integrating emergency preparedness and response into
TRANSCRIPT
Integrating Emergency Preparedness
and Response into
Undergraduate Nursing Curricula
Integrating Emergency
Preparedness and Response
into Undergraduate
Nursing Curricula
Health Systems and Services Health Action in Crises
Nursing_curricula_followup_Feb081 1 03/09/2008 08:39:04
© World Health Organization 2008
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Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula •• iii
Table of Contents
Acknowledgement .......................................................................................................... v
Foreword ........................................................................................................................vii
Background ..................................................................................................................... 1
Rationale .................................................................................................................... 2
Implementation Strategies ...................................................................................... 2
Recommendations .................................................................................................... 3
The Core Competencies, Content Areas and Topics Matrix ................................... 5
List of Material Reviewed and Utilized during the Meeting .................................21
Annexes
List of Useful References ......................................................................................23
Defi nitions ................................................................................................................27
Lists of Abbreviations ...........................................................................................31
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iv •• Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula
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Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula •• v
Acknowledgement
This document is based on the outcome of three WHO meetings on nursing and midwifery in
crises and emergencies conducted by Health Action in Crises (HAC) and Health Systems and
Services (HSS) in 2006 and 2007. The initiative of the HAC Department of Emergency Pre-
pared ness and Capacity Development and the HSS Department of Human Resources for Health
for strengthening the role of nursing and midwifery in emergency preparedness and response
has been supported by HRH Princess Muna Al Hussein, WHO Patron on Nursing and Mid-
wifery, who inaugurated and participated in two meetings, held in Geneva and Amman.
Collaboration in the area of nursing in emergencies was initiated by Dr. Ala Alwan, the then
ADG/HAC (October 2005 - February 2008). This document is the fruit of a series of consul-
tations, meetings, discussion and reviews at the global, regional and country levels under his
leadership and guidance.
The contribution of experts and staff participating in these meetings is gratefully acknowledged.
Special thanks are due to Marcel Dubouloz, WHO Consultant; Elizabeth Weiner, Vanderbilt
University; Fariba Al Darazi, WHO/EMRO; Jean Yan, WHO/HSS; Nada Al Ward, WHO/HAC;
Sheila Bonito, University of the Philippines; Lisa Conlon, University of Technology/Sydney;
Richard Garfi eld, WHO/HAC and Cheherezade Ghazi, BUE-Cairo.
The valuable contribution of the participants of the Workshop on Emergency Preparedness and
Response in Nursing Curricula, held in Amman on 24-26 October 2007, is also acknowledged.
They are:
Fathieh Abu- Moghli, Rateb Abu Zaid, Musa Al Hassan, Tawfi q Al Hennawi, Sharifa Al Jabry,
Mohammed Al Khasawneh, Batool Al Muhandis, Manar Al Nabulsi, Hasan Al Omran, Hikmet
Al Qubeilat, Ellen Al Safadi, Rula Al Saffar, Faisal Alwai, Arwa Al Zo’mot, Amal Attia, Aw-
wad Darwish, Hania Dawani, Cheherezade Ghazi, Rawda Khouri, Rowaida Maaitah, Sawsan
Majali, Omar Malkawi, Zakieh Nassar, Awatif Osman, Arwa Oweis, Ursula Rizk, Insaf Shaban,
Ghean Shedied, Da’ad Shokeh.
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vi •• Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula
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Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula •• vii
Foreword
The past few years have witnessed many emergencies and natural disasters that have infl uenced
the life of millions around the globe. A series of political and social crises has resulted in almost
25 million internally displaced people and more than 9 million refugees worldwide.
It is thus critical to fi nd the right people with the right competencies at the right time and the
right place to strengthen preparedness for, response to, and recovery from an emergency or a
disaster. Nurses and midwives are frontline workers under stable conditions, but more so during
situations of emergencies and crises, working both in pre-hospital as well as in hospital set-
tings. In order to contribute to saving lives and promoting health under such diffi cult conditions,
they need to have the right competencies. These include the ability to carry out rapid response
including diagnosis, surveillance, emergency medical care, organization and logistics, contain-
ment and communications. Skills and expertise are also needed to create temporary effi cient
facilities.
With this in mind, WHO initiated the process of reviewing and upgrading the contribution of
nursing and midwifery in emergencies through organizing a global consultation in collaboration
with the International Council of Nursing, in November 2006. Among other things the global
consultation recommended that Member States should include emergency nursing in pre-serv-
ice nursing curricula, develop continuing education programmes to build the capacity of nurses
and midwives in emergency preparedness, response and mitigation and adopt the set of core
competencies for nurses in emergency and disaster preparedness and use it for developing edu-
cational programmes in disaster nursing.
Building on these recommendations, WHO in October 2007, in collaboration with other part-
ners including the Jordanian Nursing Council, reviewed the role and contribution of nursing
and midwifery in emergency preparedness and response and developed recommendations for
integrating skills and competencies into undergraduate curricula.
In November 2007, WHO convened a follow-up meeting in Geneva for a core group of experts
in nursing education and emergency preparedness and response to develop the competencies,
content areas and topics of an undergraduate nursing curriculum in emergency preparedness and
response. This document is the outcome of the core group meeting.
More work will be needed to test the recommended curriculum included in this document and
to develop a plan for training and capacity building for integrating it into existing undergraduate
nursing curricula, as well as the development of training packages.
Dr Eric Laroche Dr Carissa F. Etienne
Assistant Director General Assistant Director General
Health Action in Crises Health Systems and Services
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viii •• Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula
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Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula •• 1
Background
Mounting an immediate and effective response to disasters and emergencies requires an agile
workforce with diverse specialized skills. The World health report 20061 highlights the need to
designate training institutions and programmes where these skills are generated and updated.
Preparation training for emergencies should be made available to health personnel (especially
physicians, nurses, midwives, public health practitioners, security offi cers and social workers)
working in different healthcare delivery institutions, ministries of health, local governments and
the military. Such training includes but is not limited to the necessary mix of scientifi c knowl-
edge, technical skills, attitudes, behaviour, fi eld know-how, familiarity with standard operating
procedures and support platforms.
Nurses and midwives constitute the largest group and are frontline workers who provide a wide
range of health services, which include promotive, preventive, curative, rehabilitative and sup-
portive care to individuals, families and groups. Nurses and midwives are routinely involved
in emergency care. However, they need to be adequately prepared to operate under a validated
framework in order for them to be fully engaged in a comprehensive and systematic response to
health crises. Most of the pre-service curricula in nursing and midwifery reviewed have identi-
fi ed defi ciencies in the education of learners in emergency preparedness and response.
The WHO Regional Offi ce for the Eastern Mediterranean (EMRO) convened the Sixth Meeting
of the Regional Advisory Panel on Nursing and the Consultation on Disaster Nursing and Pre-
paredness, Mitigation, Response and Recovery in Manama/Bahrain on 28-30 June 2004. That
consultation recommended that disaster nursing is included in pre-service nursing curricula and
continuing education programmes. The consultation produced two important products: a cur-
riculum assessment tool and a list of core competencies for disaster nursing.
The World Health Assembly resolutions of May 2005 and May 2006 (WHA58.1 and WHA59.22)
requested WHO to assist Member States in building local and national capacities, including
transfer of expertise, experience and technologies among Member States in the area of emer-
gency preparedness and response.
HAC convened in November 2006 a global consultation on the Contribution of Nursing and Mid-
wifery in Emergencies. Among the recommendations of that consultation were the following:
• Accrediting bodies for nursing education should require the inclusion of emergency prepar-
edness and response in the curricula of all levels of nursing training. Training in emergen-
cies should be an integral part of each student’s pre and in-service education.
• Member States should include emergency and disaster nursing in pre-service nursing cur-
ricula and develop continuing education programmes to build the capacity of nurses and
midwives in emergency nursing preparedness and response.
• WHO should build regional capacity for the participation of nurses and midwives by en-
couraging the establishment of core competencies, standards for emergency pre-service and
continuing education programmes, and protocols on emergency management.
• WHO should provide technical assistance in setting up a cost-effective platform for net-
working and knowledge exchange in emergency management.
1 http://www.who.int/whr/2006/whr06_en.pdf
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2 •• Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula
In response to the above recommendations, the following initiatives were made:
1. The Jordanian Nursing Council started the process of the integration of emergency prepar-
edness and response in the curricula of Jordanian nursing colleges and schools, in October
2007. This involved curriculum review, meetings of deans and faculty members and a re-
gional workshop facilitated by international consultants and attended by regional experts.
The process was technically supported by the three levels of the WHO and recommended
that detailed curricular template be completed to assist in curriculum development.
2. The WHO Regional Offi ces for South-East Asia (SEARO) and the Western Pacifi c (WPRO)
convened an informal meeting of health emergency partners and nursing stakeholders in
Bangkok, Thailand, on 25-27 October 2007. The meeting produced a model for core emer-
gency and disaster knowledge and skills required for all nurses to enable further curricular
development of core educational/training material for nurses.
The outcomes of both initiatives were utilized as the basis for the current meeting, the outputs
of which are reported below.
Rationale
The aim of this document is to identify key competencies, domains and implementation strate-
gies for the integration of emergency preparedness and response into nursing and midwifery
curricula.
Implementation Strategies
Individual countries should develop their own programmes at the national level according to the
actual needs (country profi le), the legal and regulatory context of the country, and the preference
of existing training programmes. The following recommendations can be applied in a variety of
ways to develop educational programmes in emergency preparedness and response.
The following strategies are recommended:
• Curriculum development process
- Adopt a competency-based approach to curriculum development;
- Integrate emergency preparedness and response into existing topics, or introduce as
a separate course, or use a combination of both approaches;
- Ensure intersectoral collaboration (academic bodies, ministries of health, civil de-
fence, professional organizations and associations);
- Ensure coherence between the various educational levels and training programmes
(undergraduate, graduate, continuous professional development);
- Ensure harmonization of the nursing and midwifery curricula between the various
educational institutions at the country level;
- Encourage a multidisciplinary approach to the development of the nursing and mid-
wifery curriculum geared towards emergency preparedness and response with other
existing health-related curricula;
- Develop mechanisms for the monitoring of implementation and the sustainability of
the educational programme.
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Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula •• 3
• Faculty preparation and training
- Plan and implement regional training of trainers courses and workshops to prepare
national trainers;
- Support trained national trainers to implement national training of trainers courses
and workshops for faculty members to facilitate the re-orientation of the nursing cur-
ricula to the concept of emergency preparedness and response.
• Establishment of regional networks for emergency preparedness and response
nursing
- Establish a system for ongoing interaction among members to strengthen collabora-
tion and mentoring;
- Collaborate with others in establishing the research agenda for emergencies, disasters
and other crises;
- Develop and share tools, materials and nursing training programmes, services and
research in emergencies, disasters and other crises;
- Identify best practice standards and develop evidence-based guidelines for nursing
practice in emergencies, disasters and other crises;
- Work with organizations (including the International Council of Nursing (ICN),
WHO, leading stakeholders) to implement and validate emergency, disaster and other
crises nursing competencies;
- Implement mechanisms for timely and effective sharing of information and other
resources on an ongoing basis, including times of crisis;
- Disseminate the work of the network to inform and infl uence the development of
emergency, disaster and other crisis management policy and resource allocation.
Recommendations
The following recommendations are made:
• Health Action in Crises
- Coordinating among the concerned departments in headquarters and regional offi ces
to achieve consensus on the guidelines and on the mechanisms for their implementa-
tion.
- Promoting, in coordination with regional offi ces, of the adoption and adaptation of
these guidelines at the national level and the facilitation of interregional partner-
ships.
- Selecting and disseminating useful material to be used as references for the nursing
faculties to develop their national nursing curricula on emergency preparedness and
response.
• WHO Regional Offi ces
- Advocating for emergency preparedness and response in nursing and midwifery;
- Developing a regional network on emergency preparedness and response for nurses
and midwives;
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4 •• Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula
- Providing regional guidelines for the development of curricular elements;
- Supporting educational activities at the regional (training of trainers, workshops) and
country levels;
- Assisting countries in the development of training packages and learning materials
for the implementation of emergency preparedness and response for nurses and mid-
wives.
- Monitoring of ongoing training activities and suggestions for further adaptation ac-
cording to identifi ed needs.
