PICOT Keperawatan Bencana

Nama : Aprilia Irawati Sihombing
Nim : 170204007
Mapel : Keperawatan Bencana
PICOT JURNAL B.INDONESIA
NO P I C O T
1 Pengaruh Metode Simulasi Bencana Metode Simulasi Hasil dari uji statistic Volume 10, Nomor
Banjir Terhadap Tingkat Bencana Banjir Terhadap - Wilcoxon Signed rank 01, Juni 2019 Hal.
Kesiapsiagaan Mahasiswa Program Tingkat Kesiapsiagaan Test didapatkan ρ = 67-73
Studi Ilmu Keperawatan Fik Unipdu Mahasiswa Program 0,000 yang berarti
Jombang. Studi Ilmu Keperawatan terdapat pengaruh
Fik Unipdu Jombang metode simulasi bencana
Populasinya adalah seluruh banjir terhadap tingkat
Mahasiswa Program Studi Ilmu kesiapsiagaan
Keperawatan semester 8. Sampelnya Mahasiswa Program
adalah Mahasiswa Program Studi Ilmu Studi Ilmu Keperawatan
Keperawatan semester 8 yang FIK Unipdu Jombang.
memenuhi kriteria penelitian.
2 Pengaruh Simulasi Tentang Cara Simulasi Tentang Cara Dari Hasil Penilitian Jurnal Keperawatan
Menghadapi Bencana Dengan
Menghadapi Bencana - Tersebut Ada Pengaruh Respati Yogyakarta,
Kemampuan Penanganan Bencana Dengan Kemampuan Simulasi Penanganan 5(2), Mei 2018,
Gempa Bumi Di Man 3 Kediri Penanganan Bencana Bencana Terhadap 350-353
Gempa Bumi Di Man 3 Kemampuan
Populasinya adalah siswa man 3 Kediri Penanganan Bencana
kediri, Siswa Man 3 Kediri
3 Pengaruh Penyuluhan Kesehatan Penyuluhan Kesehatan - Dari Hasil Penelitian e-Journal
Terhadap Kesiapsiagaan Menghadapi Terhadap Kesiapsiagaan terdapat pengaruh yang Keperawatan (e-Kp)
Bencana Gempa Bumi Pada Siswa Menghadapi Bencana signifikan penyuluhan volume 3 Nomor 2
Smp Kristen Kakaskasen Kota Gempa Bumi Pada Siswa kesehatan terhadap Mei 2015
Tomohon Smp Kristen Kakaskasen kesiapsiagaan
Kota Tomohon menghadapi bencana
Populasi dalam penelitian ini adalah gempa bumi pada siswa
siswa SMP Kristen Kakaskasen Kota SMP Kristen
Tomohon yang berjumlah 307 siswa Kakaskasen Kota
Sampel yang diambil dalam penelitian Tomohon.
ini adalah 60 responden.
4 Pengaruh Penyuluhan Kesehatan Penyuluhan Kesehatan - Dari hasil penelitian Jurnal Ilmu
Terhadap Kesiapsiagaan Menghadapi Terhadap Kesiapsiagaan tersebut Ada pengaruh Kesehatan (JIK)
Bencana Gempa Bumi Pada Siswa Menghadapi Bencana atau perbedaan yang Oktober 2018
Smpn 13 Padang Gempa Bumi Pada Siswa singnifikan antara
Smpn 13 Padang pengukuran
Populasi seluruh siswa smpn 13 kesiapsiagaan
padang. Pengambilan sampel menghadapi bencana
purposive sample sebnyak 75 orang. pada Siswa SMPN 13
Padang pada pegukuran
pertama dan kedua
5 Pengaruh Pemberian Metode Simulasi Pemberian metode - Dari hasil penelitian Jurnal Keperawatan
Siaga Bencana Gempa Bumi Terhadap simulasi siaga bencana tersebut Pemberian Soedirman (The
Kesiapsiagaan Anak Di Yogyakarta gempa bumi memberikan metode simulasi siaga Soedirman Journal
pengaruh positif dengan bencana gempa bumi of Nursing),
Populasi dalam penelitian ini adalah kategori lemah terhadap memberikan pengaruh Volume 11, No.3
seluruh siswa SD di kelurahan kesiapsiagaan positif dengan kategori November 2016)
Giwangan Yogyakarta dengan menghadapi bencana lemah terhadap
populasi terjangkau adalah siswa SD gempa bumi pada anak- kesiapsiagaan
Negeri Giwangan sebanyak 370. anak. menghadapi bencana
Sampel dalam penelitian merupakan gempa bumi pada anak-
purposive sampel sebanyak 31 siswa anak.
PICOT JURNAL B.INGGRIS
NO P I C O T
1 Knowledge Levels of Nursing Students Knowledge Levels of This study found International
on Disaster Nursing and Their State of Nursing Students on - significant differences Journal of Medical
Disaster Preparedness Disaster Nursing and between students in both Research & Health
Their State of universities in terms of Sciences, 2018,
Disaster Preparedness their having received 7(8): 165-174
education about
disasters, disaster
nursing, and knowledge
scores on disaster
nursing.
2 Disaster Preparedness Behavior Based on Disaster Preparedness 1. The results showed USA, August 10 -
the Disaster Mitigation And Disaster Behavior Based on - that: There is a 14, 2020
Preparedness Attitudes Of Students Of the Disaster positive relationship
Madrasah Aliyah (Ma) In The City Of Mitigation And between knowledge
Bogor Disaster Preparedness about disaster
Attitudes Of Students mitigation and
The population of this study was all Of Madrasah Aliyah disaster alert
students of class XI MIPA MA of the (Ma) In The City Of behavior with a
2018/2019 school year of Bogor City, Bogor regression equation
with a total sample of 357 respondents. Ŷ = 72.02 + 1.30 X1,
the value of the
correlation
coefficient (ry1) =
0.482, and the
coefficient of
determination (r2 ) =
23.6%.
