TY - JOUR
T1 - Disaster education in undergraduate nursing curriculum
T2 - A Delphi study to prioritise content for nursing students
AU - Ranse, Jamie
AU - Ituma, Odira W.N.
AU - Bail, Kasia
AU - Hutton, Alison
N1 - Funding Information:
This research was not supported by any financial assistance.
Publisher Copyright:
© 2022
PY - 2022/10
Y1 - 2022/10
N2 - Background: When a disaster occurs, a health response must adapt to meet the needs of the community. Nursing students may be able to assist in supporting the nursing workforce to meet the community's health needs during and/or following a disaster. However, there is a paucity of literature regarding the educational needs of nursing students regarding disaster preparedness. Further, the disaster-related content that is important to be included in undergraduate nursing curricula is poorly understood. Methods: This study used a modified three-round Delphi design guided by the principles of the Guidance on Conducting and REporting DElphi Studies. Data was collected from Australian clinical and academic nurses via online surveys. Analysis was undertaken using descriptive statistics including means of central tendency, with disaster content topic areas and statements considered a priority if they obtained a mean score of four out of five, or greater. Results: A total of 38 nurses participated in this study. Across the three rounds, eight topic areas and 37 different statements were included. High priority statements for topic inclusions in undergraduate curricula were “disaster knowledge,” “assessment and triage,” “critical thinking,” and “technical skills.” Additionally, statements relating to “mental wellbeing” and “teamwork in stressful situations” were ranked as the highest. Conclusions: Disaster-related content should be included in undergraduate nursing curricula. This content could be embedded within existing units of study and/or delivered as a standalone unit of study. The educational method for delivering disaster content could vary from a didactic approach to simulation exercises depending on the content and local context.
AB - Background: When a disaster occurs, a health response must adapt to meet the needs of the community. Nursing students may be able to assist in supporting the nursing workforce to meet the community's health needs during and/or following a disaster. However, there is a paucity of literature regarding the educational needs of nursing students regarding disaster preparedness. Further, the disaster-related content that is important to be included in undergraduate nursing curricula is poorly understood. Methods: This study used a modified three-round Delphi design guided by the principles of the Guidance on Conducting and REporting DElphi Studies. Data was collected from Australian clinical and academic nurses via online surveys. Analysis was undertaken using descriptive statistics including means of central tendency, with disaster content topic areas and statements considered a priority if they obtained a mean score of four out of five, or greater. Results: A total of 38 nurses participated in this study. Across the three rounds, eight topic areas and 37 different statements were included. High priority statements for topic inclusions in undergraduate curricula were “disaster knowledge,” “assessment and triage,” “critical thinking,” and “technical skills.” Additionally, statements relating to “mental wellbeing” and “teamwork in stressful situations” were ranked as the highest. Conclusions: Disaster-related content should be included in undergraduate nursing curricula. This content could be embedded within existing units of study and/or delivered as a standalone unit of study. The educational method for delivering disaster content could vary from a didactic approach to simulation exercises depending on the content and local context.
KW - Curriculum
KW - Disaster
KW - Education
KW - Nursing
KW - Student
KW - Undergraduate
UR - http://www.scopus.com/inward/record.url?scp=85124812227&partnerID=8YFLogxK
U2 - 10.1016/j.colegn.2022.02.001
DO - 10.1016/j.colegn.2022.02.001
M3 - Article
AN - SCOPUS:85124812227
SN - 1322-7696
VL - 29
SP - 590
EP - 597
JO - Collegian
JF - Collegian
IS - 5
ER -