Hostname: page-component-848d4c4894-ndmmz Total loading time: 0 Render date: 2024-05-01T06:27:04.704Z Has data issue: false hasContentIssue false
  • English
  • Français

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

Published online by Cambridge University Press:  02 May 2023

Neda Dastyar ,
Masoumeh Nazari  and
Foozieh Rafati
Neda Dastyar
Affiliation:
Department of Midwifery, Nursing and Midwifery School, Jiroft University of Medical Sciences, Jiroft, Iran
Masoumeh Nazari
Affiliation:
Health in Disasters and Emergencies Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
Foozieh Rafati*
Affiliation:
Associated Professor of Nursing, School of Nursing and Midwifery, Jiroft University of Medical Sciences, Jiroft, Iran
*
Corresponding author: Foozieh Rafati, Email: foozieh1384@yahoo.com.
Get access Rights & Permissions [Opens in a new window]

Abstract

Objective:

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

Methods:

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

Results:

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

Conclusions:

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

Keywords

disaster medicinenursing studentseducationonline training interventionpractical training
Type
Original Research
Information
Disaster Medicine and Public Health Preparedness , Volume 17 , 2023 , e382
Copyright
© The Author(s), 2023. Published by Cambridge University Press on behalf of Society for Disaster Medicine and Public Health, Inc.