2. There is a positive
relationship between
the attitude of
disaster preparedness
and the behavior of
with the regression
equation Ŷ = 35.58 +
0.59 X2, the value of
the correlation
coefficient (ry2) =
0.421 and the
coefficient of
17.749%.
3. There is a positive
relationship between
knowledge about
disaster mitigation
and attitude towards
as well as disaster
preparedness
behavior. Regression
equation Ŷ = 39.46 +
1.01 X1+ 0.39 X2 .
The value of the
correlation
coefficient (ry.12) =
0.548 and the
coefficient of
29.7%.
3 Analysis of Factors Related to factor related to the - Factor of knowledge, Date of acceptance:
Preparednessof Puskesmas(Community preparedness of attitude, self- 22-01-2018
Health Center) Nurse in Facing Flood Puskesmas nurse in efficacy, government
Disaster in Kendari City of Southeastfacing flood disaster policy according to
Sulawesi, Indonesia in Kendari nurse perception, and
City of Southeast infrastructure
respondents in this research are 176 Sulawesi. facilities are
nurses of Puskesmas significantly
correlated with the
preparedness of
Puskesmas nurse in
facing flood disaster,
but self-efficacy is
the most correlated
factor with the nurse
preparedness
compared to four
other factors.
4 Giving Extension Effect On Landslide education on disaster - By giving periodic Vol.2

Disaster Preparedness of Householder’s preparedness counseling and No.1.October2018.
Knowledge And Attitude landslides on provision of information Page.58-63
knowledge and continuous
attitude of the head of ly, it
the family in the can affect respondents'
hamlet village Jethi knowledge about
Blimbing Mojo disaster preparedness
Subdistrict Kediri landslides, because it
can
affect the stimulus and
understand the
information provided
5 Disaster Nursing Knowledge and study examined - We identified four The Author(s) 2018
Competencies Among Nursing University disaster nursing categories of disaster
Students Participated in Relief Activities knowledge and nursing competencies:
Following the 2016 Kumamoto competencies among ‘‘understanding and
Earthquakes university nursing implementation of
students who assistance to victims in
participated in relief collaboration with other
activities following members of the disaster
the 2016 Kumamoto response team,’’
earthquakes ‘‘understanding the
natural disaster’s
influence on victims,’’
‘‘ethical practice in a
disaster recovery area,’’
and ‘‘understanding of
their role within the
disaster relief
organization.’’ Those
who had completed a
disaster nursing program
had superior measures of
performance across all
four competencies
compared with those
who had not yet
completed the program
Jurnal Keperawatan Soedirman (The Soedirman Journal of Nursing), Volume 11, No.3 November 2016)
PENGARUH PEMBERIAN METODE SIMULASI SIAGA BENCANA GEMPA BUMI

TERHADAP KESIAPSIAGAAN ANAK DI YOGYAKARTA
Fika Nur Indriasari
Departemen Keperawatan Anak/Akper Notokusumo Yogyakarta fheekha.nur@gmail.com
ABSTRACT
Background: Indonesia is located within the ring of fire and Yogyakarta is one of the area
which is experiencing with earthquake. The earthquake happened in 2006 left many
victims. Most of them are elderly and children. Not all children are trained to deal with
disaster, therefore it is necessary to conduct a training to elementary school so the children have
a knowledge how to deal with this disaster if it is suddenly happened.
Objective: The main aims of this research is to find out the effect of disaster simulation method
toward the children readiness.
Method: The research design applies quasi experiment with one pre post test design. The sample
are taken by using purposive sample for 31 respondents and the data are collected by using
questioners. The hypothesis is tested by using Wilcoxon test.
Result: The results of this study showed there is influence on the preparedness of disaster
simulation method children with a value of P <0.001.
Conclusion: The training of readiness to face an earthquake disaster increase the level of
children awareness. All of the level 6 Giwangan elementary students is able and involved after
the training was repeated 5 times and most of the children showed that the level of
awareness is categorised as less ready
Keywords: Disaster Preparedness Training, The Readiness to deal with disaster,

simulation method
Pendahuluan terjadi di Yogyakarta pada tanggal 27 Mei 2006.

Peristiwa gempa bumi banyak terjadi di wilayah Berdasarkan informasi data dari BNPB jumlah korban
Indonesia. Menurut data rekaman sebaran episentrum gempa mencapai 5.716 orang tewas dan 37.927 orang luka-
bumi dengan magnitudo 5 dari tahun 1900- 2000 dan luka (BNPB, 2014). Gempa bumi tersebut membuat
menurut peta daerah gempa bumi di Indonesia, banyak orang terperangkap di dalam rumah khususnya
Propinsi Daerah Istimewa Yogyakarta (DIY) berada di anak-anak dan orang tua karena terjadi di pagi hari
wilayah 4. Wilayah tersebut merupakan wilayah yang sehingga mayoritas korban merupakan orang yang
rawan terhadap terjadinya gempa bumi (Dwisiwi et al., berusia lanjut dan anak-anak yang kemungkinan tidak
2012). sempat menyelamatkan diri ketika gempa belangsung. Hal
Kewaspadaan sangatlah penting mengingat ini memperlihatkan masih lemahnya kesiapan
bahwa jumlah korban jiwa dan kehilangan materi yang menghadapi bencana di Indonesia (Rinaldi, 2009).
tidak sedikit di setiap kejadian bencana, seperti yang
1
Anak-anak merupakan salah satu kelompok India, Mongolia, Filipina, Turkey, dan Tonga (UNCRD,
rentan yang paling berisiko terkena dampak bencana (PP 2009).