Nursing_curricula_followup_Feb08Sec1:4 Sec1:4 03/09/2008 08:39:10
Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula •• 5
Rec
om
men
ded
Core
Com
pet
enci
es, C
onte
nt A
reas
and T
opic
s fo
r In
tegr
atin
g Em
erge
ncy
Pre
par
ednes
s an
d R
esponse
into
the
Under
grad
uat
e N
urs
ing
Curr
icula
Co
mp
ete
ncie
sC
on
ten
t are
as
To
pic
s
Co
ncep
tual F
ram
ew
ork
s
• Public
saf
ety
and r
isk
man
agem
ent
• Em
erge
ncy
pre
par
ednes
s pro
-gr
amm
es•
Unifi
ed inci
den
t co
mm
and s
yste
m•
The
pla
nnin
g pro
cess
for
emer
gen-
cies
• T
he
role
of in
tern
atio
nal
org
aniz
a-tions
in t
he
man
agem
ent
of em
er-
genci
es
Defi
nit
ion
s o
f key t
erm
s: c
om
munity,
com
pet
enci
es, c
om
ple
x e
mer
gen-
cies
, copin
g ca
pac
ity,
copin
g m
echan
ism
s, d
amag
e as
sess
men
t an
d n
eeds
anal
ysis
(D
AN
A),
dis
aste
r, ea
rly
war
nin
g sy
stem
s, e
mer
gency
man
agem
ent,
emer
gency
oper
atio
n c
entr
e, e
mer
gency
pre
par
ednes
s, e
mer
gency
situat
ions,
haz
ards, h
um
anitar
ian c
risi
s, im
pac
t, lif
elin
es, m
ass
casu
alty
inci
den
ts, m
itig
a-tion, p
reve
ntion, r
eadin
ess, r
ecove
ry, r
esili
ence
, res
ponse
pla
n, r
isk
com
mu-
nic
atio
n, r
isk
reduct
ion, r
isks
, sta
ndar
d o
per
atin
g pro
cedure
s, s
urg
e ca
pac
ity
and s
urg
e ca
pab
ility
, vuln
erab
ilities
, vuln
erab
ility
red
uct
ion, v
uln
erab
le g
roups
(bet
ter
to u
se t
he
term
inolo
gy g
roups
with s
pec
ifi c
vuln
erab
ilities
)
Co
ncep
tual
fram
ew
ork
of
co
mm
un
ity r
isk m
an
agem
en
t an
d p
ub
lic
safe
ty
• T
he
risk
man
agem
ent
fram
ework
as
a pro
cess
: pro
cess
and s
teps
(input,
pro
cess
, outp
uts
and o
utc
om
es o
f ea
ch s
tep);
activi
ties
; sta
kehold
ers; t
he
applic
atio
n o
f ri
sk m
anag
emen
t pri
nci
ple
s at
com
munity
leve
l•
Haz
ards
and t
hei
r ch
arac
teri
stic
s•
The
com
munity
and its
fi v
e el
emen
ts (
peo
ple
, pro
per
ty, s
ervi
ces, liv
eli-
hoods
and e
nvir
onm
ent)
– o
verv
iew
: vuln
erab
ilities
, res
ilien
ce, c
opin
g m
echan
ism
s, m
ain c
har
acte
rist
ics
that
must
be
consi
der
ed; i
mport
ance
of
the
com
munity
for
dev
elopin
g re
sponse
pla
ns
and r
ecove
ry p
lans
• T
he
lifel
ines
and t
hei
r im
port
ance
in e
mer
gency
situat
ions
• T
he
form
ula
ris
k is
pro
po
rtio
nal to
hazard
x v
uln
era
bilit
ies/
read
i-n
ess
and its
applic
atio
n a
nd im
plic
atio
ns
for
dev
elopin
g ri
sk r
educt
ion
pla
ns
or
pro
gram
mes
• T
he
use
of th
ese
conce
pts
in r
isk
man
agem
ent
and p
ublic
saf
ety:
public
sa
fety
and s
ust
ainab
le d
evel
opm
ent;
mitig
atio
n, p
repar
ednes
s, r
esponse
an
d r
ecove
ry (
ove
rvie
w);
com
munity
educa
tion a
nd c
om
munity
par
tici
pa-
tion
• Vuln
erab
ility
anal
ysis
: the
vuln
erab
ilities
of th
e co
mm
unity’
s fi ve
ele
men
ts
Nursing_curricula_followup_Feb08Sec1:5 Sec1:5 03/09/2008 08:39:10
6 •• Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula
Co
mp
ete
ncie
sC
on
ten
t are
as
To
pic
s
Co
ncep
tual F
ram
ew
ork
s
Th
e e
lem
en
ts o
f em
erg
en
cy p
rep
are
dn
ess
• Em
erge
ncy
pre
par
ednes
s co
nce
ptu
al fra
mew
ork
and t
he
ten m
ain c
om
po-
nen
ts•
The
mai
n p
rogr
amm
es a
nd a
ctiv
itie
s in
em
erge
ncy
pre
par
ednes
s •
The
mai
n s
trat
egy:
all
haz
ards
appro
ach; m
ulti-se
ctora
l co
oper
atio
n;
pre
par
ed c
om
munity;
holis
tic
appro
ach: p
reve
ntion, m
itig
atio
n, r
esponse
, re
cove
ry•
The
com
ponen
ts o
f re
adin
ess
at t
he
vari
ous
leve
ls (
nat
ional
, sub-n
atio
nal
an
d c
om
munity)
of th
e hea
lth s
ecto
r, fo
r in
stitutions
and for
indiv
idual
s•
The
mai
n s
yste
ms
that
are
nec
essa
ry for
mas
s ca
sual
ty m
anag
emen
t (o
verv
iew
) – a
nd t
hat
nee
d t
o b
e dev
eloped
in t
he
emer
gency
pre
par
ed-
nes
s pro
cess
(ove
rvie
w)
• Po
licy-
mak
ing
(ass
essi
ng
nee
ds
for
polic
y, pre
par
atio
n o
f th
e polic
y as
a
pro
cess
, im
ple
men
tation a
nd m
onitori
ng)
and g
uid
elin
es iss
uin
g fo
r th
e im
ple
men
tation o
f th
e polic
y (m
anag
eria
l, ad
min
istr
ativ
e an
d t
echnic
al)
• T
he
mai
n o
utp
uts
of em
erge
ncy
pre
par
ednes
s: v
uln
erab
ility
red
uct
ion
pla
ns, r
esponse
pla
ns, r
ecove
ry p
lans, t
rain
ing
and e
duca
tion p
rogr
amm
es,
polic
y dev
elopm
ent,
risk
red
uct
ion (
fl ow
char
t in
tegr
atin
g th
ese
elem
ents
)•
Flow
char
ts for
inte
grat
ing
emer
gency
pre
par
ednes
s an
d e
mer
gency
man
-ag
emen
t
Pla
nn
ing p
rocess
fo
r em
erg
en
cie
s
• T
he
pri
nci
ple
s of th
e pla
nnin
g pro
cess
for
dev
elopin
g em
erge
ncy
res
ponse
pla
n a
nd c
ontinge
ncy
pla
ns
Th
e m
ain
ro
les
of
the h
ealt
h s
ecto
r in
em
erg
en
cy s
itu
ati
on
s
• A
sses
s ri
sk
• A
ntici
pat
e th
e pro
ble
ms
(for
public
hea
lth a
nd for
hea
lth n
eeds
of in
di-
vidual
s an
d g
roups)
• R
educe
ris
ks (
espec
ially
hea
lth r
isks
)•
Com
munic
ate
the
risk
s an
d c
han
ge b
ehav
iour
• R
educe
vuln
erab
ility
and s
tren
gthen
res
ilien
ce (
com
munity,
staf
f, in
fra-
stru
cture
and h
ealth c
are
faci
litie
s)
Nursing_curricula_followup_Feb08Sec1:6 Sec1:6 03/09/2008 08:39:10
Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula •• 7
Co
mp
ete
ncie
sC
on
ten
t are
as
To
pic
s
Co
ncep
tual F
ram
ew
ork
s
• Pre
par
e fo
r em
erge
nci
es•
Pla
n, t
rain
, exe
rcis
e, e
valu
ate
• B
uild
cap
acity
• Se
t up e
arly
war
nin
g sy
stem
s•
Com
munic
ate
the
risk
s (a
fter
im
pac
t or
duri
ng
earl
y w
arnin
g phas
e)•
Res
pond t
o e
mer
genci
es•
Pro
vide
lead
ersh
ip in t
he
hea
lth s
ecto
r•
Ass
ess
the
hea
lth c
onse
quen
ces
and im
pac
t on h
ealth s
ervi
ces
• D
eter
min
e th
e nee
ds
• Pro
tect
sta
ff a
nd fac
ilities
• Pro
vide
hea
lth s
ervi
ces
• C
om
munic
ate
the
risk
s•
Mobili
ze r
esourc
es•
Man
age
logi
stic
s (n
eces
sary
for
hea
lth p
rogr
amm
es)
• M
anag
e hea
lth info
rmat
ion (
incl
udin
g public
info
rmat
ion o
n h
ealth iss
ues
)•
Man
age
hum
an r
esourc
es (
incl
udin
g tr
ainin
g an
d e
xerc
ises
)•
Rec
ove
ry a
nd r
ehab
ilita
tion
• A
sses
s lo
ng-
term
hea
lth n
eeds
• Pro
vide
long-
term
hea
lth s
ervi
ces
• R
esto
re h
ealth s
ervi
ces, fac
ilities
and h
ealth s
yste
ms
Co
mp
ete
ncy 1
: E
thic
al an
d L
egal Is
sues,
an
d D
ecis
ion
-Makin
g
Dem
on
stra
te a
n u
nd
er-
stan
din
g o
f th
e c
hallen
ges
to e
thic
al an
d legal
decis
ion
-makin
g, c
riti
cal
thin
kin
g a
nd
care
pri
ori
tiza-
tio
n in
co
nfl
ict
an
d e
mer-
gen
cy s
itu
ati
on
• Em
erge
ncy
pre
par
ednes
s pro
gram
mes
in t
he
countr
y•
Nat
ional
and s
ub-n
atio
nal
em
er-
gency
res
ponse
and r
ecove
ry p
lans
• Em
erge
ncy
man
agem
ent
• Pro
fess
ional
, eth
ical
and leg
al
fram
ework
s•
Clin
ical
judgm
ent
• D
ocu
men
tation a
ccounta
bili
ty
Exis
tin
g e
merg
en
cy p
rep
are
dn
ess
pro
gra
mm
es
in t
he c
ou
ntr
y•
The
hea
lth s
ecto
r–
The
stak
ehold
ers
and t
hei
r ro
les
and funct
ions
in e
mer
gency
pre
par
-ed
nes
s–
The
contr
ibution o
f th
e oth
er s
ecto
rs t
o t
he
man
agem
ent
of hea
lth
in e
mer
genci
es. T
he
cooper
atio
n m
echan
ism
s w
ith o
ther
sec
tors
and
the
contr
ibution o
f th
e oth
er s
ecto
rs t
o h
ealth s
ecto
r pre
par
ednes
s pro
gram
mes
–
Mai
n a
reas
in w
hic
h t
he
hea
lth s
ecto
r has
a k
ey r
ole
in e
mer
gency
pre
par
ednes
s
Nursing_curricula_followup_Feb08Sec1:7 Sec1:7 03/09/2008 08:39:10
8 •• Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula
Co
mp
ete
ncie
sC
on
ten
t are
as
To
pic
s
Co
mp
ete
ncy 1
: E
thic
al an
d L
