes in South Korea is increasing. This study aimed to examine and identify the factors influencing the degree of disaster-incident-related impacts among Korean nursing students who have actual disaster experience. The study sample consisted of 153 nursing students living around the Phohang-si area in Gyeongsang-do, South Korea, and who have actual disaster-incident-related experience. Measures used in this study were the Impact of Event Scale, Perceived Health Status Scale, Psychological Well-Being Scale, and Coping Strategy Indicator (Korean version). The data collection period was from October to December 2018. Factors that influence disaster-incident-related impacts among Korean nursing students in descending order are as follows: perceived health status (β = 0.48), gender (β = −0.28), coping skill (β = 0.18), psychological well-being (β = 0.14), need for disaster education (β = 0.12), and major satisfaction (β = −0.12). This study provides preliminary evidence that perceived health status is a major and primary predictor of disaster-incident-related impacts among Korean nursing students, followed by coping skill and psychological well-being. The findings can be reflected in a pertinent curriculum by actively considering these factors in designing nursing education interventions for managing disaster-incident-related impacts among Korean nursing students.

Japanese and Korean Nursing Students' Motivation for Joining Disaster Relief Activities as Nurses in the Future

The purpose of this study was to identify differences in motivation for joining disaster relief activities as a nurse in the future between Japanese and Korean nursing students. A descriptive 2-group comparative study design was used. The participants were 721 first- to fourth-year nursing students (Japanese, n = 324; Korean, n = 397). From June to September 2014, data were collected through a researcher-administered questionnaire and self-reported answers. The collected data were analyzed by descriptive statistics, the χ test, and the t test.No significant difference was found between Japanese and Korean students in motivation to join domestic relief activities should a disaster occur in the area in which they lived. Compared with Korean students, Japanese students strongly agreed that it is necessary to carry out relief work across borders when disasters occur in foreign countries (p = .001). Meanwhile, Japanese students showed less motivation than Korean students to join relief activities in other domestic areas and foreign countries (p = .020).The results of this study suggest that the motivation of Japanese students to join disaster relief activities as nurses in the future should a disaster occur in other domestic areas and foreign countries needs to be increased. The results also suggest that undergraduate students should be well prepared for disasters through disaster nursing education, including practical training, disaster drills, and simulation.