No 21, 2008). Kerentanan anak-anak terhadap bencana Kelurahan giwangan terletak di selatan kota
dipicu oleh faktor keterbatasan pemahaman tentang yogyakarta yang berbatasan dengan kota bantul yang
risiko-risiko di sekeliling mereka, yang berakibat tidak rawan terhadap gempa bumi. Menurut peta kerusakan
adanya kesiapsiagaan dalam menghadapi bencana. gempa tahun 2006 yang lalu, daerah giwangan masuk
Berdasarkan data kejadian bencana di beberapa daerah dalam zona moderate damage area. Jumlah sekolah dasar
banyak korban terjadi pada anak usia sekolah baik di di kelurahan giwangan kecamatan umbulharjo ada lima
jam sekolah atapun di luar jam sekolah, hal ini dengan jumlah siswa 1660. Salah satu dari lima
menunjukkan bahwa pentingnya pengetahuan tentang sekolah dasar tersebut merupakan sekolah dasar inklusi
bencana dan pengurangan risiko bencana diberikan yang menyatukan penyelenggaran pendidikan anak-anak
sejak dini untuk memberikan pemahaman dan berkebutuhan khusus dengan anak-anak yang normal di
pengarahan langkah-langkah yang harus dilakukan saat dalam kegiatan belajar mengajar. Anak Berkebutuhan
terjadi suatu ancaman yang ada di sekitarnya untuk Khusus (ABK) merupakan salah satu kelompok paling
mengurangi risiko bencana (Sunarto, 2012). rentan ketika terjadi bencana. Beberapa dari mereka
Pendidikan siaga bencana dapat dilakukan memiliki hambatan mobilitas untuk melakukan
sejak dini melalui program siaga bencana disekolah perlindungan bahkan penyelamatan diri secara mandiri
supaya anak-anak dapat mengetahui bagaimana cara sehingga diperlukan adanya informasi bagaimana
menyelamatkan diri saat terjadi bencana. Pendidikan prosedur atau rencana penyelamatan bagi ABK yang
siaga bencana dapat diawali pada anak usia sekolah dasar memerlukan bantuan orang di sekitar mereka (misal:
karena menurut Piaget, pada masa ini merupakan fase guru, teman, staf sekolah). Berdasar dari latar belakang
operasional konkrit (Suhardjo, 2011). Pengetahuan tersebut, maka peneliti tertarik untuk memberikan edukasi
mengenai pengurangan risiko bencana secara khusus berupa pelatihan tentang siaga bencana gempa bumi
belum masuk ke dalam kurikulum pendidikan di terhadap anak-anak sekolah dasar di Kelurahan
Indonesia (Kemdikbud, 2013). Kondisi tersebut Giwangan Yogyakarta dengan harapan dapat
bertentangan dengan Hyogo meningkatkan kesiapsiagaan anak-anak dalam
Framework yang disusun oleh PBB bahwa pendidikan menghadapi bencana.
siaga bencana merupakan prioritas, yakni Priority for Tujuan dari penelitian ini adalah untuk
Action 3: Use knowledge, innovation and education to build mengetahui pengaruh pelatihan siaga bencana gempa
a culture of safety and resilience at al levels. bumi terhadap kesiapsiagaan anak-anak sekolah dasar
Pendidikan mitigasi bencana juga telah diterapkan dalam menghadapi bencana.
didalam kurikulum pendidikan dasar dan menengah pada METODE PENELITIAN
113 negara lain, diantaranya Bangladesh, Iran, Jenis penelitian ini merupakan penelitian
kuantitatif dan desain penelitiannya adalah quasi
2
experiment dengan hadir pada saat dilakukan responden adalah nilai P < 0,001
rancangan yang intervensi dan anak berjenis kelamin sehingga target
digunakan adalah one berkebutuhan khusus perempuan yaitu kecakapan anak-anak
group pre and post test (ABK) dengan tuna netra, sebanyak 17 untuk bisa menolong
design. Lokasi penelitian tuna rungu dan responden (54,8%). diri sendiri tercapai
Tidak siap Kurang siap Siap
disabilitas intelektual. Tabel 1. (Suhardjo, 2011).
dilakukan di SDPreNegeri Post Pre Post Pre Post
f % f % f Instrumen %
% f dalam%
f f % Distribusi
Selisih nilai mean pre
Giwangan
Kesiapsiagaan 4 Kelurahan
12,9 5 16,1 22 penelitian
71 23 ini74,2dengan
5 16,1 3 9,7 Frekuensi
anak Karakteristik dan post adalah 5,26
Giwangan
Perempuan 1 Yogyakarta
25 0 0 menggunakan
13 59,1 16 media
69,6 3film 60 1 33,3
Responden
Laki-laki 3 75 5 100 9 40,9 7 30,4 2 40 2 66,7 yang menunjukkan
pada bulan Agustus simulasi siaga bencana di SD N
Giwangan adanya peningkatan
yang di produksi oleh Yogyakarta
kesiapsiagaan setelah
LSM Lembaga Peduli bulan
Agustus diberikan simulasi.
Anak Bangsa dan Tahun
Namun peningkatan
Kluwung Indonesia yang 2014
(n=31) kesiapsiagaan tersebut
bekerja sama dengan Responden
Frekuensi
dalam kategori lemah.