egal Is
sues,
an
d D
ecis
ion
-Makin
g
• Loca
te a
nd d
escr
ibe
the
emer
gency
res
ponse
pla
n for
the
pla
ce o
f em
plo
ymen
t an
d
its
role
in c
om
munity,
stat
e an
d r
egio
nal
pla
ns
• A
pply
an e
thic
al a
nd n
atio
n-
ally
appro
ved fra
mew
ork
to
support
dec
isio
n-m
akin
g an
d
pri
ori
tiza
tion n
eeded
in a
n
emer
gency
situat
ion
• D
emonst
rate
clin
ical
judg-
men
t an
d d
ecis
ion m
akin
g sk
ills
in a
sses
sing
the
pote
n-
tial
for
appro
pri
ate, t
imel
y in
-div
idual
and c
om
munity
care
duri
ng
and a
fter
em
erge
ncy
si
tuat
ions
• A
pply
cri
tica
l th
inki
ng
and
pro
ble
m-s
olv
ing
skill
s in
pla
nnin
g th
e es
sential
nurs
ing
care
for
indiv
idual
s, fam
ilies
, sp
ecia
l gr
oups
at t
he
pre
-em
erge
ncy
, em
erge
ncy
and
post
-em
erge
ncy
phas
es•
Acc
ept
acco
unta
bili
ty a
nd
resp
onsi
bili
ty for
one’
s ow
n
pro
fess
ional
judgm
ent
and
actions
Th
e I
nte
r-se
cto
ral em
erg
en
cy r
esp
on
se p
lan
s an
d c
on
tin
gen
cy
pla
ns
• T
he
ove
rall
org
aniz
atio
n a
t nat
ional
lev
el a
nd s
ub-n
atio
nal
lev
el: i
nst
itu-
tions
invo
lved
, age
nci
es, r
ole
s, r
esponsi
bili
ties
, com
man
d m
echan
ism
s–
Unifi
ed Inci
den
t co
mm
and s
yste
m–
Coord
inat
ion m
echan
ism
s w
ith t
he
Em
erge
ncy
Obst
etri
c C
are
(EO
C),
the
Em
erge
ncy
Med
ical
Ser
vice
s (E
MS)
and h
osp
ital
s (incl
udin
g net
-w
ork
s of hosp
ital
s w
hen
applic
able
)
Healt
h s
ecto
r re
spo
nse
pla
ns:
nati
on
al le
vel,
sub
-nati
on
al le
vel an
d
co
mm
un
ity level
• T
he
hea
lth s
ecto
r pla
ns
and o
rgan
izat
ion for
pre
-hosp
ital
act
ivitie
s•
Com
man
d s
truct
ure
, org
aniz
atio
nal
char
t –
The
role
s an
d funct
ions
of th
e va
rious
stak
ehold
ers
(pri
vate
and
public
) of th
e hea
lth s
ecto
r (e
spec
ially
the
vari
ous
dep
artm
ents
of th
e m
inis
try
of hea
lth o
r th
e public
inst
itutions
of th
e hea
lth s
ecto
r at
lo
cal le
vel an
d c
om
munity
leve
l). T
he
conce
pt
of in
tegr
atio
n s
trat
egy
for
hea
lth s
ecto
r –
Staf
f, ro
les
and funct
ions
–
Res
ourc
es m
obili
zation a
nd r
edis
trib
ution
–
Com
munic
atio
ns
–
Equip
men
t an
d logi
stic
s–
The
role
of th
e Em
erge
ncy
Med
ical
Ser
vice
s an
d t
he
dis
pat
chin
g of th
e pat
ients
• T
he
med
ical
and s
urg
ical
act
ivitie
s (o
verv
iew
)–
The
role
of th
e pri
mar
y hea
lth c
are
syst
em a
nd c
om
munity
hea
lth
centr
es–
Trai
nin
g an
d s
taff
–
The
role
of pri
vate
sec
tor
–
The
role
of vo
lunte
ers
–
The
upgr
adin
g of re
ferr
al inst
itutions
• Pro
fess
ional
, eth
ical
and leg
al fra
mew
ork
s
Nursing_curricula_followup_Feb08Sec1:8 Sec1:8 03/09/2008 08:39:10
Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula •• 9
Co
mp
ete
ncie
sC
on
ten
t are
as
To
pic
s
Co
mp
ete
ncy 1
: E
thic
al an
d L
egal Is
sues,
an
d D
ecis
ion
-Makin
g
–
Scope
of pra
ctic
e; leg
al m
andat
e; c
ountr
y’s
law
s an
d r
egula
tions;
polic
ies
–
Hum
an r
ights
–
Cultura
l se
nsi
tivi
ty•
Clin
ical
judgm
ent
–
Dec
isio
n-m
akin
g bef
ore
, duri
ng
and a
fter
em
erge
nci
es–
Cri
tica
l th
inki
ng
and p
roble
m s
olv
ing
in e
mer
gency
situat
ions
• D
ocu
men
tation a
ccounta
bili
ty
Co
mp
ete
ncy 2
: Care
Pri
ncip
les
Ap
ply
pri
ncip
les
of
care
p
rovis
ion
an
d m
an
agem
en
t in
an
em
erg
en
cy s
itu
ati
on
• D
escr
ibe
at t
he
pre
-em
er-
gency
, em
erge
ncy
and
post
-em
erge
ncy
phas
es t
he
esse
ntial
nurs
ing
care
•
Iden
tify
rel
evan
t pri
nci
ple
s of
nurs
ing
pra
ctic
e in
em
er-
gency
situat
ions
• A
ct a
s a
reso
urc
e fo
r in
di-
vidual
s, fam
ilies
and c
om
mu-
nitie
s in
copin
g w
ith c
han
ges
in h
ealth, d
isab
ility
and w
ith
dea
th•
Ass
um
e a
contr
ibutive
role
in
the
del
iver
y of hea
lth c
are
bef
ore
, duri
ng
and a
fter
an
emer
gency
situat
ion w
hen
-ev
er n
eces
sary
• Pri
nci
ple
s of nurs
ing
care
and
pra
ctic
e in
em
erge
ncy
situat
ions
• Logi
stic
s an
d m
ater
ials
• H
ealth c
are
faci
litie
s•
Work
ing
with lim
ited
or
dam
aged
re
sourc
es•
Pri
nci
ple
s of ef
fect
ive
lead
ersh
ip
• Pri
nci
ple
s of nurs
ing
care
and p
ract
ice
in e
mer
gency
situat
ions
–
Firs
t ai
d, B
asic
Life
Support
(B
LS)
, Adva
nce
d L
ife S
upport
(A
LS)
, C
ardio
-Pulm
onar
y R
esusc
itat
ion (
CPR
)–
Wound a
sses
smen
t an
d c
are, b
asic
surg
ical
ski
lls–
Tria
ging
and r
apid
ass
essm
ent
–
Pai
n m
anag
emen
t–
Psy
choso
cial
inte
rven
tions
Lo
gis
tics
in t
he m
an
agem
en
t o
f th
e r
esp
on
se•
The
chal
lenge
s in
em
erge
ncy
situat
ions
for
logi
stic
s•
The
syst
ems
that
can
be
dev
eloped
in e
mer
gency
pre
par
ednes
s an
d t
he
supply
chai
n logi
stic
s
Ho
spit
als
an
d h
ealt
h c
are
facilit
ies
a.
Com
ponen
ts o
f th
e hosp
ital
’s e
mer
gency
res
ponse
pla
n
–
The
inci
den
t co
mm
and g
roup a
nd t
he
hosp
ital
’s e
mer
gency
inci
den
t unit
–
The
aler
t an
d its
pro
cess
ing
–
The
leve
ls o
f ac
tiva
tion o
f th
e em
erge
ncy
res
ponse
pla
n a
nd t
he
activ-
at
ion m
echan
ism
s–
The
Job A
ctio
ns
Shee
ts (
JAS
– indiv
idual
act
ions
card
s fo
r sp
ecifi
c fu
nc-
tions)
–
The
man
agem
ent
of per
sonnel
and t
he
call
bac
k pro
cedure
s–
The
stan
dar
d o
per
atin
g pro
cedure
s
Nursing_curricula_followup_Feb08Sec1:9 Sec1:9 03/09/2008 08:39:10
10 •• Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula
Co
mp
ete
ncie
sC
on
ten
t are
as
To
pic
s
Co
mp
ete
ncy 2
: Care
Pri
ncip
les
–
The
emer
gency
dep
artm
ent
and t
he
spec
ial “
dis
aste
r tr
iage
are
a”–
Logi
stic
s –
Spec
ial ar
eas: for
fam
ilies
and r
elat
ives
; for
public
fi g
ure
s an
d t
he
med
ia;
for
dea
d p
eople
–
The
pre
par
atio
n o
f sp
ecia
l te
ams
for
outs
ide
med
ical
work
(tr
iage
te
ams, d
isas
ter
med
ical
tea
ms, t
raum
a te
ams, e
tc.)
–
Secu
rity
/sec
uri
ng
the
hosp
ital
and its
im
med
iate
env
ironm
ent,
acce
ss
road
s–
Com
munic
atio
ns
–
Man
agem
ent
of in
form
atio
n; r
isk
com
munic
atio
n; p
ublic
info
rmat
ion
–
Psy
choso
cial
support
act
ivitie
s –
Anci
llary
ser
vice
s–
Pla
n m
ainte
nan
ce; m
onitori
ng; r
evis
ion m
echan
ism
s–
Sam
ple
s of fo
rms
and c
har
ts–
The
continge
ncy
pla
ns
or
continge
ncy
pro
cedure
sb.
Trai
nin
g pro
gram
mes
for
the
staf
f an
d s
imula
tion e
xerc
ises
for
the
hosp
i-ta
l’s E
mer
gency
Res
ponse
Pla
n (
ER
P)
–
The
diff
eren
t tr
ainin
g pro
gram
mes
for
the
vari
ous
funct
ions
and
cate
gori
es o
f st
aff
c.
The
hosp
ital
s’ e
mer
gency
dep
artm
ent
for
mas
s ca
sual
ty m
anag
emen
t–
The
emer
gency
dep
artm
ent
• Fu
nct
ions
in e
mer
gency
car
e del
iver
y, org
aniz
atio
nal
iss
ues
, sta
nd-
ard o
per
atin
g pro
cedure
s, s
ecuri
ty•
Staf
fi ng; t
rain
ing; t
raum
a ca
re s
yste
m–
The
dis
aste
r re
ception a
rea, a
lso c
alle
d d
isas
ter
tria
ge a
rea
(if se
pa-
rate
d fro
m t
he
emer
gency
dep
artm
ent)
d.
Continuity
of oper
atio
ns
for
hosp
ital
s; r
ecove
ry a
nd r
ehab
ilita
tion a
ctiv
i-ties
in h
osp
ital
s af
ter
dis
aste
rs a
nd c
rise
s (incl
udin
g in
tern
al d
isas
ters
)–
Dam
age
asse
ssm
ent
and c
ontr
ol an
d r
ehab
ilita
tion o
f cr
itic
al s
ervi
ces
–
Par
tial
or
com
ple
te e
vacu
atio
n
–
Coord
inat
ion w
ith o
ther
hosp
ital
s, t
he
Em
erge
ncy
Obst
etri
c C
are
and
the
nat
ional
Em
erge
ncy
Com
man
d a
nd C
ontr
ol unit (
EC
C)
Nursing_curricula_followup_Feb08Sec1:10 Sec1:10 03/09/2008 08:39:10
Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula •• 11
Co
mp
ete
ncie
sC
on
ten
t are
as
To
pic
s
Co
mp
ete
ncy 2
: Care
Pri
ncip
les
e.
