Beruflich Dokumente
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B R I E F S
ABSTRACT
This study examined whether a
relationship exists between mass
casualty incident knowledge and
perceived importance of incorporating competencies regarding mass
casualty incidents into baccalaureate nursing programs by faculty in
Louisiana. A total of 285 educators in
baccalaureate nursing programs in
Louisiana were asked to complete the
survey instrument; usable surveys
was collected from 166 participants
(58%). Results indicated participants
had limited training and life experiences regarding mass casualty incidents, as well as limited knowledge
of mass casualty incidents. However,
participants perceived mass casualty
incident instruction as important for
inclusion in nursing curricula. There
was a positive relationship between
self-perceived knowledge of mass casualty incidents and perceived importance of including these competencies
Received: July 3, 2007
Accepted: March 2, 2008
Posted: March 27, 2009
Dr, Whitty is Assistant Professor, School
of Nursing, College of Nursing and Health
Sciences, Southeastern Louisiana University, Hammond, and Dr. Burnett is Professor
and Director, School of Human Resource
Education and Workforce Development,
Louisiana State University, Baton Rouge,
Louisiana.
Address correspondence to Kristin K.
Whitty, PhD, RN, Assistant Professor, School
of Nursing. College of Nursing and Health
Sciences, Southeastern Louisiana University, Box 10781, Hammond, LA 70402; e-mail;
kwhitty@selu.edu.
doi:10.9999/01484834-20090416-10
May 2009, Vol. 48, No. 5
Literature Review
Disaster nursing involves preparedness for and response to natural or man-made events that affect
an entire community or communities
usually involving massive numbers
of casualties and extensive property
damage (Beaton, 2002). During disaster situations, nursing interventions
often have occurred without clear
instruction. Nurses who volunteered
during the 1985 Puerto Rico flooding
reported a lack of direction of nursing
roles (Rivera, 1986). Following this
experience, nurses recommended inclusion of basic guidelines for disaster
nursing services in nursing curricula.
Mitani, Kuboyama, and Shirakawa (2003) explored the issues and
concerns that nurses faced when
asked to respond to the 1995 Great
Hansbin-Awaji Earthquake event in
Japan. Most nursing personnel reported they needed direction because
they were accustomed to working in
an environment with clearly defined,
expected duties.
Suserud and Haljamae (1997) compared the performance and psychological experiences of two groups of
Swedish nurses involved in disaster
nursing. Nurses who were educated
for specific disaster situations coped
better mentally and consistently pro291
RESEARCH BRIEFS
vided better care in emergency situations than did nurses who lacked disaster education. In addition, the
nurses who lacked disaster education
often doubted their own competence
and indicated a lack of confidence
in their ability to perform adequate
treatment to victims.
On September 11, 2001, nurses
in the New York area immediately
reported to work, and the New York
State Nurses Association reported
nurses from across the country volunteered to help (North Dakota
Nurses' Association, 2001). Nurses
reported there were no policies or
procedures, no routines or schedules, and no instruction or direction
{Gatto, 2002). Following the September 11th terrorist attacks, Orr (2002)
reported that although many nurses
receive training in first aid and infectious disease outbreaks, as well as
training related to fires, multiple vehicle accidents, and plane and train
crashes, most health care professionals lack formal preparation to respond to mass casualty disasters and
that few educational institutions or
health care facilities provide courses
on mass casualty incidents or disasters of this scale.
Although others expect a knowledgeable nursing response, research
shows most nurses are not prepared
for mass casualty incidents or disasters, and their ill preparation is not
their fault (Chaffee, Conway-Welch,
& Sabatier, 2001). Many nurses currently licensed to practice nursing,
which includes the current pool of
nurse educators, have not received
this needed education. Regarding
mass casualty preparation, there are
no educational competencies mandated for existing nursing curricula,
and there are no mandatory continuing educational courses that exist for
the current nursing pool (Gebbie &
Qureshi, 2002).
Rose and Larrimore (2002) surveyed 291 health care staff on knowledge and awareness of chemical and
biological terrorism. Findings demonstrated 53% of the participants
claimed a willingness to work during
a terrorist event; however, only 23%
answered knowledge questions cor292
Purpose
The primary purpose of this study
was to examine the relationship between faculty knowledge of educational competencies regarding mass
casualty incidents and the importance
they place on including these competencies in baccalaureate programs in
Louisiana. The research objectives
were to:
Evaluate the perceived knowledge of educational competencies
regarding mass casualty incidents
among nurse educators currently
teaching in accredited baccalaiireate
programs.
Method
Participants
The target population for this study
was the faculty of accredited baccalaureate nursing programs currently
teaching theory or clinical courses or
both. The accessible population consisted of nurse educators employed
full-time by January 1, 2006, in all
accredited baccalaureate nursing programs in Louisiana.