ASB (Arbeiter-
2014. Populasi dalam Presentase (%) Tabel 2. Pengaruh
Samariter-Bund) cabang Pelatihan Siaga
penelitian ini adalah
Indonesia dan materi Bencana Gempa
seluruh siswa SD di Bumi Terhadap
pengetahuan siaga Kesiapsiagaan Anak-
kelurahan Giwangan
bencana dengan flipchart anak Sekolah Dasar di
Yogyakarta dengan SD N Giwangan
kemudian untuk Yogyakarta Tahun
populasi terjangkau
mengetahui Jenis kelamin anak 2014 (n=31)
adalah siswa SD Kesiap Pre
kesiapsiaagaan dalam Perempuan siagaan f Mean SD f
Negeri Giwangan 54,8 anak 31 68,74 8,49 31
menghadapi bencana
sebanyak 370. Sampel * uji Wilcoxon
Laki-laki
dengan menggunakan
dalam penelitian 45,2
kuesioner sebanyak 17
merupakan purposive
Sumber : Data
soal valid dan reliabel.
sampel sebanyak 31 Primer
Analisis data dengan Pemberian Tabel 3. Tingkat
siswa dengan kriteria
Kesiapsiagaan Anak
menggunakan uji metode simulasi
inklusi adalah anak Sebelum dan Sesudah
Wilcoxon (Dahlan, 2013). siaga bencana Pelatihan Siaga
kelas 6; tidak sedang
Bencana Gempa
HASIL PENELITIAN gempa bumi
mengalami sakit; Bumi di SD N
Berdasarkan memberikan Giwangan
bersedia menjadi
Yogyakarta Bulan
gambaran karakteristik pengaruh terhadap
responden penelitian. Agustus Tahun 2014
responden anak kesiapsiagaan anak (n=31)
Sedangkan kriteria
berdasarkan jenis sekolah dasar yang
eksklusinya adalah tidak Sumber : data primer
kelamin sebagian besar ditunjukkan dengan
3
PEMBAHASAN dengan asumsi tidak aktual, atau kejadian-
Keberhasilan didukung oleh
semua proses kejadian yang mungkin
pelaksanaan simulasi pernyataan oleh
pembelajaran dapat muncul pada masa
tersebut karena Steward & Wan (2007)
dilakukan secara mendatang. Hal ini
mendapatkan dukungan dalam penelitiannya
langsung pada obyek sesuai dengan Filina
dari berbagai pihak. tentang peran simulasi
yang sebenarnya (2013) bahwa metode
Hasil observasi didalam manajemen
(Sanjaya, 2013). Pada role playing suatu
menunjukkan ada 3 bencana dapat
penelitian ini simulasi bentuk permainan
guru yang mengukur kesiapan
yang digunakan adalah anak-anak yang aman
mendampingi anak- seseorang dalam
role playing atau dan bentuk-bentuk
anak selama simulasi, menghadapi bencana.
bermain peran yaitu permainan yang sesuai
kemudian anak-anak Menurut Olson et.al,
metode pembelajaran dengan struktur
sangat antusias (2010) dalam
sebagai bagian dari lingkungan atau
mengikuti simulasi penelitiannya juga
simulasi yang diarahkan permainan-permainan
sampai selesai dan menyatakan bahwa
untuk mengkreasi dengan menggunakan
aktif memberikan pendidikan tentang
peristiwa-peristiwa boneka, rumah-
feedback saat trainer siaga bencana dengan
rumahan, yang pada
memberikan menggunakan simulasi
dasarnya
pertanyaan, selain itu berupa game atau
mendramatisasikan
wali/orang tua siswa permainan dapat
tingkah laku dalam
mendukung anak-anak memberikan hasil yang
hubungannya dengan
dengan memberikan ijin lebih baik
masalah sosial.
untuk mengikuti dibandingkan yang
Dengan dramatisasi
simulasi, guru-guru juga tidak menggunakan
anak berkesempatan
memfasilitasi terhadap simulasi.
melakukan,
pelaksanaan pelatihan Simulasi merupakan
cara penyajian menafsirkan dan
seperti terlibat dalam pengalaman memerankan suatu
memberikan informasi belajar dengan peranan tertentu. Melalui
tentang pelatihan menggunakan situasi kegiatan ini siswa akan
kepada siswa dan tiruan untuk memahami aktif membicarakan
orang tua siswa. tentang konsep, prinsip masalah-masalah yang
Pada pelatihan atau ketrampilan ditemuinya, kemudian
siaga bencana pada tertentu. Simulasi dapat menginformasikan hasil
anak-anak digunakan sebagai pengalaman melalui
menggunakan metode metode mengajar kegiatan berbicara.
simulasi. Hal ini
4
Pernyataan tersebut ruangan. sebagian besar dalam saat pelatihan siaga
juga didukung oleh Metode role kategori kurang siap bencana gempa bumi
Siska (2010) playing ini juga dapat sebanyak 22 anak (71%) juga didapatkan respon
terhadap penerapan diterapkan pada anak dan 23 anak (74,2%). anak saat peluit
metode role playing berkebutuhan khusus. Berdasarkan jenis berbunyi ada 4 anak
pada anak-anak usia Pada penelitian ini kelamin, sebelum menjerit-jerit, tiga anak
dini juga melibatkan anak ABK pelatihan sebagian besar tidak peduli dan ada satu
menunjukkan dengan hiperaktif adalah perempuan anak yang hanya duduk
terdapat peningkatan sebanyak 1 orang dan dalam kategori kurang terdiam.