Pri
nci
ple
s of vu
lner
abili
ty a
nal
ysis
applie
d t
o h
osp
ital
s–
The
vuln
erab
ility
anal
ysis
pro
cess
applie
d t
o h
osp
ital
s an
d t
o e
mer
-ge
ncy
pla
nnin
g fo
r hosp
ital
s. C
once
pt
of sa
fer
hosp
ital
s
Pri
ncip
les
of
eff
ecti
ve lead
ers
hip
Co
mp
ete
ncy 3
: Need
s A
ssess
men
t an
d p
lan
nin
g
Carr
y o
ut
a r
ele
van
t an
d
syst
em
ati
c s
afe
ty a
nd
need
s ass
ess
men
t d
uri
ng a
nd
aft
er
an
em
erg
en
cy f
or
self
, th
e r
esp
on
se t
eam
an
d t
he
vic
tim
s
• Id
entify
mai
n e
lem
ents
in
countr
y pro
fi le
use
ful fo
r em
erge
ncy
pre
par
ednes
s an
d
man
agin
g th
e re
sponse
• C
ontr
ibute
to d
amag
e as
-se
ssm
ent
and n
eeds
anal
ysis
pro
cess
in t
he
imm
edia
te
afte
rmat
h o
f th
e im
pac
t an
d
in lat
er s
tage
s
• Ty
pes
of em
erge
nci
es, d
isas
ters
and
oth
er c
risi
s•
Countr
y pro
fi le
and n
atio
nal
haz
ards
map
pin
g•
Rap
id a
sses
smen
t of H
ealth n
eeds,
iden
tifi ca
tion o
f hea
lth r
isks
and
safe
ty iss
ues
Typ
es
of
em
erg
en
cie
s•
Diff
eren
t pote
ntial
sce
nar
ios
(act
ual
conte
xt
of th
e co
untr
y) for
emer
gen-
cies
, dis
aste
rs a
nd m
ass
casu
alties
inci
den
ts (
ove
rvie
w)
• C
onse
quen
ces
on p
ublic
hea
lth (
dir
ect
and indir
ect)
Co
un
try p
rofi
le•
Intr
oduct
ion t
o t
he
notion o
f co
untr
y pro
fi le
and p
rese
nta
tion o
f th
e ep
i-dem
iolo
gy o
f dis
aste
rs, c
rise
s an
d m
ass
casu
alties
inci
den
ts in t
he
countr
y ove
r th
e la
st d
ecad
es (
countr
y sp
ecifi
c)•
Oth
er h
ealth p
riori
ties
in t
he
countr
y (t
o lin
k em
erge
ncy
pre
par
ednes
s w
ith r
isks
iden
tifi ed
by
the
min
istr
y of hea
lth)
and t
he
WH
O c
once
pt
of
esse
ntial
ser
vice
s•
The
gener
al c
onte
xt
(law
s, r
egula
tions, e
thic
al c
odes
) fo
r em
erge
ncy
man
-ag
emen
t
Dam
ages
ass
ess
men
t an
d n
eed
s an
aly
sis
in e
merg
en
cy s
itu
ati
on
s•
Multi-se
ctora
l dam
age
and n
eeds
asse
ssm
ent
(contr
ibution o
f th
e hea
lth
sect
or)
–
Iden
tifi ca
tion o
f pro
ble
ms
(pri
ori
tizi
ng, a
ntici
pat
ing, d
irec
t an
d indir
ect
conse
quen
ces, e
tc.); a
vaila
ble
res
ourc
es; p
oss
ible
solu
tions
–
Monitori
ng
mec
han
ism
s an
d follo
w-u
p a
ctiv
itie
s•
Rap
id h
ealth n
eeds
asse
ssm
ents
–
How
, when
, who, w
hy, w
hat
, to w
hom
to r
eport
, what
to d
evel
op for
resp
ondin
g to
nee
ds
and r
ehab
ilita
ting
critic
al s
ervi
ces
–
Met
hods, s
yste
ms, form
s, t
rain
ing
of st
aff
–
Follo
w-u
p a
nd m
onitori
ng
of th
e si
tuat
ion
–
WH
O r
efer
ence
s va
lues
; ben
chm
arks
; indic
ators
to b
e use
d
Nursing_curricula_followup_Feb08Sec1:11 Sec1:11 03/09/2008 08:39:10
12 •• Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula
Co
mp
ete
ncie
sC
on
ten
t are
as
To
pic
s
Co
mp
ete
ncy 4
: Nu
rsin
g C
are
Imp
lem
en
t n
urs
ing c
are
in
an
em
erg
en
cy s
itu
ati
on
fo
r in
div
idu
als
, fam
ilie
s, g
rou
ps
wit
h v
uln
era
bilit
ies
an
d
co
mm
un
itie
s
• Pe
rform
nurs
ing
activi
ties
ac
cord
ing
to s
cien
tifi c
pri
n-
ciple
s in
an u
nex
pec
ted o
r ra
pid
ly c
han
ging
situ
atio
n•
Eva
luat
e an
d d
ocu
men
t pro
gres
s to
war
ds
expec
ted
outc
om
es
• B
asic
ther
apeu
tic
inte
rven
tions
in
emer
genci
es•
Docu
men
tation, r
eport
ing
and
reco
rdin
g
• B
asic
ther
apeu
tic
inte
rven
tions
in e
mer
genci
es–
Firs
t ai
d–
Bas
ic L
ife S
upport
–
Oxyg
en a
dm
inis
trat
ion a
nd v
entila
tory
support
–
Nutr
itio
n–
Movi
ng
and t
ransf
erri
ng
casu
alties
–
Adm
inis
trat
ion o
f m
edic
atio
ns
–
Adm
inis
trat
ion o
f im
muniz
atio
ns
–
Continuous
monitori
ng
of pat
ient
conditio
n–
Adap
ting
nurs
ing
pro
cedure
s to
the
exis
ting
situ
atio
n–
Nurs
ing
care
in v
ario
us
types
of em
erge
nci
es a
nd d
isas
ters
(nat
ura
l dis
aste
rs, e
pid
emic
s, c
hem
ical
, bio
logi
cal,
radio
logi
cal,
nucl
ear
and
explo
sive
inci
den
ts)
–
Nurs
ing
care
in c
om
ple
x e
mer
genci
es
Pri
ncip
les
of
trau
ma c
are
an
d e
merg
en
cy c
are
man
agem
en
t in
M
ass
Casu
alt
ies
Incid
en
ts•
The
WH
O D
epar
tmen
t of In
juri
es a
nd V
iole
nce
Pre
vention G
uid
elin
es for
esse
ntial
tra
um
a ca
re a
nd r
ecom
men
dat
ions
(esp
ecia
lly for
hosp
ital
s in
ru
ral ar
eas
with lim
ited
equip
men
t an
d t
rain
ed s
taff: s
urg
e ca
pac
ity)
• D
ocu
men
tation, r
eport
ing
and r
ecord
ing
Co
mp
ete
ncy 5
: Safe
ty a
nd
Secu
rity
Ap
ply
nu
rsin
g t
ech
niq
ues
ap
pro
pri
ate
to
th
e m
ain
te-
nan
ce o
f a s
afe
envir
on
men
t
• Ensu
re t
he
safe
adm
inis
tra-
tion o
f tr
eatm
ent
and t
hei
r th
erap
eutics
• Sa
fety
and s
ecuri
ty o
f ca
sual
ties
, ca
re p
rovi
der
s an
d t
he
envi
ron-
men
t•
Infe
ctio
n c
ontr
ol m
easu
res
• D
econta
min
atio
n•
Use
of pro
tect
ive
per
sonal
equip
-m
ent
Ch
em
ical in
cid
en
ts•
Spec
ial is
sue:
sec
uri
ty a
nd s
afet
y•
Site
org
aniz
atio
n (
espec
ially
zonin
g of th
e si
te)
• M
edic
al a
ctiv
itie
s on-s
ite
in t
he
diff
eren
t zo
nes
• D
econta
min
atio
n s
yste
ms
and p
roce
dure
s •
Hosp
ital
pre
par
ednes
s•
Food p
ois
onin
g ce
ntr
es•
Slow
onse
t ch
emic
al inci
den
ts (
chro
nic
exposu
re);
earl
y det
ection;
monitori
ng
of th
e en
viro
nm
ent;
follo
w-u
p o
f hea
lth iss
ue
(use
of ep
idem
iolo
gy)
Nursing_curricula_followup_Feb08Sec1:12 Sec1:12 03/09/2008 08:39:11
Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula •• 13
Co
mp
ete
ncie
sC
on
ten
t are
as
To
pic
s
Co
mp
ete
ncy 5
: Safe
ty a
nd
Secu
rity
• Im
ple
men
t univ
ersa
l pre
cau-
tions
for
the
contr
ol of
infe
ctio
n, s
afe
adm
inis
trat
ion
of im
muniz
atio
n, a
nd d
econ-
tam
inat
ion
• A
sses
s th
e sa
fety
and
secu
rity
iss
ues
for
self,
the
resp
onse
tea
m a
nd t
he
vict
ims
in a
n e
mer
gency
si
tuat
ion
Pro
tecti
ve e
qu
ipm
en
t•
Var
ious
types
of pro
tect
ive
equip
men
t fo
r diff
eren
t si
tuat
ions: c
om
muni-
cable
dis
ease
s, c
hem
ical
inci
den
ts•
Trai
nin
g an
d p
reve
ntive
mea
sure
s•
Stan
dar
d p
roce
dure
s fo
r se
lf-pro
tect
ion (
espec
ially
infe
ctio
n b
arri
er)
Co
mm
un
icab
le d
isease
s in
em
erg
en
cy s
itu
ati
on
s, a
nd
ep
idem
ics
• Fo
cus
on c
om
munic
able
dis
ease
s in
nat
ura
l dis
aste
rs–
Epid
emio
logy
of co
mm
unic
able
dis
ease
s in
nat
ura
l dis
aste
rs–
Rap
id a
sses
smen
t an
d p
reve
ntion
• D
ata
to b
e co
llect
ed, m
ethods, s
yste
ms
(rep
ort
ing, e
tc.) s
ee a
lso
epid
emio
logy
and m
anag
emen
t of in
form
atio
n in p
ublic
hea
lth
• Im
port
ance
of en
viro
nm
enta
l hea
lth a
nd o
f nutr
itio
n (
espec
ially
in
child
ren u
nder
fi v
e; m
alnutr
itio
n c
ontr
ibute
s to
mort
ality
due
to
com
munic
able
dis
ease
s)•
Hea
lth s
ervi
ces
and infr
astr
uct
ure
(ac
cess
to, s
upplie
s of va
ccin
es,
med
icin
es, e
tc.)
–
Inte
rnat
ional
cooper
atio
n (
see
sect
ion o
f in
form
atio
n m
anag
emen
t)–
Ear
ly w
arnin
g an
d s
urv
eilla
nce
sys
tem
s (s
ee s
ection o
n e
pid
emio
logy
an
d m
anag
emen
t of in
form
atio
n)
–
Ass
essi
ng
risk
for
outb
reak
s (c
ountr
y sp
ecifi
c): p
ote
ntial
sourc
es,
mode
of tr
ansm
issi
on, e
tc.
–
Com
munic
able
dis
ease
s of public
hea
lth c
once
rn (
countr
y sp
ecifi
c):
vacc
ine
pre
venta
ble
dis
ease
s, e
nvir
onm
enta
l pro
tect
ion, v
ecto
r-born
e dis
ease
s an
d o
ther
com
munic
able
dis
ease
s of public
hea
lth s
ignifi
cance
–
Dat
a an
d d
ata
man
agem
ent
syst
ems
(see
sec
tion “
epid
emio
logy
”)–
Epid
emio
logy
–
Infe
ctio
ns
bar
rier
and p
reca
utions
–
Com
munity
educa
tion (
ora
l re
hydra
tion, e
tc.)
–
Contr
ol an
d c
onta
inm
ent
mea
sure
s st
rate
gies
• O
utb
reak
contr
ol
• Ear
ly d
etec
tion o
f m
ajor
com
munic
able
dis
ease
s in
em
erge
ncy
situat
ions
• Sp
ecia
l ca
se o
f pan
dem
ic a
vian
fl u
(W
HO
guid
elin
es; c
ontinge
ncy
pla
n a
nd
pro
cedure
s: c
ountr
y sp
ecifi
c)
Nursing_curricula_followup_Feb08Sec1:13 Sec1:13 03/09/2008 08:39:11
14 •• Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula
Co
mp
ete
ncie
sC
on
ten
t are
as
To
pic
s
Co
mp
ete
ncy 5
: Safe
ty a
nd
Secu
rity
Bio
logic
al,
Ch
em
ical,
Rad
iolo
gic
al,
Nu
cle
ar
Em
erg
en
cie
s (B
CR
NE
)•
Bio
logi
cal th
reat
: the
exis
ting
thre
at (
types
of ag
ents
, etc
.); t
he
pote
ntial
co
nse
quen
ces
on h
ealth; t
he
nat
ional
res
ponse
pla
n; p
rote
ctiv
e eq
uip
men
t fo
r hea
lth s
taff
• C
hem
ical
inci
den
ts r
esultin
g fr
om
ter
rori
st a
ttac
k (s
ee c
hem
ical
inci
den
ts)
• R
adio
logi
cal an
d n
ucl
ear
thre
at: t
he
exis
ting
thre
at (
types
of ag
ents
); th
e pote
ntial
conse
quen
ces
on h
ealth; t
he
nat
ional
res
ponse
pla
n; p
reve
ntive
an
d p
rote
ctiv
e m
easu
res
• Ear
ly d
etec
tion o
f su
ch s
ituat
ions
Co
mp
ete
ncy 6
: Co
mm
un
icati
on
an
d I
nte
rpers
on
al R
ela
tio
nsh
ips
Ap
ply
pri
ncip
les
of
co
mm
u-
nic
ati
on
an
d in
terp
ers
on
al
rela
tio
nsh
ips
in a
n e
mer-
gen
cy s
itu
ati
on
• C
onsu
lt w
ith o
ther
hea
lth
care
pro
fess
ional
s an
d
rele
vant
org
aniz
atio
ns/
agen
-ci
es w
hen
indiv
idual
or
group
nee
ds
fall
outs
ide
the
scope
of nurs
ing
pra
ctic
e•
Use
effec
tive
ly e
mer
gency
co
mm
unic
atio
n e
quip
men
t duri
ng
an e
mer
gency
• Id
entify
and u
tiliz
e re
leva
nt
docu
men
tation for
asse
ss-
men
ts, i
nte
rven
tions, n
urs
ing
actions
and o
utc
om
es d
uri
ng
and a
fter
an e
mer
gency
• Pri
nci
ple
s of dis
aste
r an
d r
isk
com
-m
unic
atio
n (
e.g
. rel
atio
nsh
ip w
ith
med
ia, p
ublic
info
rmat
ion)
• Pri
nci
ple
s of in
terp
erso
nal
com
-m
unic
atio
n w
ork
ing
within
a t
eam
an
d c
om
man
d s
truct
ure
• Pri
nci
ple
s of te
leco
mm
unic
atio
n•
Pri
nci
ple
s of re
cord
ing, r
eport
ing
and d
ocu
men
tation d
uri
ng
emer
-ge
nci
es•
Cri
sis
inte
rven
tion
• Psy
choso
cial
rea
ctio
ns
and
ther
apeu
tic
support
incl
udin
g co
unse
lling
Man
agem
en
t o
f in
form
ati
on
fo
r h
ealt
h r
ela
ted
iss
ues
in e
merg
en
cy
situ
ati
on
s•
Hea
lth info
rmat
ion s
yste
ms
and t
hei
r use
for
emer
gency
pre
par
ednes
s an
d d
uri
ng
the
resp
onse
(st
rengt
hs, w
eakn
esse
s, lim
itat
ion o
f its
pote
ntial
use
in e
mer
gency
situat
ions)
– r
eal co
untr
y co
nte
xt
–
Sele
ctio
n o
f in
dic
ators
and b
ench
mar
ks for
emer
gency
situat
ions
–
Dev
elopm
ent
of st
andar
diz
ed form
s fo
r em
erge
ncy
situat
ions
and
report
ing
mec
han
ism
(ro
utine
report
ing, z
ero r
eport
ing, im
med
iate
re-
port
ing, e
tc.)
