N U R S I N G E D U C AT I O N R E S E A R C H
E X P L O R I N G Nursing Students
M A RY C AT H E R I N E C I S C O ,
AND
DISASTER PREPAREDNESS.
A R L E N E R . H A DY
content; 75 percent indicated that faculty were inadequately prepared in disaster response planning.
In 2006, the American Association of Colleges of Nursing
(AACN), recognizing that nursing programs need guidance to prepare for future disasters, including liability issues and partnering
with local, state, and federal disaster response agencies, surveyed
faculty in baccalaureate nursing programs about how they prepared
students to respond to disasters (n = 338, response rate 57 percent).
AACN (2008) includes a requirement for disaster preparedness content in BSN programs accredited by the Commission on Collegiate
Nursing Education.
In April 2003, the NSNA House of Delegates passed a resolution
in support of American Red Cross (ARC) disaster training to be
included in planned nursing curricula (NSNA, 2003, p. 16). As a
result of that resolution, the ARC provided disaster training during the
NSNA Midyear Conference in 2003 and during annual conventions in
2004, 2010, and 2011 (NSNA, 2004, 2010, 2011). Members were
encouraged to ask faculty to consider adding these courses to their
curricula.
Another resolution was passed during the 2003 NSNA House of
Delegates meeting. It supported the development and implementation
of educational programs to inform nursing students and nurses about
the smallpox virus and the potential complications of the smallpox
vaccine (NSNA, 2003, p. 22). The 2004 House of Delegates passed
another resolution, in support of raising awareness of Post Traumatic
Stress Disorder in the aftermath of a crisis (NSNA, 2004, p. 14).
Acting on these resolutions, the NSNA increased efforts to provide
educational programs on these topics during meetings twice annually,
a strategy that benefited the nursing students who were present. To
reach the broad NSNA membership, an article about disaster nursing
and preparedness was published in IMPRINT, the NSNA member
publication (Schmidt, 2006).
Following the 2005 hurricanes, Katrina and Rita, the NSNA
House of Delegates passed a resolution asking NSNA to support the
RESEARCH
This descriptive study explores students perceptions of personal and program preparedness for disasters. Participants in this online
survey included 1,348 nursing students from every state plus Guam, Puerto Rico, and the Virgin Islands. The study explored three questions: a) the level
of preparedness, including learning about different types of disasters, preparing disaster plans, creating disaster kits, and
participating in community disaster response efforts; b) the impact of disasters on nursing students; and c) strategies to assist nursing students during
disasters. Results indicated that nursing students throughout the country are generally not well prepared for disasters. Nurse educators need to develop strategies to prepare their students for disasters. The American Red Cross provides templates for organizations, including
colleges and universities, to prepare their campuses for emergencies. Faculty need to collaborate with staff and students to develop and
implement plans appropriate for their programs.
A B S T R AC T
3 8 0 N u r s i n g E d u c a t i o n Pe r s p e c t i v e s
D I S A S T E R P R E PA R E D N E S S
establishment of protocols for disaster relief guiding the scope of practice for student nurses and the collection and distribution of donations (NSNA, 2006, pp. 10-11). During the debate, delegates
described their frustration with the lack of standardized protocols
for nursing student participation in disaster response. Most undergraduate nursing students are not licensed as RNs or licensed
practical/vocational nurses and can work with patients or clients
only under the direct supervision of nursing faculty. Delegates also
described the problems they had in delivering relief supplies and
donations (uniforms, textbooks, stethoscopes, personal supplies) to
affected disaster zones. Therefore, the second purpose of the resolution was to develop a system to collect and disseminate donated
items through appropriate channels, and to match donations to
specific needs.
One outcome of the 2006 resolution was the establishment of
the NSNA Disaster Relief Task Force. Several task force members
traveled to the Gulf Coast in August 2006, visiting nursing programs in New Orleans, Louisiana, and Hattiesburg, Mississippi. At
a nursing program in New Orleans, they conducting a workshop on
strategies to prepare nursing students to respond to disasters. At
this time, task force members developed a survey to assess the
level of preparedness of nursing students to respond to disasters.
The survey was refined by the first author and disseminated to
active and associate members of the NSNA. This article reports the
results of the survey, which was designed to: a) assess the level of
preparedness of nursing students throughout the United States to
respond to disasters; b) explore the impact of disasters on nursing
students who were either victims or responders; and c) determine
potential strategies to help nursing students and programs who are
affected by disasters. The study was approved by the first authors
university Institutional Review Board.
The potential sample
included 39,000 active and associate NSNA members who provided email addresses. Active members were students enrolled
in state-approved programs preparing for registered nurse licensure or registered nurses enrolled in programs leading to a baccalaureate in nursing (NSNA, 2007, p. 1); associate members
were taking prerequisite courses designed as preparation for
entrance into a prelicensure nursing program. Sustaining and
honorary members were not included in the survey; these are
typically RNs who have been in practice, education, administration and/or research positions for significant periods of time,
with multiple opportunities to learn about disaster preparedness.
Subjects were recruited by email invitation; an additional
source of respondents came through a link to SurveyMonkey.com
placed on the NSNA webpage. Respondents used a log-in identifier to enter the survey and were prevented from answering the
survey more than once. A total of 1,351 respondents answered
the survey within two months after it was opened; the survey was
then closed to allow data analysis.