ketrampilan sosial hasil observasi siap sebanyak 13 anak Media pembelajaran
dan ketrampilan menunjukkan anak (59,1%) dan sesudah dalam penelitian ini
berbicara pada anak- ABK tersebut pelatihan menjadi 16 berupa media audio
anak usia dini. kooperatif dan mampu anak (69,6%). Hal visual berupa film
Keterlibatan mengikuti tindakan tersebut didukung oleh simulasi siaga bencana
dan kemampuan simulasi dengan baik. pernyataan guru bahwa gempa bumi. Menurut
anak dalam Pada anak penyandang anak-anak belum Ali (2010), selain
melakukan simulasi ADHD, terapi pernah diberikan materi metode pengajaran yang
siaga bencana bermain dapat tentang siaga bencana sesuai, keberhasilan
menunjukkan semua dilakukan untuk baik di dalam proses belajar mengajar
anak aktif dalam membantu intrakurikuler maupun juga didukung oleh
melakukan setiap mengendalikan ekstrakurikuler. Materi media pengajaran yang
tindakan simulasi aktivitas yang tentang bencana gempa digunakan. Penggunaan
setelah dilakukan 5 berlebihan bumi ada di mata media pengajaran
kali. Tindakan (hiperaktivitas), melatihpelajaran IPA dan didasarkan kepada
simulasi terdiri dari 6 kemampuan hanya sebatas pemilihan yang tepat
tindakan yang mempertahankan pengetahuan tentang sehingga memperbesar
dilakukan di dalam perhatian pada objek apa itu gempa bumi. arti dan fungsi dalam
ruangan dan di luar tertentu, Kondisi psikologi menunjang efektifitas
mengembangkan konsentrasi pada anak seperti cemas dan takut dan efisiensi proses
ketrampilan menunggu ADHD (Hatiningsih, dapat mempengaruhi belajar mengajar.
giliran, dan 2013). kesiapan anak dalam
mengendalikan tingkat Kesiapsiagaan anak- menghadapi bencana
agresivitas (Landreth, anak sebelum dan gempa bumi. Hasil
2001). Terapi bermain sesudah diberikan observasi yang
dapat meningkatkan simulasi siaga bencana dilakukan peneliti pada
5
Media t e dalam Suhardjo (2011)
pembelajaran yang n cara mengajarkan
digunakan selain B d dengan menggunakan
media audio visual B o lagu bermain
dalam penelitian ini M r merupakan pesan dan
adalah dengan K o peringatan ketika
mengajarkan anak ” terjadi gempa.
n
lagu “ BBMK” Pendidikan dini dengan
g
mengutip dari “ permainan adalah hal
melody: Potong J yang sangat menarik
d
Bebek, lirik lagunya a dan mengesan bagi
a
sebagai berikut: n anak- anak karena
n
“Kalau ada gempa g mudah diingat,
”
lindungi kepala” dipahami apa yang
a
“ harus dilakukan pada
n “
K saat bencana datang.
J
a Hal tersebut juga
B a
l didukung dari hasil
e n
a observasi bahwa anak-
r g
u anak cepat menghafal
l a
lagu BBMK dan
a n
a bernyanyi saat
r
d melakukan simulasi.
i K
a Meningkatnya
” e
kesiapsiagaan siswa
m
g “Jangan Berisik” didukung oleh peran
b
e “ guru dan orang tua.
a
J Sekolah siaga bencana
m
l merupakan rencana
p a
i tindak lanjut untuk
a n
menjadikan SD N
g
2 Giwangan sebagai SD
i a
x inklusi siaga bencana.
n n
” Pelatihan dan
g
pemberikan edukasi
a M Menurut Setyaningrum
6
terhadap guru dan dan pembuatan peta di luar komunitas Surachman, Sudomo, J &
Wiyatmo, Y. (2012).
orang tua siswa evakuasi; pelatihan sekolah seperti dengan
Pengembangan Teknik
dilakukan terpadu tanggap darurat; orang tua siswa. Mitigasi Dan
Manajemen Bencana
dan berkelanjutan. pengembangan KESIMPULAN
Alam Gempabumi Bagi
Program sekolah sekolah yang aman; Pemberian metode
siaga bencana simulasi; Pelatihan simulasi siaga bencana
meliputi program 6 pengintegrasian gempa bumi
bulan dan 9 bulan. pengurangan risiko memberikan pengaruh
Beberapa materi bencana ke positif dengan kategori
yang diajarkan dan kurikulum sekolah lemah terhadap
kegiatan yang dan metode kesiapsiagaan
dilakukan antara lain: pembelajaran menghadapi bencana
lokakarya PAKEM; peningkatan gempa bumi pada
pengurangan resiko kapasitas guru anak-anak.
bencana; pengenalan DAFTAR PUSTAKA
dan siswa; pembuatan emergency plan dan American Academy of
Pediatrics. (2008).
modul, film dan poster proses reunifikasi, selain Disaster Planning for
serta lomba sekolah itu alat komunikasi Schools.
Pediatrics,122, 4
bencana (World seperti TV, radio dan HP
atau telepon sebagai Ali, M. (2010). Guru
Vision Indonesia,
Dalam Proses Belajar
strategi kesiapan
2011). Mengajar. Bandung:
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Pernyataan informasi seperti koran,
tersebut juga didukung poster di pasang BNPB. (2014).
American Academy of Data dan
ditempat yang strategis Informasi
Pediatrics (2008) sehingga setiap orang Bencana
bahwa salah satu Indonesia.
dapat mengetahui
http://dibi.bnpb.go.id/Des
aspek yang paling informasi yang Inventar/simple_data.jsp.
penting di tahap disampaikan. Sekolah diakses: 13 Mei 2014
kesiapan dalam juga perlu memastikan
menghadapi bencana di Dahlan, M.S. (2013).
bahwa komunikasi saat
Statistik Untuk
sekolah adalah bencana sudah Kedokteran dan
memberikan direncanakan dengan Kesehatan. Jakarta:
Salemba Medika
pemahaman terhadap baik antar komunitas di
orang tua tentang dalam sekolah maupun
Dwisiwi, R.S,
7
Komunitas SMP DI Philadelphia: Jakarta: Kencana
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Seminar Nasional
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Universitas Negeri Simulation to Ketrampilan Sosial Dan
Yogyakarta Evaluate Ketrampilan
Berbicara Anak Usia
Bioterrorism and
Dini. Tesis.