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

UNDRR. Terminology, Disaster. Accessed January 1, 2022, https://www.undrr.org/terminology/disaster Google Scholar
Jose, MM, Dufrene, C. Educational competencies and technologies for disaster preparedness in undergraduate nursing education: an integrative review. Nurse Educ Today. 2014;34(4):543-551. doi: 10.1016/j.nedt.2013.07.021 CrossRefGoogle ScholarPubMed
Ghafory-AshtIany, M, Jafari, M, Tehranizadeh, M. Earthquake hazard mitigation achievement in Iran. 2000. http://www.iitk.ac.in/nicee/wcee/article/2380.pdf Google Scholar
Fekete, A, Asadzadeh, A, Ghafory-Ashtiany, M, et al. Pathways for advancing integrative disaster risk and resilience management in Iran: needs, challenges and opportunities. Int J Disaster Risk Reduct. 2020;49:101635. https://doi.org/10.1016/j.ijdrr.2020.101635 CrossRefGoogle Scholar
European Commission. Country risk profile. DRMKC-INFORM. https://drmkc.jrc.ec.europa.eu/inform-index/INFORM-Risk/Country-Risk-Profile. Accessed December 22, 2021.Google Scholar
World Health Organization. Emergency and disaster risk management for health; 2019. https://www.who.int/hac/techguidance/preparedness/health-emergency- and-disaster-risk-management-framework-eng.pdf: Accessed January 2021.Google Scholar
Al Thobaity, A, Plummer, V, Williams, B. What are the most common domains of the core competencies of disaster nursing? A scoping review. Int Emerg Nurs. 2017;31:64-71. doi: 10.1016/j.ienj.2016.10.003 CrossRefGoogle ScholarPubMed
Xia, S-S, Yang, B-X, Chen, X-l, et al. Application and effects of a disaster nursing simulation training for Chinese undergraduates. J Contin Educ Nurs. 2016;6(10):8-15. DOI: 10.5430/jnep.v6n10p8 Google Scholar
Hutton, A, Veenema, TG, Gebbie, K. Review of the International Council of Nurses (ICN) framework of disaster nursing competencies. Prehosp Disaster Med. 2016;31(6):680-683. doi: 10.1017/S1049023X1600100X CrossRefGoogle ScholarPubMed
American Association of Colleges of Nursing. The essentials of baccalaureate education for professional nursing practice. Washington, DC; 2008. https://www.aacnnursing.org/portals/42/publications/baccessentials08.pdf Google Scholar
Currie, J, Kourouche, S, Gordon, C, Jorm, C, West, S. Mass casualty education for undergraduate nursing students in Australia. Nurse Educ Pract. 2018;28:156-162. doi: 10.1016/j.nepr.2017.10.006 CrossRefGoogle ScholarPubMed
Inkaew, W, Chompunud, S. Effects of an interactive teaching method on perceived disaster nursing competencies of undergraduate nursing students. Health Emergency and Disaster Nursing. 2017:2016-0008. https://doi.org/10.24298/hedn.2016-0008 Google Scholar
Schmidt, CK, Davis, JM, Sanders, JL, et al. Exploring nursing students’ level of preparedness for disaster response. Nurs Educ Perspect. 2011;32(6):380-383. doi: 10.5480/1536-5026-32.6.380 CrossRefGoogle ScholarPubMed
Unver, V, Basak, T, Tastan, S, et al. Analysis of the effects of high-fidelity simulation on nursing students’ perceptions of their preparedness for disasters. Int Emerg Nurs. 2018;38:3-9. doi: 10.1016/j.ienj.2018.03.002 CrossRefGoogle ScholarPubMed
Koca, B, Arkan, G. The effect of the disaster management training program among nursing students. Public health nurs. 2020;37(5):769-777.CrossRefGoogle ScholarPubMed
Xia, R, Li, S, Chen, B, Jin, Q, Zhang, Z. Evaluating the effectiveness of a disaster preparedness nursing education program in Chengdu, China. Public Health Nurs. 2020;37(2):287-294. doi: 10.1111/phn.12685 CrossRefGoogle ScholarPubMed
Zarea, K, Beiranvand, S, Sheini-Jaberi, P, Nikbakht-Nasrabadi, A. Disaster nursing in Iran: challenges and opportunities. Australas Emerg Nurs J. 2014;17(4):190-196. doi: 10.1016/j.aenj.2014.05.006 CrossRefGoogle ScholarPubMed
Ghanbari, V, Maddah, S, Khankeh, H, Karimloo, M, Ardalan, A. The effect of a disaster nursing education program on nurses’ preparedness for responding to probable natural disasters. Iran J Nurs. 2011;24(73):72-80. [In Persian].Google Scholar
Mirzaei, M, Feyzi, F, Ebadi, A. Assessment of clinical proficiency of nurses of hospitals relevant to one of the Tehran medical sciences universities in critical situations in 2008. 2009;1(1):5-8. [In Persian].Google Scholar
Moghadam, MN, Saeed, S, Khanjani, N, Arab, M. What do we need to do for better casualty support in disasters? Iran Red Crescent Med J. 2011;13(7):512. PMID: 22737520. PMCID: PMC3371983Google Scholar
Jalalinia, F, Alhani, F. Pathology of training the course on emergency, and crisis management in nursing curriculum: a qualitative study. Iranian J Med Educ. 2011;11(3):254-268. [In Persian].Google Scholar
Zinan, N, Puia, D, Kinsley, T. Results of a mass casualty incident simulation in an undergraduate nursing program. J Nurs Educ Pract. 2015;5(12):71. doi: 10.5430/jnep.v5n12p71 Google Scholar
Arbon, P, Ranse, J, Cusack, L, et al. Australasian emergency nurses’ willingness to attend work in a disaster: a survey. Australas Emerg Nurs J. 2013;16(2):52-57. doi: 10.1016/j.aenj.2013.05.003 CrossRefGoogle Scholar
Strout, K, Saber, DA, Caruso, LS, et al. Interprofessional mass casualty incident simulation design protocol to prepare Prelicensure nursing students to respond to a disaster. Nurs Educ. 2017;42(5):E1-E4. doi: 10.1097/NNE.0000000000000365.CrossRefGoogle ScholarPubMed
