Topic 5: Emergency Preparedness and Disaster Management
NRS 428 Topic 5: Emergency Preparedness and Disaster Management
Topic 5: Emergency Preparedness and Disaster Management
Topic 5 DQ 1
Nursing interventions are the actual acts and treatments undertaken to assist patients in achieving their predetermined goals (Blutcher, Bulecheck, Doctterman & Wagner, 2018). The most beneficial therapies for patients are chosen by nurses based on their critical thinking skills and expertise. Based on the 2010 Haitian earthquake, there are three degrees of nursing intervention that may be used during and after a catastrophe.
Primary prevention would come under the preimpact phase, and interventions would include conducting exercises, reviewing policy and procedure to be followed in a disaster, planning and preparing for the catastrophe, and ensuring hospitals are well prepared and have backup generators. The national organization or government may be engaged in ensuring that homes are earthquake-resistant via the use of heavier materials such as bricks. Secondary prevention tries to lessen the effect of a previously occurring sickness or damage (CDC 2021). This is accomplished by diagnosing and treating sickness or damage as soon as feasible to stop or limit its course, and by adopting programs that restore individuals to their previous health and function to avoid long-term issues. This pertains to the impact phase that happens during the event. Interventions include of analyzing the projected damage, establishing the necessary number of medical personnel and emergency responders, delivering intravenous fluids, and administering antibiotics. Tertiary prevention tries to mitigate the lingering consequences of a continuing sickness or injury (CDC). This would be the post-impact period, when the immediate threat has subsided. Physical therapy and rehabilitation interventions incorporating religious groups and counselors. Local government debriefing and reevaluation of disaster and emergency preparation for budget review.
The three actions recommended come within the rebuilding phase. According to Neal (2017), the rebuilding phase often includes a feeling of total recovery after a calamity. Individuals and communities begin to assume responsibility for returning their lives to normality. Also, individuals are adapting to a new life after experiencing loss. Neal believes that the rebuilding phase starts around the time of the disaster’s anniversary and continues for some years thereafter.
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American Red Cross is an organization with which I collaborate to allow the suggested activities. This agency is a multinational organization working to mitigate the effects of natural catastrophes worldwide. Thus, the agencies can assist me effectively in facilitating activities in Haiti.
Reference:
Coppola, D. P. (2016). International disaster management overview. Elsevier.
Blutcher, H.K., Bulecheck, G. M., Doctterman, J. M. M., & Wagner, G. M. (2018). Electronic book on nursing interventions categories (NIC). The Elsevier Health Sciences journal.
Neal, David M. (2017). Examining the stages of natural catastrophes. 15(2), 239-264, International Journal of Mass Emergencies and Disasters.
What spiritual considerations surrounding a disaster can arise for individuals, communities, and health care providers? Explain your answer in the context of a natural or manmade disaster. How can a community health nurse assist in the spiritual care of the individual, community, self, and colleagues?
Topic 5 DQ 2
Watch the “Diary of Medical Mission Trip” videos dealing with the catastrophic earthquake in Haiti in 2010. Reflect on this natural disaster by answering the following questions:
- Propose one example of a nursing intervention related to the disaster from each of the following levels: primary prevention, secondary prevention, and tertiary prevention. Provide innovative examples that have not been discussed by previous students.
- Under which phase of the disaster do the three proposed interventions fall? Explain why you chose that phase.
- With what people or agencies would you work in facilitating the proposed interventions and why
Benchmark – Community Teaching Plan: Community Presentation
The benchmark assesses the following competencies:
3.3 Provide individualized education to diverse patient populations in a variety of health care settings.
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community.
Options for Delivery
Select one of the following options for delivery and prepare the applicable presentation:
- PowerPoint presentation – no more than 30 minutes
- Pamphlet presentation – 1 to 2 pages
- Poster presentation
Selection of Community Setting
These are considered appropriate community settings. Choose one of the following:
- Public health clinic
- Community health center
- Long-term care facility
- Transitional care facility
- Home health center
- University/School health center
- Church community
- Adult/Child care center
Community Teaching Experience Approval Form
Before presenting information to the community, seek approval from an agency administrator or representative using the “Community Teaching Experience Approval Form.” Submit this form as directed in the Community Teaching Experience Approval assignment drop box.
General Requirements
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite. Topic 5: Emergency Preparedness and Disaster Management
Community Teaching Plan: Teaching Experience Paper
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:
- Summary of teaching plan
- Epidemiological rationale for topic
- Evaluation of teaching experience
- Community response to teaching
- Areas of strengths and areas of improvement
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Topic 5: Emergency Preparedness and Disaster Management
Clinical Practice Hours – Teaching Project
NRS-428VN: Clinical Practice Hours: Teaching Project
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using both direct and indirect clinical experiences for practicing nurses. This course requires students to complete a clinical experience involving the development and implementation of a teaching plan at a community /public health location in their local community.
Specific criteria regarding the selection of an appropriate site is found in the Guidelines for Undergraduate Field Experience Manual located here: https://students.gcu.edu/academics/college-of-nursing-and-health-care-professions.php
Complete the table below by indicating the date each required activity was completed and submit in the online classroom.
| Date
Completed |
Hours | Clinical Experiences and Activities |
| 4 hours | Perform Needs Assessment which Includes Assessment of Environmental Factors, Socio-Economic / Cultural / Political Disparities, Beliefs, Attitudes, Practices, and Health Literacy | |
| 6 hours | Research Evidence for the Chosen Teaching Topic, Including Behavioral Change Theories and Techniques to Promote Health Management | |
| 6 hours | Create Teaching Plan for Chosen Population Based on Needs Assessment and Applying Knowledge of Social Cultural Factors of the Population | |
| 2 hours | Obtain Feedback and Approval from Community Site Representative | |
| 1 hours | Review Feedback and Adjust the Teaching Plan Accordingly | |
| 4 hours | Develop Presentation | |
| 2 hours | Evaluate Teaching Effectiveness and Discuss with Community Site Representative | |
| Submit Required Form Signed by Community Site Representative in the Online Classroom | ||
| Total | 25 |
I ____________________have completed the clinical hours required to meet the learning objectives of the course.
Student Signature: __________________________________________ Date: ___________________________________
Faculty Signature: __________________________________________ Date: ___________________________________