Emergency
Filina.(2013). Universitas
Efektifitas Metode Readiness Education. Pendidikan Indonesia
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meningkatkan May-June 2010, 125,
Kosakata Anak 468-477 Suhardjo, D. (2011).
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Pendidikan khusus,
Republik Indonesia. Bencana Dalam
1(1)
(2008). Mengurangi Resiko
Penyelenggaraan Bencana. Cakrawala
Hatiningsih, N. Penanggulangan Pendidikan, Juni, Th.
(2013). Play Therapy Bencana. No 21 XXX, 2
untuk
Meningkatkan
Rinaldi. (2009).
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Kesiapan Menghadapi
Anak Attention
Bencana Pada
Deficit Hyperactive
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Kurikulum 2013 Edukasi
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Sekolah Dasar (SD)/ Bencana Lewat
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Kementrian o.id/?p=75. Diakses : 3
Pendidikan dan Maret 2014
Kebudayaan
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Simulation and Modeling in Disaster Management. J Med
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terhadap Bahaya Gempa Bumi. Proyek Inisiatif
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Bencana: Dokumentasi Program. PT Sinar Surya
Megah
40
41
PENGARUH PENYULUHAN KESEHATAN TERHADAP
KESIAPSIAGAAN MENGHADAPI BENCANA GEMPA BUMI
PADA SISWA SMPN 13 PADANG
Revi Neini Ikbal1, Rebbi Permata Sari2
1,
STIKes Alifah, Jln.Khatib Sulaiman No.52B, Padang, 25000, Indonesia
Email: revineini@gmail.com
2,
STIKes Alifah, Jln.Khatib Sulaiman No.52B, Padang, 25000, Indonesia
Email: rebbi.permatasari@gmail.com
ABSTRAK
Penelitian ini bertujuan untuk mengetahui pengaruh penyuluhan kesehatan terhadap

kesiapsiagaan menghadapi bencana gempa bumi pada Siswa SMPN 13 Padang. Jenis
penelitian ini menggunakan Quasi Eksperiment dengan rancangan kelompok tunggal one
grouppreretest-posttest design. Pengumpulan data dilakukan di SMPN 13 Padang pada bulan
juni- Februari 2018.Populasi seluruh siswa SMPN 13 Padang. pengambilan sampel purposive
sample sebnyak 75 orang. Analisi yang digunakan univariat dan bivariat dengan UJI T. Hasil
penelitian ini rata-rata kesiapsiagaan Siswa SMPN13 Padang dalam menghadapi bencana
gempa bumi sebelum diberikan penyuluhan adalah 17,36 dan rata-rata KesiapsiagaanSiswa
SMPN13 Padang setelah diberikan penyuluhan adalah 56,20 dan ada pengaruh atau perbedaan
yang singnifikan antara pengukuran kesiapsiagaan menghadapi bencana pada Siswa SMPN 13
Padang dengan nilai p value 0,000.Dapat disimpulkan Ada pengaruh atau perbedaan yang
singnifikan antara pengukuran kesiapsiagaan menghadapi bencana pada Siswa SMPN 13
Padang pada pegukuran pertama dan kedua. Diharapkan kepada pihak sekolah SMPN 13
Padang membentuk tim siapsiaga bencana dan meningkatan keterampilan siswaterhadap
mitigasi bencana.
Kata Kunci: Penyuluhan Kesehatan, Kesiapsigaan Bencana
ABSTRACK
This study aims to determine the effect of health counseling on preparedness to face an
earthquake disaster on students SMPN 13 of Padang. This type of research uses Quasi Experiment
with the design of a single group one group pre-test design. Data collection was carried out at SMPN
13 Padang in June-February 2018. The population of all students was SMP 13 Padang. purposive
sample collection of 75 people. The analysis used univariate and bivariate with Test T. The results of
this study the average student preparedness SMPN 13 of Padang in dealing with earthquake disasters
before being given counseling was 17.36 and the average Student Preparedness of SMP 13 Padang
after being given counseling was 56.20 and there was influence or a significant difference between
the measurement of disaster preparedness for students of SMPN 13 Padang with a p value of 0,000.
It can be concluded that there is a significant influence or difference between disaster preparedness
measurement for students of SMP 13 Padang in the first and second measurements. It is expected that
the schools of SMPN 13 Padang form a disaster preparedness team and increase student skills
towards disaster mitigation.
42
Keywords: Health Counseling, Disaster Preparednes
43
2011).
PENDAHULUAN Faktor utama yang mengakibatkan timbulnya
banyak korban akibat bencana gempa adalah karena
Indonesia merupakan Kepulauan Nusantara kurangnya kesiapsiagaan masyarakat tentang bencana
berada dalam zona tektonik dan gunung api dan kurangnya kesiapan masyarakat dalam
sehingga sangat rawan terjadinya bencana. Ini mengantisipasi bencana tersebut. Faktor utama yang
merupakan tanggung jawab dan kewajiban menjadi kunci kesiapsiagaan adalah pengetahuan, sikap
pemerintah dalam melakukan antisipasi bencana dan kepedulian siap siaga dalam menghadapi bencana.
baik sebelum atau sesudah terjadinya suatu bencana Kesiapsiagaan merupakan salah satu proses
(Pranajati, 2013). manajemen bencana, pentingnya kesiapsiagaan
Pemerintah melakukan berbagai upaya merupakan salah satu
pengurangan resiko bencana dengan dikeluarkannya
Undang-undang tentang Penanggulangan Bencana
(BNPB, 2007) dan Peraturan Kepala Badan
Nasional Penanggulangan Bencana Nomor 4 Tahun
2008 tentang Pedoman Penyusunan Rencana
Penanggulangan Bencana (BNPB, 2008).