• Pri
nci
ple
s of ri
sk c
om
munic
atio
n•
Rel
atio
nsh
ips
with m
edia
• Public
info
rmat
ion a
nd e
duca
tion in e
mer
gency
situat
ions
• T
he
vari
ous
com
munic
atio
n t
ools
in e
mer
gency
situat
ions
(countr
y sp
e-ci
fi c)
and t
hei
r use
by
the
hea
lth s
ecto
r st
aff
Psy
ch
oso
cia
l su
pp
ort
pro
gra
mm
es
(fo
r in
div
idu
als
, fam
ilie
s, s
pecifi
c
gro
up
s, c
om
mu
nit
ies,
resc
ue a
nd
med
ical st
aff
an
d o
thers
)•
Epid
emio
logy
of psy
choso
cial
conse
quen
ces
of dis
aste
rs•
Bas
ic p
sych
olo
gy c
once
pts
in c
onnec
tion w
ith e
mer
gency
situat
ions
• Fi
rst
aid in p
sych
olo
gica
l su
pport
duri
ng
the
imm
edia
te p
ost
-im
pac
t an
d
oth
er t
ypes
of cr
isis
inte
rven
tions
• C
ontr
ibution t
o t
he
man
agem
ent
of an
info
rmat
ion a
nd s
upport
cen
tre
Nursing_curricula_followup_Feb08Sec1:14 Sec1:14 03/09/2008 08:39:11
Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula •• 15
Co
mp
ete
ncie
sC
on
ten
t are
as
To
pic
s
Co
mp
ete
ncy 6
: Co
mm
un
icati
on
an
d I
nte
rpers
on
al R
ela
tio
nsh
ips
• In
itia
te a
nd d
evel
op t
her
a-peu
tic
rela
tionsh
ips
thro
ugh
th
e use
of ap
pro
pri
ate
com
-m
unic
atio
n a
nd inte
rper
sonal
sk
ills
with p
atie
nts
and t
hei
r fa
mili
es•
Res
pond t
o r
eact
ions
of lo
ss,
fear
, pan
ic a
nd s
tres
s th
at v
ic-
tim
s, fam
ilies
and o
ther
s m
ay
exhib
it d
uri
ng
an e
mer
gency
si
tuat
ion
• D
escr
ibe
pri
nci
ple
s of ri
sk
com
munic
atio
n
• Su
pport
pro
gram
mes
for
the
hea
lth s
ecto
r st
aff
• C
ontr
ibution t
o t
he
dev
elopm
ent
of outr
each
pro
gram
mes
•
Contr
ibution t
o t
he
reco
very
pro
cess
• In
form
atio
n a
nd s
upport
cen
tre
(24/2
4 h
elplin
e, e
tc.): r
ole
s, funct
ions,
staf
fi ng
Co
mp
ete
ncy 7
: Pu
blic H
ealt
h
Part
icip
ate
acti
vely
in
h
ealt
h m
ain
ten
an
ce a
nd
p
rom
oti
on
• Id
entify
poss
ible
thre
ats
and t
hei
r im
pac
t on t
he
com
munity
• R
ecogn
ize
com
munity
hea
lth
issu
es r
elat
ed t
o t
he
impac
t of em
erge
nci
es o
n w
ater
, fo
od s
upplie
s, s
hel
ter
and
pro
tect
ion o
f dis
pla
ced
per
sons
(as
a co
nse
quen
ce o
f dis
aste
rs)
• Id
entify
the
know
ledge
and
hea
lth p
ract
ices
of co
mm
uni-
ties
inv
olv
ed in a
n e
mer
gency
si
tuat
ion
• Epid
emio
logy
tools
in e
mer
gen-
cies
(e.g
. sen
tinel
site
surv
eilla
nce
, nutr
itio
nal
surv
eys)
•
Pre
par
atio
n a
nd r
esponse
tow
ards
a va
riet
y of th
reat
s:–
Com
munic
able
and n
on c
om
-m
unic
able
dis
ease
s–
Dis
pla
ced p
opula
tions
–
Dam
age
to infr
astr
uct
ure
• Env
ironm
enta
l hea
lth incl
udin
g w
ater
and s
anitat
ion
• M
ater
nal
and r
epro
duct
ive
hea
lth,
new
born
and c
hild
hea
lth
• Public
hea
lth in c
om
ple
x e
mer
gen-
cies
Th
e m
ain
pu
blic h
ealt
h p
rob
lem
s in
em
erg
en
cy s
itu
ati
on
s•
Chan
ges
in t
he
envi
ronm
ent;
popula
tion d
ispla
cem
ent;
loss
of ac
cess
to
lifel
ines
; loss
of se
rvic
es; i
nte
rruption o
f im
muniz
atio
n a
nd o
ther
routine
pro
gram
mes
; lo
ss o
f w
ork
forc
e; m
assi
ve s
urg
e in
dem
and for
serv
ices
• M
anag
emen
t of in
form
atio
n (
incl
udin
g co
llect
ion o
f dat
a an
d p
repar
atio
n
of public
info
rmat
ion m
essa
ges, e
duca
tion o
f co
mm
unity)
• Psy
choso
cial
iss
ues
• M
anag
emen
t of th
e dea
d a
nd t
he
mis
sing
• C
om
munic
able
dis
ease
s, n
utr
itio
n, s
ecuri
ty, g
ender
vio
lence
, gro
ups
with
spec
ifi c
vuln
erab
ilities
Ep
idem
iolo
gy a
s a t
oo
l fo
r d
ecis
ion
-makin
g a
nd
pro
gra
mm
ing in
em
erg
en
cy s
itu
ati
on
s•
Epid
emio
logy
of dis
aste
rs a
nd in d
isas
ters
• B
asic
ele
men
ts o
f ep
idem
iolo
gy•
Surv
eys, s
amplin
g m
ethods
and c
lust
er t
echniq
ues
: indic
atio
n for
and u
se
of in
em
erge
ncy
situat
ions
• D
ata
in e
mer
gency
situat
ions
Nursing_curricula_followup_Feb08Sec1:15 Sec1:15 03/09/2008 08:39:11
16 •• Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula
Co
mp
ete
ncie
sC
on
ten
t are
as
To
pic
s
Co
mp
ete
ncy 7
: Pu
blic H
ealt
h
• U
tiliz
e re
sourc
es a
vaila
ble
for
hea
lth p
rom
otion a
nd h
ealth
educa
tion in a
n e
mer
gency
si
tuat
ion
• Pri
nci
ple
s of hea
lth e
duca
tion d
ur-
ing
tim
es o
f cr
isis
and e
valu
atio
n o
f co
mm
unity
impac
t•
Role
of nurs
es in t
he
reco
very
pro
cess
• N
utr
itio
nal
pro
gram
mes
• M
anag
emen
t of th
e dea
d a
nd t
he
mis
sing
• Id
entifi ca
tion o
f gr
oups
with
spec
ial vu
lner
abili
ties
(e.g
.: ch
ildre
n,
pre
gnan
t w
om
en, e
lder
ly, s
pec
ial
nee
ds, d
isab
led)
• Evi
den
ce-b
ased
dec
isio
n m
akin
g an
d p
rogr
amm
ing
• Su
rvei
llance
sys
tem
s: r
outine
surv
eilla
nce
; surv
eilla
nce
adap
ted t
o e
mer
-ge
ncy
situat
ion (
see
also
man
agem
ent
of in
form
atio
n)
– p
artly
countr
y sp
ecifi
c; e
arly
war
nin
g sy
stem
s; s
entinel
site
surv
eilla
nce
• Sp
ecia
l su
rvei
llance
sys
tem
for
bio
logi
cal,
chem
ical
, rad
iolo
gica
l an
d n
u-
clea
r em
erge
nci
es (
incl
udin
g ea
rly
war
nin
g). T
rain
ing
of hea
lth s
ecto
r st
aff
Envir
on
men
tal H
ealt
h•
Adve
rse
conse
quen
ces
of th
e va
rious
types
of em
erge
ncy
situat
ions
on
the
envi
ronm
ent
• B
asel
ine
dat
a, m
onitori
ng
activi
ties
, qual
ity
impro
vem
ent
of en
viro
nm
enta
l fa
ctors
• T
he
conce
pt
of Env
ironm
enta
l H
ealth (
incl
udin
g ed
uca
tion o
f co
mm
unity,
trai
nin
g of st
aff,
envi
ronm
enta
l hea
lth s
urv
eilla
nce
)•
Vec
tor
contr
ol pro
gram
mes
• Sh
elte
ring
of peo
ple
and t
empora
ry s
ettlem
ents
• W
ater
and s
anitat
ion (
espec
ially
for
dis
pla
ced p
erso
ns)
• W
aste
dis
posa
l (incl
udin
g hosp
ital
was
tes
and o
ther
spec
ial dan
gero
us
was
tes)
• R
ehab
ilita
tion o
f lif
elin
es•
Inte
r-se
ctora
l co
oper
atio
n a
nd c
ontinge
ncy
pla
ns
(role
of th
e hea
lth s
ec-
tor)
for
envi
ronm
enta
l hea
lth
Rep
rod
ucti
ve H
ealt
h in
em
erg
en
cy s
itu
ati
on
s•
Exis
ting
routine
serv
ices
(co
untr
y sp
ecifi
c) in c
onnec
tion w
ith t
he
con-
cept
of R
epro
duct
ive
Hea
lth, e
spec
ially
: mat
ernal
and c
hild
hea
lth c
are;
se
xual
ly t
ransm
issi
ble
dis
ease
s an
d H
IV; f
amily
pla
nnin
g•
Polic
y an
d r
egula
tions
(incl
udin
g on lac
tation, e
tc.)
• Em
erge
ncy
obst
etri
c se
rvic
es in e
mer
gency
situat
ions
–
Com
munity
par
tici
pat
ion a
nd e
duca
tion
–
New
born
car
e•
Impac
t of th
e em
erge
ncy
situat
ion o
n t
hes
e ro
utine
serv
ices
and a
s-se
ssm
ent
of th
e nee
d t
o im
med
iate
ly s
tart
with a
rep
roduct
ive
hea
lth
pro
gram
me
Nursing_curricula_followup_Feb08Sec1:16 Sec1:16 03/09/2008 08:39:11
Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula •• 17
Co
mp
ete
ncie
sC
on
ten
t are
as
To
pic
s
Co
mp
ete
ncy 7
: Pu
blic H
ealt
h
• C
once
pt
of M
inim
um
Initia
l Se
rvic
e Pac
kage
/Rep
roduct
ive
Hea
lth (
MIS
P-
RH
) pro
gram
mes
in e
mer
gency
situat
ions: s
afe
moth
erhood (
incl
udin
g del
iver
y); s
exual
ly t
ransm
issi
ble
dis
ease
s (H
IV incl
uded
); fa
mily
pla
nnin
g;
sexual
and g
ender
bas
ed v
iole
nce
; sec
uri
ty a
nd p
rote
ctio
n o
f ch
ildre
n a
nd
wom
en
Th
e m
ost
fre
qu
en
t h
ealt
h p
rob
lem
s in
refu
gee/I
DP
sit
uati
on
s•
Thre
ats
to h
ealth
–
Chan
ges
in t
he
envi
ronm
ent
and in t
he
acce
ss t
o life
lines
and m
edic
al
care
; loss
of se
rvic
es a
nd d
isru
ption o
f public
hea
lth p
rogr
amm
es (
such
as
routine
imm
uniz
atio
n)
–
Exposi
tion o
f re
fuge
es t
o n
ew c
om
munic
able
dis
ease
s (p
rese
nt
in t
he
host
popula
tion);
import
atio
n o
f new
com
munic
able
dis
ease
s (n
ot
pre
sent
in t
he
host
popula
tion)
–
Dep
enden
cy fro
m e
xte
rnal
ass
ista
nce
–
Inse
curi
ty a
nd lim
ited
soci
al o
rgan
izat
ion o
f th
e re
fuge
e co
mm
unity
(poss
ibili
ty o
f m
inori
ty g
roups, t
ensi
ons
bet
wee
n t
he
groups)
; loss
of
work
, loss
of in
com
e, a
nd inac
tivi
ty–
Lim
ited
acc
ess
to food, w
ater
of re
asonab
le q
ual
ity
and h
ealth c
are
serv
ices
–
Poor
sanitat
ion; o
verc
row
din
g–
The
refu
gees
’ la
ck o
f ed
uca
tion o
n h
ygie
ne, s
anitat
ion, p
reve
ntion o
f co
mm
unic
able
dis
ease
s, fee
din
g pra
ctic
es, e
tc.
• C
om
munic
able
dis
ease
s: m
easl
es; d
iarr
hoea
l dis
ease
s; a
cute
res
pir
atory
in
fect
ions; m
alar
ia; t
uber
culo
sis; o
ther
s (s
ituat
ion s
pec
ifi c:
men
ingi
tis, y
el-
low
fev
er, h
emorr
hag
ic fev
er, e
tc.)