Methods
N U R S I N G E D U C AT I O N R E S E A R C H
November / December Vo l . 3 2 N o . 6 3 8 1
Table 1. Nursing Students Preparedness for Disasters at Individual, Family, and Nursing Program Levels
QUESTION
YES % (n)
NO % (n)
64.7 (800)
33.1 (409)
24.4 (301)
71.0 (878)
9.3 (115)
85.5 (1,057)
42.5 (525)
56.1 (684)
1.2 (15)
19.3 (238)
23.1 (285)
57.1 (706)
8.4 (104)
20.3 (251)
70.4 (870)
Do you know what the disaster plans are at your clinical sites?
29.5 (357)
60.4 (731)
8.2 (99)
49.9 (576)
46.9 (541)
3.1 (36)
30.2 (348)
60.9 (701)
8.6 (99)
20.3 (234)
79.3 (915)
0.3 (4)
67.5 (770)
26.2 (299)
4.4 (50)
17.4 (194)
82.4 (919)
0.1 (1)
28.6 (319)
66.0 (736)
4.8 (53)
50.6 (564)
40.2 (448)
9.1 (102)
2.5 (28)
25.1 (280)
71.9 (802)
Results Survey respondents were 1,348 nursing students representing all states, plus Guam, Puerto Rico, and the Virgin
Islands. The majority (n = 1,107, 82 percent) were prelicensure
nursing students; 214 respondents (15.9 percent) were RN-BSN
students. Respondents attended diploma programs (n = 77, 5.7
percent), associate degree (n = 560, 41 percent), BSN (n = 687,
50.9 percent), and generic MSN or doctorate programs (n = 25,
1.9 percent).
Table 1 summarizes the responses to selected questions regarding students preparedness for disasters at individual, family, and
nursing program levels. Responses to these questions indicated a
general lack of preparedness, except for talking about disasters,
knowing how much food and water to store, having sufficient supplies to shelter at home, and knowing how to contact one another.
Most students did not know about the disaster plans in their clinical sites or nursing programs, which may be cause for alarm.
A significant number of respondents (n = 478, 42.9 percent)
had experienced a personal disaster; 141 respondents (12.7 percent) had experienced a disaster in the nursing program. Students
reported emotional effects (74.0 percent); physical effects (30.8
percent); financial effects (60.6 percent); and school attendance
disruption (41.4 percent). More than 70 percent either had not
received crisis intervention from the nursing program or were not
aware that it may have been offered.
Some survey respondents (n = 46, 40.4 percent) indicated
that they had participated in disaster relief work; and half of
these had traveled outside their immediate area to help others
affected by disasters. Most of these students (57.5 percent) had
collaborated with other organizations, but only a few reported
being evaluated in their work. Fortunately, only five students
indicated that they performed tasks they felt unprepared to do.
Of those who helped during disasters, 37 (84.1 percent) believed
that the experience had enriched their nursing education; 43
(95.6 percent) believed that disaster preparedness education
3 8 2 N u r s i n g E d u c a t i o n Pe r s p e c t i v e s
40.9% (18)
36.4% (16)
27.3% (12)
22.7% (10)
22.7% (10)
Wound care
13.6% (6)
Triage
11.4% (5)
Other
61.4% (27)
QUESTION:
IF YOU WERE SUPERVISED DURING YOUR VOLUNTEER WORK,
WHO PROVIDED THE SUPERVISION?
Other nurses
27.9% (12)
Nursing faculty
18.6% (8)
18.6% (8)
Firefighter
16.3% (7)
Physician
11.6% (5)
Social workers
9.3% (4)
Police officers
7.0% (3)
Other
20.9% (9)
None
37.2% (16)
D I S A S T E R P R E PA R E D N E S S
Table 3.
Community Organizations in Which
Nursing Students Volunteered (n = 40)
COMMUNITY ORGANIZATION
Faith-based
32.4 (334)
20.9 (214)
First responders
11.2 (112)
N U R S I N G E D U C AT I O N R E S E A R C H
9.1 (91)
Salvation Army
5.9 (59)
Other
16.5 (153)
aster preparedness of nursing students. In particular, the study provides valuable data for designing appropriate educational
resources to help nursing students prepare themselves, their families, and their nursing programs for future manmade and natural
disasters.
It is important to note that adding new content to nursing program curricula presents a challenge because of the volume of content already required by nursing program accreditation bodies. A
more feasible approach may be to develop materials that students
can access outside formal classroom or clinical experience time. It
is hoped that this survey may serve as a model for health profession
programs or organizations to assess the level of preparedness of
their students or members.
References
American Association of Colleges of Nursing.
(2008). The essentials of baccalaureate education for
professional nursing practice. Washington, DC: Author.
National Student Nurses Association. (2003).
Proceedings of fifty-first annual meeting. Brooklyn, NY:
Author.
National Student Nurses Association. (2004).
Proceedings of fifty-second annual meeting. Brooklyn,
NY: Author.
NLN
November / December Vo l . 3 2 N o . 6 3 8 3
Copyright of Nursing Education Perspectives is the property of National League for Nursing and its content
may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express
written permission. However, users may print, download, or email articles for individual use.