Berdasarkan PERATURAN Menteri Energi dan
Sumber Daya Mineral Republik Indonesia Nomor 11
Tahun 2016 ditetapkan jenis bencana terutama
geologi atas beberapa diantaranya ; Gunung api,
Gempa Bumi, Tsunami dan Gerakan Tanah.
Khususnya derah Sumatera Barat yang menjadi
prioritas utama untuk penanggulangan bencana
adalah gempa bumi (BNPB, 2008).
Ancaman gempa bumi mendapat perhatian
yang luas, karena sifatnya mendadak, dapat
diprediksi namun sulit ditentukan waktu terjadinya
(Andri Nurudin, 2015). Menurut catatan sejarah
dalam kurun waktu setengah abad terakhir tercatat
terjadi puluhan bencana alam gempa bumi merusak
kawasan pesisir pantai Indonesia. Beberapa kali
gempa besar di Indonesia dengan selang waktu yang
tidak terlalu lama telah meluluh lantakkan wilayah
Indonesia, yaitu gempa dan tsunami aceh pada
tanggal 26 Desember 2004. Gempa berkekuatan 8,9
SR di Samudera Indonesia, 32 km dan pantai
Meulaboh Aceh Barat (Syafrizal, 2013). Gempa
dasyat juga terjadi di Sumatera Barat juga terjadi
pada tanggal 30 September 2009 di lepas pantai
Sumatera, sekitar 50 km barat laut Kota Padang
Menurut data Satkorlak PB, sebanyak 1.117 orang
tewas akibat gempa ini yang tersebar di 3 kota dan
4 kabupaten di Sumatera Barat, korban luka berat
mencapai 1.214 orang, luka ringan 1.688 orang,
korban hilang 1 orang. Sedangkan 135.448 rumah
rusak berat,
65.380 rumah rusak sedang, dan 78.604 rumah
rusak ringan (Konsorsium Pendidikan Bencana,
purposive samplingdengan kriteria inklusi Bersedia
elemen penting dari kegiatan penurangan resiko menjadi responden dan Siswa kelas VII dan VIII.
terjadinya bencana (Firmasnyah, 2014). Pengolahan data melalui analisa data secara
Banyak upaya yang dapat dilakukan untuk univariat dan bivariat menggunakan uji T-Tes
meminimalkan banyaknya korban saat terjadinya Dependent
gempa bumi, korban jiwa yang paling banyak
adalah wanita dan anak-anak. Salah satunya HASIL
dengan melakukan penyuluhan kesehatan
keberbagai Instansi , lembaga serta masyarakat a. Analisa Univariat
yang ada terutama Sekolah. Sekolah dapat Analisis univariat digunakan untuk mengetahui
berfungsi sebagai media informasi efektif untuk rata- rata dari masing-masing variabel yang diteliti,
mengubah pola pikir dan pola prilaku masyarakat bertujuan
dengan memberikan pendidikan pengurangan
resiko bencana di sekolah.
Penelitian yang dilakukan oleh Riedel, dkk
tahun 2015 melaporkan terdapat pengaruh
penyuluhan kesehatan terhadap kesiapsiagaan
menghadapi bencana gempa bumi pada siswa
SMP Kristen Kakaskasen Kota Tumohon.
Penelitian ini akan memperkuat peneliti untuk
melanjutnya penelitian ini dikarenakan sangat
pentingnya kesiapsiagaan bencana gempa bumi di
Kota Padang khsusnya anak-anak untuk
menghindari resiko banyak korban.
Sumatera Barat merupakan salah satu
provinsi di pulau Sumatera yang rawan terjadinya
gempa bumi karena berbatasan langsung dengan
lautan Hindia. Kota Padang yang merupakan ibu
kota provinsi juga menjadi daerah yang rawan
akan bencana gempa bumi. Khususnya sekolah-
sekolah di Kota Padang saat sekarang memang
menjadi suatu program yang harus dilakukan
kegiatan penyuluhan kesiapsiagaan bencana oleh
pemerintah. Oleh karena itu peneliti tertarik
melakukan penelitian dengan judul “Pengaruh
penyuluhan kesehatan terhadap kesiapsiagaan
menghadapi bencana gempa bumi pada Siswa
SMP 13 Padang”.
METODA PENELITIAN
Jenis penelitian ini menggunakan Quasi

Eksperiment dengan rancangan yang digunakan
adalah rancangan kelompok tunggal one group
preretest-posttest designPenelitian ini dilakukan
di SMPN 13 Padang pada bulan Januari sampai
dengan April tahun 2018. Populasi dalam
penelitian ini adalah semua siswa yang ada di
SMPN 13 Padangdan sampel sebanyak 83 orang,
yang terdiri dari siswa kelas VII dan VIIIdengan
untuk menjelaskan atau mendiskripsikan Analisisa bivariat bertujuan untuk melihat
karakteristik setiap variabel penelitian. Variabel adanya pengaruh penyuluhan kesehatan terhadap
independen adalah pemberian jus semangka dan kesiapsiagaan menghadapi bencana gempa bumi
variabel dependen adalah kesiapsiagaan siswa pada Siswa SMPN 13 Padang, terlihat pada tabel
mengahdapi bencana, sebagai mana terlihat pada berikut ini:
tabel berikut ini :
1. Distribusi Kesiapsiagaan Siswa Tabel 3.3

Distribusi Frekuensi Pengaruh Kesiapsiagaan
Menghadapi Bencana Gempa Bumi
Menghadapi Bencana Gempa Bumi
Sebelum Diberikan Penyuluhan
Tabel 3.1
Sebelum dan Sesudah Diberikan
Distribusi Kesiapsiagaan Siswa Menghadapi Bencana Gempa Penyuluhan pada Siswa
Bumi Sebelum Diberikan Penyuluhan
SMPN 13 Padang.