• N
utr
itio
n a
nd food in t
erm
s of quan
tity
, qual
ity,
secu
rity
and s
afet
y–
Mal
nutr
itio
n (
chro
nic
, acu
te, s
pec
ifi c
defi
cie
nci
es):
Mar
asm
us; K
was
h-
iork
or;
stu
nting; p
rote
in d
efi c
ienci
es; m
icro
nutr
ient
defi
cie
nci
es•
The
vari
ous
types
of pro
gram
mes
; •
Ass
essm
ent
of nee
ds
–
Indiv
idual
s, s
pec
ial gr
oups
and c
om
munity
nee
ds
Nursing_curricula_followup_Feb08Sec1:17 Sec1:17 03/09/2008 08:39:11
18 •• Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula
Co
mp
ete
ncie
sC
on
ten
t are
as
To
pic
s
Co
mp
ete
ncy 7
: Pu
blic H
ealt
h
–
Stra
tegy
, met
hods, s
taff, l
ogi
stic
s–
Food a
vaila
bili
ty, f
ood r
equir
emen
t, fo
od b
aske
ts•
Monitori
ng
of th
e si
tuat
ion a
nd o
f th
e im
pac
t of pro
gram
mes
• Tr
aum
a•
Psy
choso
cial
–
Psy
cho-t
raum
atic
eve
nts
and s
ituat
ions
–
Psy
cholo
gica
l co
nse
quen
ces
of so
cial
chan
ges
and loss
of so
cial
net
-w
ork
• V
iole
nce
and t
ort
ure
• G
ender
-bas
ed v
iole
nce
and s
exual
vio
lence
• D
isab
led a
nd h
andic
apped
peo
ple
• O
bst
etri
cal ca
re a
nd d
eliv
ery
syst
em•
Non-c
om
munic
able
dis
ease
s•
Gro
ups
with s
pec
ial vu
lner
abili
ties
Recovery
pro
cess
• C
om
munity
reco
very
pro
cess
–
Ear
ly r
ehab
ilita
tion o
f cr
itic
al s
ervi
ces
–
Com
munity
reco
very
pro
cess
–
Hea
lth inst
itutions’
contr
ibution t
o t
he
reco
very
pro
cess
(im
port
ance
of co
mm
unity
hea
lth w
ork
ers
at t
he
com
munity
leve
l)–
Mai
nst
ream
ing
emer
gency
man
agem
ent
into
dev
elopm
ent
• H
ealth s
ecto
r re
cove
ry
Nu
trit
ion
al p
rogra
mm
es
in e
merg
en
cie
s (s
ee a
lso
secti
on
on
refu
-gees/
IDP
s)•
The
vari
ous
met
hods
to a
sses
s fo
od n
eeds
and n
utr
itio
nal
sta
tus
in e
mer
-ge
ncy
conte
xt
(anth
ropom
etri
c m
ethods: t
hei
r st
rengt
hs
and w
eakn
esse
s,
etc.
) su
ch a
s ra
pid
nutr
itio
nal
ass
essm
ents
, nutr
itio
nal
surv
eys, e
tc.
• T
he
way
s em
erge
ncy
situat
ions
can c
ontr
ibute
to t
he
imbal
ance
in food
acce
ss a
nd t
he
dev
elopm
ent
of m
alnutr
itio
n in indiv
idual
s (c
om
munitie
s)•
Educa
tional
pro
gram
mes
for
the
ben
efi c
iari
es a
nd t
he
com
munity
Nursing_curricula_followup_Feb08Sec1:18 Sec1:18 03/09/2008 08:39:11
Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula •• 19
Co
mp
ete
ncie
sC
on
ten
t are
as
To
pic
s
Co
mp
ete
ncy 7
: Pu
blic H
ealt
h
• M
anag
emen
t of fo
od p
ois
onin
g as
the
resu
lt o
f th
e em
erge
ncy
situat
ion
or
as t
he
cause
of th
e em
erge
ncy
situat
ion: p
ote
ntial
cau
ses; h
ealth c
onse
-quen
ces
and t
hei
r m
anag
emen
t; ea
rly
war
nin
g sy
stem
for
food p
ois
onin
g;
man
agin
g th
e re
sponse
; public
info
rmat
ion a
nd e
duca
tion
• R
elat
ionsh
ips
bet
wee
n food, n
utr
itio
nal
sta
tus
and c
om
munic
able
dis
ease
s
Man
agem
en
t o
f th
e d
ead
an
d t
he m
issi
ng a
nd
mass
fata
lity
sit
ua-
tio
ns
• T
he
hea
lth s
ecto
r’s
contr
ibution t
o t
he
man
agem
ent
of th
e dea
d a
nd t
he
mis
sing
in t
he
vari
ous
phas
es: r
ecove
ry o
f dea
d b
odie
s, s
tora
ge; i
den
tifi ca
-tion p
roce
ss
• Pre
par
atio
n o
f public
info
rmat
ion m
essa
ges
• Eth
ical
and leg
al iss
ues
• C
ultura
l an
d r
elig
ious
issu
es
No
n-c
om
mu
nic
ab
le d
isease
•
The
loca
l co
nte
xt
(countr
y sp
ecifi
c) for
non-c
om
munic
able
dis
ease
s•
How
em
erge
ncy
situat
ions
can d
isru
pt
acce
ss t
o c
are, m
edic
ines
, or
oth
er
reso
urc
es t
hat
are
nee
ded
for
the
man
agem
ent
of non-c
om
munic
able
dis
ease
s•
Inte
grat
ion o
f non-c
om
munic
able
dis
ease
s in
em
erge
ncy
pre
par
ednes
s ac
tivi
ties
and in t
he
resp
onse
and r
ecove
ry p
lans
• In
tegr
atio
n o
f non-c
om
munic
able
dis
ease
s pro
gram
mes
in t
he
emer
gency
re
sponse
and t
he
rehab
ilita
tion o
f hea
lth s
yste
ms
Co
mp
ete
ncy 8
: Healt
h C
are
syst
em
s an
d p
olicie
s in
em
erg
en
cy s
itu
ati
on
s
Desc
rib
e t
he e
lem
en
ts o
f th
e h
ealt
h c
are
syst
em
s an
d p
olicie
s in
em
erg
en
cy
situ
ati
on
s
• Par
tici
pat
e in
the
dev
elop-
men
t of em
erge
ncy
pla
ns
in
vari
ous
sett
ings
• Leg
al a
uth
ori
ty o
f public
hea
lth
agen
cies
in e
mer
genci
es•
Org
aniz
atio
n o
f pre
-hosp
ital
act
ivi-
ties
• M
anag
emen
t of ev
acuat
ions
and
dis
pat
chin
g of ca
sual
ties
• Im
pac
t of em
erge
ncy
situat
ions
on
acce
ss t
o r
esourc
es
Org
an
izati
on
of
pre
-ho
spit
al acti
vit
ies
• T
he
inte
rsec
tora
l ove
rall
org
aniz
atio
n for
mas
s ca
sual
ties
inci
den
ts (
coun-
try
spec
ifi c)
at
com
munity
leve
l–
The
contr
ibution o
f th
e oth
er s
ecto
rs, a
nd e
spec
ially
the
hea
lth s
ecto
r to
the
inte
r-se
ctora
l re
sponse
pla
n–
The
on-s
ite
org
aniz
atio
n a
nd m
anag
emen
t; th
e In
ciden
t C
om
man
d
Post
(IC
P);
the
Em
erge
ncy
Obst
etri
c C
are:
the
man
agem
ent
of th
e re
sourc
es; i
nfo
rmat
ion; c
om
munic
atio
ns; logi
stic
s an
d s
ecuri
ty
Nursing_curricula_followup_Feb08Sec1:19 Sec1:19 03/09/2008 08:39:11
20 •• Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula
Co
mp
ete
ncie
sC
on
ten
t are
as
To
pic
s
Co
mp
ete
ncy 8
: Healt
h C
are
syst
em
s an
d p
olicie
s in
em
erg
en
cy s
itu
ati
on
s
• R
ecogn
ize
the
lega
l au
thor-
ity
of public
hea
lth a
genci
es
to t
ake
action, t
o p
rote
ct
the
com
munity
from
thre
ats,
incl
udin
g is
ola
tion, q
uar
antine
and r
equir
ed r
eport
ing
and
docu
men
tation
• R
ecogn
ize
the
impac
t of
emer
gency
situat
ions
on
acce
ss t
o r
esourc
es a
nd
how
to iden
tify
additio
nal
re
sourc
es •
Rec
ogn
ize
the
impac
t of
emer
gency
situat
ions
on t
he
pote
ntial
outb
reak
of co
m-
munic
able
dis
ease
s •
Rec
ogn
ize
the
gener
al p
rinci
-ple
s of tr
iage
• C
om
munity
bas
ed m
anag
emen
t duri
ng
emer
genci
es (
non-g
ove
rn-
men
tal org
aniz
atio
ns, v
olu
nte
ers,
pri
mar
y hea
lth c
are)
• G
ener
al p
rinci
ple
s of tr
iage
•
Soci
al m
obili
zation
On
-sit
e m
ed
ical acti
vit
ies
an
d s
erv
ices
delivery
• Se
ctori
sation o
f th
e si
te a
nd t
he
reco
nnai
ssan
ce p
roce
ss
• M
edic
al a
nd n
on-m
edic
al t
riag
e ac
tivi
ties
and p
roce
sses
• Life
-sav
ing
pro
cedure
s an
d t
echniq
ues
(co
untr
y sp
ecifi
c)•
The
role
s, funct
ions, a
nd o
rgan
izat
ion o
f sp
ecia
lized
tea
ms
such
as
trau
ma
team
s, m
obile
med
ical
tea
ms
• Em
erge
ncy
nurs
ing
care
• A
dva
nce
med
ical
post
s•
Tran
sport
atio
n–
The
pro
cess
and t
he
logi
stic
s–
The
diff
eren
t m
odes
of tr
ansp
ort
atio
n–
Med
ical
eva
cuat
ion c
entr
es•
Volu
nte
ers
and n
on-g
ove
rnm
enta
l org
aniz
atio
ns
• U
nin
jure
d s
urv
ivors
• T
he
loca
l co
mm
unity
Dis
patc
hin
g o
f vic
tim
s th
e c
on
trib
uti
on
of
Em
erg
en
cy M
ed
i-cal S
erv
ices
in t
he m
an
agem
en
t o
f th
e r
esp
on
se in
em
erg
en
cy
situ
ati
on
s•
Dis
pat
chin
g of pat
ients
and m
edic
al r
egula
tion
Searc
h a
nd
Resc
ue a
cti
vit
ies
an
d s
yst
em
s•
The
Sear
ch a
nd R
escu
e (S
AR
) te
chniq
ues
(re
scue
tech
niq
ues
and m
eth-
ods
for
the
loca
lizat
ion o
f su
rviv
ors
, extr
icat
ion t
echniq
ues
, moder
n
resc
ue
tech
niq
ues
)
Note
: * E
ach c
ountr
y has
its
ow
n r
efer
ence
s fo
r te
rmin
olo
gy. N
ever
thel
ess
it is
stro
ngl
y re
com
men
ded
to a
dopt
the
term
inolo
gy u
sed b
y th
e U
nited
Nat
ions
Inte
rnat
ional
Str
ateg
y fo
r D
isas
ter
Red
uct
ion a
nd b
y H
AC
(M
ass
casu
alty
man
agem
ent
syst
ems.
Stra
tegi
es a
nd g
uide
lines
for
bui
ldin
g he
alth
sec
tor
capac
ity. G
enev
a, W
orl
d H
ealth O
rgan
izat
ion, 2
007).
Ple
ase
see
the
defi
nitio
ns
at
the
end o
f th
is d
ocu
men
t.
Nursing_curricula_followup_Feb08Sec1:20 Sec1:20 03/09/2008 08:39:11
Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula •• 21
List of Material Reviewed and Utilized during the Meeting
1. Report of the joint Asia Pacifi c informal meeting of health emergency partners and nursing
stakeholders, Bangkok, Thailand, 25-27 October 2007. World Health Organization/South
East Asia Regional Offi ce (unpublished), 2007.
2. Draft summary of the technical sessions of the joint Asia Pacifi c informal meeting of health
emergency partners and nursing stakeholders. Bangkok, Thailand, 25-27 October 2007.
World Health Organization/South East Asia Regional Offi ce (unpublished), 2007.
3. Assignment draft report on the workshop on emergency preparedness and response in nurs-
ing curriculum for deans and faculty members in Jordan, Amman, Jordan, 21-22 October
2007. World Health Organization/Eastern Mediterranean Regional Offi ce (unpublished),
2007.
4. Draft report of the regional workshop on emergency preparedness and response in nurs-
ing curricula, Amman, Jordan, October 22-24, 2007. World Health Organization/Eastern
Mediterranean Regional Offi ce (unpublished), 2007.
5. Dubouloz M. Draft document on the reference domains and topics for developing postgrad-
uate and undergraduate national training courses on emergency preparedness, response
and recovery management for health emergency managers and nurses (unpublished), Oc-
tober 2007.
6. Ghazi Ch. Draft proposal for a crash course for the training of trainers for the training of
nurses and midwives on emergency preparedness, mitigation; response and recovery (un-
published), 2007.
7. Ghazi Ch. Safe injection techniques for infants and young children (unpublished), 2002.
8. National Panel for Advanced Practice Registered Nurses (APRN) Emergency Preparedness
and All Hazards Response Education. APRN education for emergency preparedness and all
hazard response: resources and suggested content. developed by the project funded by the
National Nursing Emergency Preparedness Initiative (NNEPI). Washington, DC, National
Organization of Nurse Practitioner Faculties, 2007 (www.nonpf.com/NONPF2005/APRN-
GuidelinesComplete0707.pdf, accessed 15 February 2008).