Tajbakhsh, M, Emami, H, Varahram, M, Bahrambigi, F, Ghazanchaei, E. Self-Efficacy of the nurses in encountering disasters in the Masih Daneshvari Hospital, Tehran. Int J Inj Contr Saf Promot. 2020;8(3):191-198. [In Persian].Google Scholar
Nejadshafiee, M, Sarhangi, F, Rahmani, A, Salari, MM. Necessity for learning the k nowledge and skills required for nurses in disaster. Educ Strateg Med Sci. 2016;9(5):328-334. [In Persian]. http://edcbmj.ir/article-1-1040-en.html Google Scholar
Öztekİn, SD, Larson, EE, Altun Uğraş, G, Yüksel, S. Educational needs concerning disaster preparedness and response: a comparison of undergraduate nursing students from Instanbul, Turkey, and Miyazaki, Japan. Jpn J Nurs Sci. 2014;11(2):94-101. doi: 10.1111/jjns.12008 CrossRefGoogle Scholar
Nakhaei, M, Sh, ST, Saadatjou, S, SabzehKar F. The effect of educational intervention on nurses’ preparedness in emergencies and disasters. J Birjand Univ Med Sci. 2019;26(3):237-48. doi: 10.32592/jbirjandunivmedsci.2019.26.3.105 Google Scholar
Wiesner, L, Kappler, S, Shuster, A, et al. Disaster training in 24 hours: evaluation of a novel medical student curriculum in disaster medicine. J Emerg Med. 2018;54(3):348-353. Doi: 10.1016/j.jemermed.2017.12.008 CrossRefGoogle ScholarPubMed
Xia, S, Yang, B, Chen, X, et al. Application and effects of a disaster nursing simulation training for Chinese undergraduates. J Nurs Educ Pract. 2016;6(10):8-15. doi: 10.5430/JNEP.V6N10P8 Google Scholar
Harden, RM. Ten questions to ask when planning a course or curriculum. Med Educ. 1986;20(4):356-365. doi: 10.1111/j.1365-2923.1986.tb01379.x CrossRefGoogle ScholarPubMed
Li, H-Y, Bi, R-X, Zhong, Q-L. The development and psychometric testing of a Disaster Response Self-Efficacy Scale among undergraduate nursing students. Nurse Educ Today. 2017;59:16-20. doi: 10.1016/j.nedt.2017.07.009 CrossRefGoogle ScholarPubMed
Graneheim, UH, Lundman, B. Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Educ Today. 2004;24(2):105-112. doi: 10.1016/j.nedt.2003.10.001 CrossRefGoogle ScholarPubMed
Davis, AH, Manning, J, Germain, DS, Hayes, S, Pigg, C. Implementing disaster simulations for baccalaureate nursing students in the Gulf-Coast Region. Clin Simul Nurs. 2020;43:26-34. https://doi.org/10.1016/j.ecns.2020.02.004 CrossRefGoogle Scholar
Smith, S, Farra, S, Dempsey, A, Arms, D. Preparing nursing students for leadership using a disaster-related simulation. Nurse educ. 2015;40(4):212-216. doi: 10.1097/NNE.0000000000000143.CrossRefGoogle ScholarPubMed
Alim, S, Kawabata, M, Nakazawa, M. Evaluation of disaster preparedness training a nd disaster drill for nursing students. Nurse Educ Today. 2015;35(1):25-31. doi: 10.1016/j.nedt.2014.04.016 CrossRefGoogle Scholar
Chilton, JM, Alfred, D. An evidence-based educational intervention to improve personal emergency preparedness of nursing students. Nurse Educ. 2017;42(4):212-216. doi: 10.1097/NNE.0000000000000341.CrossRefGoogle ScholarPubMed
Pang, SM, Chan, SS, Cheng, Y. Pilot training program for developing disaster nursing competencies among undergraduate students in China. Nurs Health Sc 2009;11(4):367-373. doi: 10.1111/j.1442-2018.2009.00499.x CrossRefGoogle ScholarPubMed
Uslu, Y, Unver, V, Karabacak, U. Hybrid Simulation in Triage Training. Int J Caring Sci. 2019;12(3):1626-1635. http://www.internationaljournalofcaringsciences.org/docs/33_uslu_original_12_3. pdfGoogle Scholar
Bandura, A. Social foundations of thought and action: a social cognitive theory. Prentice-Hall; 1986.Google Scholar
Zinan, N, Puia, D, Kinsley, T. Results of a mass casualty incident simulation in an undergraduate nursing program. J Nurs Educ Pract. 2015;5(12):71. DOI: 10.5430/JNEP.V5N12P71 Google Scholar
Kim, J, Lee, O. Effects of a simulation-based education program for nursing students responding to mass casualty incidents: a pre-post intervention study. Nurse Educ Today. 2020;85:104297. doi: 10.1016/j.nedt.2019.104297 CrossRefGoogle ScholarPubMed
Hung, MS, Lam, SK, Chow, MC. Nursing students’ experiences and perceptions of learner-centred education in a disaster nursing course: A qualitative study. Nurse Educ Pract. 2020;47:102829. https://doi.org/10.1016/j.nepr.2019.04.015.CrossRefGoogle Scholar
Li, Y, Wang, X, Zhu, X-R, Zhu, Y-X, Sun, J. Effectiveness of problem-based learning on the professional communication competencies of nursing students and nurses: a systematic review. Nurse Educ Pract. 2019;37:45-55. https://doi.org/10.1016/j.nepr.2019.04.015 CrossRefGoogle ScholarPubMed
Kalanlar, B. Effects of disaster nursing education on nursing students’ knowledge and preparedness for disasters. Int J Disaster Risk Reduct. 2018;28:475-480. https://doi.org/10.1016/j.ijdrr.2017.12.008 CrossRefGoogle Scholar
Yin, H, He, H, Arbon, P, et al. Optimal qualifications, staffing, and scope of practice for first responder nurses in disaster. J Clin Nurs. 2012;21(1-2):264-271. doi: 10.1111/j.1365-2702.2011.03790.x CrossRefGoogle ScholarPubMed
Kenner, CA, Pressler, JL. Developing a culture of emergency preparedness education in nursing. Nurse Educ. 2014;39(1):1-3. doi: 10.1097/NNE.0000000000000003 CrossRefGoogle ScholarPubMed