American Red Cross Simulation and Student Nurse Disaster Preparedness

Background: Disasters, natural and man-made, are increasing world-wide. Student nurses are an under-utilized resource in disaster response. As pre-professionals with some training, they have the ability to increase response capacity during disasters. Organizations such as the National Student Nurses’ Association (NSNA) and California League for Nursing (CALN) advocate the training and use of student nurses during disasters.

Purpose/Aims: This presentation will describe the conduction of a low-fidelity disaster simulation and the results of an evaluative survey administered after a disaster preparedness course with student nurses. Aim 1: Simulation will provide a supportive learning process in disaster preparedness. Aim 2: Disaster simulation will increase self-confidence in students in disaster situations. Aim 3: Low-fidelity disaster simulations are an effective way to teach disaster preparedness skills/concepts.

Conceptual Frameworks: Theories of learning styles, social cognitive learning, self-efficacy, volunteerism and human behavior theories, Bloom’s taxonomy and composite cognition were utilized.

Methods: The American Red Cross (ARC) developed a disaster course to enable student nurses to increase awareness of their roles in disaster preparedness and how to function during disasters. This six-hour, non-credit certificate course was held on a Saturday morning; 100 nursing students participated. Prior to this, the course had only been held once in the Los Angeles region. In part one, prior to the simulation, students completed an online segment where they gained basic knowledge of disaster phases and the role of the American Red Cross. In part two, students were provided scenarios through technology-enhanced, interactive web-based scenarios. Simulations were conducted in groups as in real-life disasters. Evaluative survey data was collected in four areas: demographics, simulation design, educational practices, and student satisfaction and self-confidence.

Results: There were 94 participants in this descriptive study. Aim 1: Eighty-eight percent of the participants agreed that the simulation design for disaster preparedness provided an opportunity for them to think critically about the scenarios and globally about their roles in disasters; Ninety-four percent felt the simulation design supported their gaining knowledge in disaster preparedness. Aim 2: Eighty-seven percent of participants became more confident in their ability to provide care. They found the simulation challenged their comfort level allowing for learning from mistakes and holistically viewing the individual and the community. Aim 3: The simulation provided a hands-on directive to see the classroom learning/skills gained brought to fruition. Eighty-four percent found the variety of scenarios and content delivery via simulation increased both their knowledge and interest in, as well as response to, disasters. Upon completion, students (enthusiastically) received a certificate allowing them to be registered as trained volunteers who could respond in a disaster.

Implications/Conclusions: Student nurses are a valid asset in disaster preparedness and response. Nursing organizations and the Institute of Medicine (IOM) have mandated students have preparation in disaster preparedness. Students are excited about having the opportunity to respond to disasters and are willing to go “above and beyond” their regular duties to participate in disaster-related learning activities. Further opportunities for nursing disaster education and research are needed in this evolving field.