9. Department of Health-Health Emergency Management Staff, WHO/WPRO Emergency
and Humanitarian Action. Pocket emergency tool, 2nd ed. Manila, World Health Organi-
zation/Western Pacifi c Regional Offi ce, 2005 (http://www.wpro.who.int/NR/rdonlyres/
5FEC40A6-2518-4C88-ABE7-CCEA0D7B4AB3/0/Pocket_Emergency_Tool_2005.pdf
accessed 15 February 2008).
Nursing_curricula_followup_Feb08Sec1:21 Sec1:21 03/09/2008 08:39:11
22 •• Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula
Nursing_curricula_followup_Feb08Sec1:22 Sec1:22 03/09/2008 08:39:11
Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula •• 23
Annex 1
List of Useful References *
Communicable Diseases
1. Connolly MA. Communicable disease control in emergencies: a fi eld manual. Geneva,
World Health Organization, 2005 (WHO/CDS/2005.27) (http://www.who.int/infectious-
disease-news/IDdocs/whocds200527/ISBN_9241546166.pdf).
2. Communicable Disease Working Group on Emergencies, WHO/HQ. Technical note: post-
tsunami fl ooding and communicable disease risk in affected Asian countries. Geneva, World
Health Organization, 2004 (http://www.wpro.who.int/NR/rdonlyres/BDA62920-B5FD-
49D9-9E84-6C01200A33B1/0/tsunami_fl ooding.pdf).
Emergencies and Disasters
1. Department of Health-Health Emergency Management Staff, WHO/WPRO Emergency
and Humanitarian Action. Pocket emergency tool, 2nd ed. Manila, World Health Organi-
zation/Western Pacifi c Regional Offi ce, 2005 (http://www.wpro.who.int/NR/rdonlyres/
5FEC40A6-2518-4C88-ABE7-CCEA0D7B4AB3/0/Pocket_Emergency_Tool_2005.pdf).
2. Emergency risk management applications guide, Manual 5. 2nd Ed. Canberra, Emergen-
cy Management Australia, 2004 (http://www.ema.gov.au/agd/EMA/rwpattach.nsf/VAP/
(383B7EDC29CDE21FBA276BBBCE12CDC0)~Manual+05a.pdf/$file/Manual+05a.
pdf).
3. Emergency response manual: guidelines for WHO representatives and country offi ces in
the Western Pacifi c region (provisional version, October 2003). Manila, World Health Or-
ganization/Western Pacifi c Regional Offi ce, 2003 (http://www.wpro.who.int/NR/rdonlyres/
EB5DBF7B-B6C5-42A4-97CB-5326E15EEC6D/0/ERM.pdf).
4. The Sphere handbook. Humanitarian charter and minimum standards in disaster response.
Geneva, The Sphere Project, 2004 (http://www.sphereproject.org/content/view/27/84).
5. Rapid health assessment protocols for emergencies. Geneva, World Health Organization.
1999 (http://www.crid.or.cr/digitalizacion/pdf/eng/doc13866/doc13866.htm).
6. Establishing a mass casualty management system. Washington, DC, Pan American Health
Organization/World Health Organization, 1995 (http://www.crid.or.cr/digitalizacion/pdf/
eng/doc5934/doc5934.htm).
7. Safe hospitals: a collective responsibility, a global measure of disaster reduction. Washing-
ton, DC, Pan American Health Organization/World Health Organization, 2005 (http://www.
ops-oms.org/english/dd/ped/SafeHospitals.htm).
8. Emergency medical services system development: lessons learned from the United States
of America for developing countries. Washington, DC, Pan American Health Organization/
World Health Organization. 2004.
* All documents accessed 15 January 2008.
Nursing_curricula_followup_Feb08Sec1:23 Sec1:23 03/09/2008 08:39:11
24 •• Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula
9. The Contribution of nursing and midwifery in emergencies: report of a WHO consultation,
WHO, Geneva, November 2006. Geneva, World Health Organization, 2007 (http://www.
who.int/hac/events/2006/nursing_consultation_report_sept07.pdf).
10. Statewide public health nursing disaster resource guide. Floridashealth.com, 2000 (http://
www.doh.state.fl .us/PHNursing/SpNS/disasterguide.html).
11. Crisis and emergency risk communication. Atlanta, Centers for Disease Control and Preven-
tion, 2002 (http://www.orau.gov/cdcynergy/erc/CERC%20Course%20Materials/CERC_
Book.pdf).
12. Young BH, Ford JD, Watson PJ. Survivors of natural disasters and mass violence (National
Centre for Posttraumatic Stress Disorder, Fact Sheet), US Department of Veterans Affairs
(http://www.ncptsd.va.gov/ncmain/ncdocs/fact_shts/fs_survivors_disaster.html).
13. International Nursing Coalition for Mass Casualty Education (INCMCE). Educational com-
petencies for registered nurses responding to mass casualty incidents. 2003 (http://www.
aacn.nche.edu/Education/pdf/INCMCECompetencies.pdf).
14. Public health emergency response guide for state, local, and tribal public health directors,
Version 1.0. Atlanta, Centers for Disease Control and Prevention, 2004 (http://www.bt.cdc.
gov/planning/pdf/cdcresponseguide.pdf).
15. Abdalla S, Burnhaum G, eds. The Johns Hopkins and Red Cross/Red Crescent public health
guide for emergencies. 1st ed. 2003 (http://pdf.dec.org/pdf_docs/Pnacu086.pdf).
16. American Red Cross. Disaster preparedness for people with disabilities. Year Not available
(http://www.redcross.org/services/disaster/beprepared/disability.pdf).
Environmental Health
1. Management of solid health-care waste at primary health-care centres: A decision-mak-
ing guide. Geneva, World Health Organization, 2004 (http://www.who.int/water_sanita-
tion_health/medicalwaste/decisionmguide_rev_oct06.pdf).
2. Emergency sanitation planning. Geneva, World Health Organization, 2005 (Technical
Notes in Emergencies, No. 13) (http://www.searo.who.int/LinkFiles/List_of_Guidelines_
for_Health_Emergency_Emergency_sanitation_-_planning.pdf).
3. Lacarin, CJ, Reed RA. Emergency vector control using chemicals. 2nd ed. Water, Engineer-
ing and Development Center (WEDC), 2004 (http://wedc.lboro.ac.uk/publications/details.
php?book=1%2084380%20068%203).
4. Environmental health in emergencies and disasters: a practical guide. Geneva, World
Health Organization 2003 (http://www.who.int/water_sanitation_health/hygiene/emergen-
cies/emergencies2002/en/).
Management of Dead Bodies
1. Management of dead bodies in disaster situations. Washington, DC, Pan American Health
Organization/World Health Organization, 2004 (http://www.paho.org/English/DD/PED/
DeadBodiesFieldManual.pdf).
2. Disposal of dead bodies in emergency conditions. Geneva, World Health Organization,
2005 (Technical Notes in Emergencies, No. 8) (http://wedc.lboro.ac.uk/WHO_Technical_
Notes_for_Emergencies/8%20-%20Disposal%20of%20dead%20bodies.pdf).
Nursing_curricula_followup_Feb08Sec1:24 Sec1:24 03/09/2008 08:39:12
Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula •• 25
Nutrition
1. Guiding principles for feeding infants and young children during emergencies. Geneva,
World Health Organization, 2003 (http://whqlibdoc.who.int/hq/2004/9241546069.pdf).
2. Recommendations on infant feeding in emergencies. Joint UNICEF WHO Indonesian Soci-
ety of Pediatricians Statement. Jakarta, 7 January 2005 (http://www.who.or.id/eng/contents/
aceh/Infant%20feeding%20in%20emergencies.pdf)
3. Egal F. Nutrition in confl ict situations. British Journal of Nutrition, 2006, ,Suppl.1, 96:S17-
S19 (ftp://ftp.fao.org/ag/agn/nutrition/bjn.pdf).
4. Thompson B. Coping with chronic complex emergencies: Bahr al-Ghazal, southern Sudan.
Food, Nutrition and Agriculture no. 25 1999:27-33 (ftp://ftp.fao.org/docrep/fao/X4390t/
X4390t05.pdf).
5. Hussain A, Herens M. Child nutrition and food security during armed confl icts, Food, Nu-
trition and Agriculture no. 19 1997:18-25 (ftp://ftp.fao.org/docrep/fao/W5849t/W5849t05.
pdf).
6. Boutrif E. Establishing a food insecurity and vulnerability information and mapping system,
Food, Nutrition and Agriculture no. 19 1997:38-41 (http://www.fao.org/docrep/W5849T/
w5849t09.htm#TopOfPage).
7. Infant feeding in emergencies – Module 2, version 1.0 for health and nutrition workers in
emergency situations. Core manual for training, practice and reference developed through
collaboration of ENN, IBFAN, Terre des homes, UNHCR, UNICEF, WFP, WHO. Oxford,
Emergency Nutrition Network, 2004. (http://www.helid.desastres.net/gsdl2/collect/who/
pdf/s8230e/s8230e.pdf).
Psychosocial Care and Mental Health
1. Mental health in emergencies: psychological and social aspects of health of populations
exposed to extreme stressors. Geneva, World Health Organization, 2003 (http://www.who.
int/mental_health/media/en/640.pdf).
2. Mental health of populations exposed to biological and chemical weapons. Geneva: World
Health Organization, 2005 (http://www.who.int/mental_health/media/en/bcw_and_men-
tal_heath_who_2005.pdf).
3. Self-care and self-help following disasters. National Centre for Posttraumatic Stress Disor-
der, Fact Sheet, US Department of Veterans Affairs (http://www.ncptsd.va.gov/ncmain/nc-
docs/fact_shts/fs_self_care_disaster.html).
Reproductive Health
1. World Health Organization, United Nations Fund for population Activities, United Nations
High Commissioner for Refugees. Reproductive health in refugee situations: an inter-agen-
cy fi eld manual. Geneva, United Nations High Commissioner for Refugees, 1999 (http://
www.who.int/reproductive-health/publications/interagency_manual_on_RH_in_refugee_
situations/index.en.htm).
2. Reproductive health during confl ict and displacement: a guide for programme managers.
Geneva, World Health Organization, 2000 (http://www.who.int/reproductive-health/publi-
cations/confl ict_and_displacement/index.htm).
Nursing_curricula_followup_Feb08Sec1:25 Sec1:25 03/09/2008 08:39:12
26 •• Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula
3. Field-friendly guide to integrate emergency obstetric care in humanitarian programmes.
New York, Reproductive Health Response in Confl ict Consortium, 2005 (http://www.wom-
enscommission.org/pdf/EmOC_ffg.pdf).
4. Reproductive health services for refugees and internally displaced persons. report of an
inter-agency global evaluation. Geneva, United Nations High Commissioner for Refugees,
2004 (http://www.unhcr.org/publ/PUBL/41c9384d2a7.html).
Resource Management
1. Guidelines for drug donation. 2nd ed. Geneva, World Health Organization, 1999 (WHO/
EDM/PAR/99.4) (http://www.euro.who.int/document/EHA/PAR_Donate_Guidelines.pdf).
Trauma Care
1. Guidelines for essential trauma care. Geneva, World Health Organization, 2004 (WHO/
IATSIC/ISS 2004) (http://www.who.int/violence_injury_prevention/publications/services/
guidelines_traumacare/en/).
2. Prehospital trauma care systems. Geneva, World Health Organization, 2005 (http://www.
who.int/violence_injury_prevention/publications/services/39162_oms_new.pdf).
Maternal and Child Care during Emergencies
1. American Academy of Pediatrics, American Public Health Association, National Resource
Center for Health and Safety in Child Care. Emergency disaster preparedness for child care
programs. Elk Grove Village, IL, American Academy of Pediatrics, 2004 (http://nrc.uchsc.
edu/SPINOFF/EMERGENCY/Emergency.pdf).
2. Moss JW et al. Child health in complex emergencies, Bulletin of the World Health Organi-
zation 2006, 84:58-64 (http://www.who.int/hac/techguidance/pht/Child_health_in_emer-
gencies.pdf).
3. International Federation of Red Cross and Red Crescent Societies. Health and community
care: women and children (http://www.ifrc.org/what/health/mch/index.asp).
4. Emergency preparedness for children. Northwest Bulletin 2006, 20(2) (http://depts.washing-
ton.edu/nwbfch/PDFs/emergencypreparedness_07_06.pdf, accessed 15 February 2008).
5. California Childcare Health Program. Emergency preparedness. 2006 (http://www.ucs-
fchildcarehealth.org/pdfs/Curricula/CCHC/17_CCHC_Emer_Prep_0606.pdf).
6. Childbirth and disasters discussed in July/Aug issue of Journal of Midwifery & Women’s
Health. 2004 (http://www.medicalnewstoday.com/articles/11111.php).
Nursing_curricula_followup_Feb08Sec1:26 Sec1:26 03/09/2008 08:39:12
Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula •• 27
Annex 2
Defi nitions
Capability • Qualitative assessment of human and material resources; i.e. ability or competence
or authority; how capacity can be used (EHA/EMRO, MPHR - 2, 2006).