First, a list of each baccalaureate
nursing program currently accredited
by the state board of nursing was obtained. A list of nurse educators holding current teaching positions along
with current e-mail addresses of the
list of educators was obtained from
each institution's faculty directory
and verified by correspondence with
a representative of the dean's office
of each program. After the population
frame of 285 educators of baccalaureate nursing programs was established, a census sampling technique
was used for the design of this study.
The study was approved by the university's institutional review board
prior to data collection.
Instrument
The instrument used to collect
data was a questionnaire designed by
the researcher (K.K.W.). The first part
of the instrument identified 51 core
knowledge and competencies regarding mass casualty incidents related to
those identified by the International
Nursing Goalition for Mass Casualty
Education Competency Committee
(2003). For perceived level of knowledge scale, pEirticipants were asked
Journal of Nursing Education
RESEARCH BRIEFS
Results
Sample
Usable data was collected from
166 participants (58%). Of the
164 participants who indicated their
age, 49 respondents (30%) were age
May 2009, Vol. 48, No. 5
skills (mean = 3.61, SD = 1.33), demonstrate safe medication administration (mean = 3.55, SD = 1.28), and
assess and monitor during transport (mean = 3.53, SD = 1.15). The
six items rated lowest were: define
terms relevant to mass casualty incidents (mean = 1.86, SD = 1.12),
discuss chain of custody during a
crime scene (mean = 2.06, SO =
1.20), demonstrate use of emergency
communication (mean = 2.10, SD =
1.18), describe the incident command
system (mean = 2.13, SD = 1.27), describe standards of handling human
remains (mean = 2.15, S o = 1.22),
and describe decontamination procedures (mean = 2.17, SD = 1.21).
Mean overall knowledge score was
2.82 (So = 0.94).
Level of Importance
Respondents were asked to rate
the level of importance of 51 items
pertaining to mass casualty incidents.
The following breakdown of scores
was used to interpret the results: 1
to 1.49 = not at all important, 1.50
to 2.49 = slightly important, 2.50 to
3.50 = fairly important, 3.51 to 4.50 =
quite important, and 4.51 to 5 = very
important.
Participants perceived 50 items as
quite important, and 1 item as fairly
important. The six items rated highest were: demonstrate basic first aid
skills (mean = 4.5, SD = 0.77), demonstrate personal protective equipment
(mean = 4.46, SD = 0.83), demonstrate safe medication administration (mean = 4.37, SD - 0.90), perform head-to-toe assessment (mean =
4.29, SD = 0.89), use chnical judgment in assessment (mean = 4.26,
SD - 0.99), and assess and monitor
during transport (mean = 4.22, SD =
0.94). The items rated lowest in importance were: define terms relevant
to mass casualty incidents (mean =
3.35, SD = 1.21), identify resources
for media releases (mean = 3.52,
SD = 1.14), discuss chain of custody
during a crime scene (mean = 3.63,
SD = 1.15), describe role as nurse
epidemiologist (mean = 3.70, SD =
1.08), describe the incident command
system (mean = 3.78, SD = 1.14), and
demonstrate use of emergency com293
RESEARCH BRIEFS
References
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Chaffee, M., Conway-Welch, C, & Sabatier, K. (2001, July/August). Nursing
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incmce.org/surveypage.html
U N I V E R S I T Y
Assistant Dean of
Doctoral StudiesSchool of Nursing
George Mason University, College of
Health and Human Services. School
of Nursing is seeking an Assistant
Dean for Doctoral Studies. This
tenured position is available for the
fall of 2009.
George Mason University is a dynamic and growing university, recently
named by U.S. News & World
Report as the #1 national university
to watch on its list of Up-and-Coming
Schools. Mason was cited as a
school that has recently made the
most promising and innovative changes in academics, faculty, students,
campus or facilities.
This is an exciting nursing leadership
opportunity. The Assistant Dean will
help set the direction for the future of
doctoral studies in the school. A new
D.N.P. (Doctor of Nursing Practice)
program is planned to complement
the Ph.D. program that currently
boasts over 50 students, with 13
graduates in the spring of 2009.
Applicants are expected to have a
defined research focus and potential
for securing extramural funding. Research agendas that link with current
initiatives and research teams in palliative care, disability and chronic illness, obesity/nutrition, emergency
preparedness, forensic nursing, vulnerable populations, and gerontology
are particularty desirable. While prior
experience in higher education is not
required, the successful candidate
will have a record of scholarship and
evidence of teaching ability consistent with the rank of tenured Full
Professor at a research university.
Required: Applicant must be a registered nurse with a doctorate in
nursing (Ph.D., D.N.S. or D.N.P.).
and have a record of publications
and history of extramural funding
consistent with tenure at the rank of
Full Professor.
George Mason University is an equal
opportunity/affirmative
action
employer dedicated to the goal of
building a culturally diverse faculty
and staff. Women and minority candidates are particularly encouraged
to apply. Questions may be directed
to Mimi Mahon, Ph.D.. A.P.R.N.,
F.A.A.N. and Chair of the Search
Committee at: mmahon@gmu.edu or
703-993-1932.