Capacity • Quantitative assessment of human and material resources; i.e. number or volume or
size (EHA/EMRO, MPHR - 2, 2006).
Community • A group of people with a commonality of association and generally defi ned by
location, shared experience, or function. A community (with its fi ve elements: people, property,
services, livelihoods, and environment) has four major features. They: own common assets for
responding to an emergency (police, fi re, hospital etc); have authority for decision making del-
egated by a higher authority; have responsibility for their own fi nancial and human resources;
are accountable for their actions. MCM Systems (WHO/HAC 2007).
Competency • The ability of the nurse to integrate and apply the knowledge, skills, judgement,
and personal attributes required to practice safely and ethically in a designated role and setting
(Alberta Association of Registered Nurses, 2000).
Complex emergencies • Situations featuring armed confl ict, population displacement and food
insecurity with increases in acute malnutrition prevalence and crude mortality rates (CDC).
Complex humanitarian emergencies • A humanitarian crisis in a country, region or society
where there is a total or considerable breakdown of authority resulting from internal or external
confl ict and which requires an international response that goes beyond the mandate or capacity
of any single agency and/or the ongoing United Nations country programme (IASC, 1994).
Coping capacity • The means by which people or organizations use available resources and
abilities to face adverse consequences that could lead to a disaster. In general, this involves
managing resources, both in normal times as well as during crises or adverse conditions. The
strengthening of coping capacities usually builds resilience to withstand the effects of natural
and human-induced hazards (UN ISDR).
Coping mechanisms • Skills used to reduce stress. In psychological terms, these are consciously
used skills and defense mechanisms are their unconscious counterpart (http://en.wikipedia.org/
wiki/Coping_skill).
Damage Assessment • The process of determining the magnitude of damage to and the unmet
needs the private sector and the public sector caused by a crisis (The dictionary of Homeland
Security and Defense, 2006).
Early warning • The provision of timely and effective information, through identifi ed institu-
tions, that allows individuals exposed to a hazard to take action to avoid or reduce their risk and
prepare for effective response (http://www.unisdr.org/eng/about_isdr/basic_docs/LwR2004/An-
nex_1_Terminology.pdf).
Nursing_curricula_followup_Feb08Sec1:27 Sec1:27 03/09/2008 08:39:12
28 •• Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula
Early warning systems • A chain of concerns, namely: understanding and mapping the hazard;
monitoring and forecasting impending events; processing and disseminating understandable
warnings to political authorities and the population, and undertaking appropriate and timely
actions in response to the warnings.
Disaster • A serious disruption of the functioning of a community or a society causing wide-
spread human, material, economic or environmental losses which exceed the ability of the af-
fected community or society to cope using its own resources. A disaster is a function of the risk
process. It results from the combination of hazards, conditions of vulnerability and insuffi cient
capacity or measures to reduce the potential negative consequences of risk (UN ISDR).
Emergency • An event, actual or imminent, which endangers or threatens to endanger life, prop-
erty or the environment, and which requires a signifi cant and coordinated response (MCM Sys-
tems – WHO/HAC 2007).
Emergency management • The organization and management of resources and responsibilities
for dealing with all aspects of emergencies, in particularly preparedness, response and rehabili-
tation. Emergency management involves plans, structures and arrangements established to en-
gage the normal endeavours of government, voluntary and private agencies in a comprehensive
and coordinated way to respond to the whole spectrum of emergency needs. This is also known
as disaster management (UN ISDR).
Emergency Operations Centre (also command centre, situation room, war room, crisis manage-
ment centre) • The physical location where an organization comes together during an emer-
gency to coordinate response and recovery actions and resources. It is where the coordination
of information and resources takes place and where coordination and management decisions are
facilitated (http://www.davislogic.com/EOC.htm).
Emergency preparedness • A programme of long-term activities whose goals are to strengthen
the overall capacity and capability of a country or a community to manage effi ciently all types
of emergencies and bring about an orderly transition from relief through recovery, and back to
sustained development. It requires that emergency plans be developed, personnel at all levels
and in all sectors be trained, and communities at risk be educated, and that these measures be
monitored and evaluated regularly. Community Emergency Preparedness (WHO 1999).
Emergency response plan • A plan which is developed to establish policies, procedures and an
organizational hierarchy for response to emergencies. It describes the roles and operations of the
concerned units and personnel during an emergency.
Hazard • Potentially damaging physical event, phenomenon or human activity that may cause
the loss of life or injury, property damage, social and economic disruption or environmental
degradation. Hazards can include latent conditions that may represent future threats and can
have different origins: natural (geological, hydro-meteorological and biological) or induced by
human processes (environmental degradation and technological hazards). Hazards can be sin-
gle, sequential or combined in their origin and effects. Each hazard is characterized by its loca-
tion, intensity, frequency and probability (UN ISDR).
Humanitarian crisis • An event or series of events which represents a critical threat to the health,
safety, security or wellbeing of a community or other large group of people, usually over a wide
area. Armed confl icts, epidemics, famine, natural disasters and other major emergencies may all
involve or lead to a humanitarian crisis (http://en.wikipedia.org/wiki/Humanitarian_crisis).
Nursing_curricula_followup_Feb08Sec1:28 Sec1:28 03/09/2008 08:39:12
Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula •• 29
Impact • A measure of the effect of an intervention on its target group (EHA/EMRO, MPHR
- 2, 2006).
Lifelines • Sometimes called essential services, sometimes ‘lifelines’. The water supply system
is one of these (http://www.who.int/hac/about/health_in_emergencies_19.pdf).
Mass casualty incidents • An incident which generates more patients at one time than locally
available resources can manage using routine procedures. It requires exceptional emergency ar-
rangements and additional or extraordinary assistance (MCM Systems – WHO/HAC 2007).
Mitigation • Structural and non-structural measures undertaken to limit the adverse impact of
natural hazards, environmental degradation and technological hazards (UN ISDR).
Prevention • Activities to provide outright avoidance of the adverse impact of hazards and means
to minimize related environmental, technological and biological disasters. Depending on social
and technical feasibility and cost/benefi t considerations, investing in preventive measures is
justifi ed in areas frequently affected by disasters. In the context of public awareness and educa-
tion, related to disaster risk reduction changing attitudes and behaviour contribute to promoting
a “culture of prevention” (UN ISDR).
Readiness • A qualitative statement of the existing capacity and capability of an institution,
service or agency to manage the consequences of a particular hazard at a particular time (EHA/
EMRO, MPHR - 2, 2006).
Recovery • Decisions and actions taken after a disaster with a view to restoring or improving
the pre-disaster living conditions of the stricken community, while encouraging and facilitating
necessary adjustments to reduce disaster risk. Recovery (rehabilitation and reconstruction) af-
fords an opportunity to develop and apply disaster risk reduction measures (UN ISDR).
Resilience • The capacity of a system, community or society potentially exposed to hazards to
adapt, by resisting or changing in order to reach and maintain an acceptable level of functioning
and structure. This is determined by the degree to which the social system is capable of organ-
izing itself to increase its capacity for learning from past disasters for better future protection
and to improve risk reduction measures (UN ISDR).
Risks • The probability of harmful consequences, or expected losses (deaths, injuries, property,
livelihoods, economic activity disrupted or environment damaged) resulting from interactions
between natural or human-induced hazards and vulnerable conditions (UN ISDR).
Risk Communication • The understanding of risks, the transfer of risk information to the public
and the transfer of information from the public to the decision makers. Risk communication
involves a dialogue among interested parties including risk experts, policy makers and affected
citizens (The dictionary of Homeland Security and Defense, 2006).
Risk management • The systematic process of using administrative decisions, organization, op-
erational skills and capacities to implement policies, strategies and coping capacities of the
society and communities to lessen the impacts of natural hazards and related environmental
and technological disasters. This comprises all forms of activities, including structural and non-
structural measures to avoid (prevention) or to limit (mitigation and preparedness) adverse ef-
fects of hazards (UN ISDR).
Risk reduction • Measures designed either to prevent hazards from creating risks or to lessen
the distribution, intensity or severity of hazards. These measures include fl ood mitigation works
Nursing_curricula_followup_Feb08Sec1:29 Sec1:29 03/09/2008 08:39:12
30 •• Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula
and appropriate land-use planning. They also include vulnerability reduction measures such as
awareness raising, improving community health security, and relocation or protection of vul-
nerable populations or structures (Risk reduction and emergency preparedness strategy, WHO/
HAC 2007).
Standard Operating Procedures • A set of instructions covering those features of operations
which lend themselves to a defi nite or standardized procedure without loss of effectiveness
(MCM Systems – WHO/HAC 2007).
Surge capability • The capability to provide triage and then to provide medical care. This in-
cludes providing defi nitive care to individuals at the appropriate clinical level of care, within
suffi cient time to achieve recovery and minimize medical complications. The capability applies
to an event resulting in a number or type of patients that overwhelm the day-today acute-care
medical capacity. Medical Surge is defi ned as the increased need of personnel (clinical and non-
clinical), support functions (laboratories and radiological), physical space (beds, alternate care
facilities) and logistical support (clinical and non-clinical supplies) in a coordinated fashion
(http://www.azdhs.gov/phs/edc/edrp/es/pdf/medsurge_capabilities.pdf).
Surge capacity • The “health care system” ability to rapidly expand beyond normal services to
meet the increased demand for qualifi ed personnel, medical care, and public health in the event
of large scale public health emergencies or disasters (Agency for Healthcare, Research and
Quality, USA 2005).
Vulnerability • The conditions determined by physical, social, economic, and environmental
factors or processes, which increase the susceptibility of a community to the impact of hazards.
For positive factors, which increase the ability of people to cope with hazards, see defi nition of
capacity (UN ISDR).
Vulnerability Reduction • The coordinated efforts needed to halt emergencies and disasters by
talking the source - the deteriorating environment, the hazards that bring harm to the commu-
nities, and the vulnerability of the communities to those hazards. These coordinated activities
are: policy development, vulnerability assessment, emergency prevention and mitigation, and
emergency preparedness (Community emergency preparedness: a manual for managers and
policy-makers. Geneva, World Health Organization,1999).
Vulnerable groups (groups with specifi c vulnerabilities) • Those who because of constraints of
an economic, social, ethnic, physical, mental or geographic nature, are less able to cope with
the impact of hazards than other members of their community or society (EHA/EMRO, MPHR
- 2, 2006).
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Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula •• 31
Annex 3
List of Abbreviations
ALS Advanced Life Support
ARIs Acute respiratory infections
BCRNE Biological, Chemical, Radiological, Nuclear Emergencies
BLS Basic Life Support
CD Communicable diseases
CDC Centers for Disease Control
CDPHS Communicable Diseases of Public Health Signifi cance
CPR Cardio-Pulmonary Resuscitation
DEP Department of Environmental Protection
ECC Emergency Command and Control
ED Emergency Department
EMA Emergency Management Australia
EMS Emergency Medical Services
EMS-S Emergency Management Services/Systems
ENN Emergency Nutrition Network
EOC Emergency Obstetric Care
EP Emergency preparedness
EPI Expanded Programme on Immunization
ERP Emergency Response Plan
EWS Early warning system
HINAP Health Intelligence Network for Advanced Contingency Planning
HIV Human immunodefi ciency virus
HS Health Systems
IASC Inter-Agency Standing Committee
IATSIC International Association for the Surgery of Trauma and Surgical Intensive
Care
IBFAN International Baby Food Action Network
ICN International Council of Nurses
ICP Incident Command Post
IDP Internally displaced persons
IFRC International Federation of the Red Cross and Red Crescent Societies
ISS International Society of Surgery
JAS Job actions sheets
MCH Maternal and Child Health
MCM Mass casualty management
MISP/RH Minimum Initial Service Package/Reproductive Health
MoH Ministry of Health
MPHR Management of Public Health Risks
NCD Non-communicable diseases
NGOs Non-governmental organizations
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32 •• Integrating Emergency Preparedness and Response into Undergraduate Nursing Curricula
NNEPI National Nursing Emergency Preparedness Initiative
PHC Primary health care
PH Public health
PTSD Post traumatic stress disorders
RH Reproductive Health
SAR Search and Rescue
SOPs Standard Operating Procedures
STDs Sexually transmitted diseases
ToT Training of Trainers
U5 Under fi ves
VBD Vector-borne Diseases
VIP Very important personalities
VPD Vaccine preventable diseases
UNFPA United Nations Population Fund
UNHCR United Nations High Commissioner for Refugees
UNICEF United Nations Children’s Fund
UN ISDR United Nations International Strategy for Disaster Reduction
WHA World Health Assembly
WHO World Health Organization
WHO/EMRO World Health Organization/Eastern Mediterranean Regional Offi ce
WHO/HAC World Health Organization/Health Action in Crises
WHO/HQ World Health Organization/Head Quarters
WHO/PAHO World Health Organization/Pan American Health Organization
WHO/SEARO World Health Organization/South East Asia Regional Offi ce
WHO/VIP World Health Organization/Injuries and Violence Prevention
WHO/WPRO World Health Organization/Western Pacifi c Regional Offi ce
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