95% CI
Variabel N Mean SD Min-
Maks Lower Upper
K
Kesiapsiaga 18.16
an Siswa 75 17.36 3.46 9-26 16.56 S
Kesiapsiagaan 56,20 3.029
0.350
Berdasarkan Bumi Sesudah

tabel 3.1 didapatkan Diberikan
rata-rata Penyuluhan
kesiapsiagaan Siswa Tab
SMPN13 Padang el
dalam menghadapi 3.2
bencana gempa bumi
pada pretest adalah Distribusi
17,36 dengan Kesiapsiagaan
Standar Deviasi 3,46 Siswa
dengan tingkat Menghadapi
pengetahuan yang Bencana
rendah 9 dan Gempa Bumi
tertinggi 26. Hasil Sesudah
Diberikan
estimasi dapat
disimpulkan bahwa
95% diyakini rata-
rata kesiapsiagaan Penyuluhan
siswa dalam
menghadapi bencana
gempa bumi adalah
antara 16,56 sampai
dengan 18,16.
2. Distribusi
Kesiapsiagaan
Siswa
Menghadapi
Bencana Gempa
42
Siswa Sesudah Kesiapsiagaan 95% CI
Siswa 1.
Variabel N Mean SD Min-
Maks Upper
Menghadapi Bencana
Lower
Berdasarkan Bumi Sebelum Diberikan Penyuluhan
Kesiapsiaga Gempa
75 56,20 3.029 14-27 55,46 57,65
tabel
an 3.3
Siswadi atas dapat
dilihat bahwa
Hasil
didapatkan rata-rata
peneli
kesiapsiagaan pada
menje
pengukuran pertama
kan
17,36 dengan standar
bahwa
deviasi 3,463. Pada
apatka
pengukuran Kedua
didapat rata-rata Berdasarkan rata-rata
kesiapsiagaan 56,20 tabel 3.2 didapatkan kesiapsiagaan Siswa
dengan standar rata-rata SMPN13 Padang
deviasi 3.029. Telihat KesiapsiagaanSiswa dalam menghadapi
nilai mean perbedaan SMPN13 Padang bencana gempa bumi
pada pengukuran setelah diberikan pada pretest adalah
pertama dan kedua penyuluhan adalah 17,36 dengan
adalah 38,66. Hasil 56,20dengan Standar Deviasi 3,46
uji statistik Standar Deviasi dengan tingkat
didapatkan nilai p 3,029. Tingkat pengetahuan yang
value 0,000 (P<0,05) Pengetahuan yang rendah 9 dan
maka dapat rendah 14 dan tertinggi 26. Hasil
disimpulkan ada tertinggi 27. Hasil estimasi dapat
pengaruh atau estimasi dapat disimpulkan bahwa
perbedaan yang disimpulkan bahwa 95% diyakini rata-
singnifikan antara 95% diyakini rata- rata kesiapsiagaan
pengukuran rata kesiapsigaan siswa dalam
kesiapsiagaan adalah antara 55,46 menghadapi bencana
menghadapi bencana sampai dengan gempa bumi adalah
pada Siswa SMPN 13 57,65. antara 16,56 sampai
Padang pada dengan 18,16.
pegukuran pertama b. Analisis Bivariat Hasil penelitian
dan kedua ini sama dengan
hasil penelitian
yang dilakukan oleh
PEMBAHASAN
Sisiana Besti Emami
A. Analisi Univariat tahun 2015, dengan
hasil adanya
pengaruh
kesiapsiagaan
menghadapi bencana Selain itu hasil
gempa bumi pada penelitian ini juga
Siswa SD didukung dengan hasil
Muhammadiyah penelitian lainnya yang
Trisigan Murtigading dilakukan oleh Riedel
Sandel Bantul Jiemly dkk dengan
dengan hasil uji hasil penelitian ada
paired sample t- pengaruh penyuluhan
testnya menunjukkan kesehatan terhadap
nilai Pvalue0,000. kesiapsiagaan bencana
43
gempa bumi pada yang dikeluarkan oleh penelitian yang menghadapi
Siswa SMP Kristen BNPB No.4 Tahun peneliti dapatkan, bencana gempa
Kakaskaseh Kota 2012 tentang setelah peneliti bumi. Ini terlihat
Tumohon Tahun “Pedoman Penerapan melakukan analisa dari hasil rata-rata
2015 dengan nilai Sekolah/Madrasah terhadap hasil pretest pretest siswa
Pvalue 0,000. Aman dari Bencana” yang sudah adalah 17,36 dari
Secara teori telah direncanakan dan dikerjakan oleh siswa 75 orang siswa
kesiapsiagaan adalah dilaksanakan upaya- terlihat bahwa masih yang diambil
tindakan- tindakan upaya untuk banyak siswa yang menjadi sampel
yang memungkinkan memberikan ilmu tidak memahami dalam penelitian.
pemerintah, pengetahuan serta skill konsep dari pada Berdasarkan
organisasi, kepada beberapan kesiapsiagaan analisa yang
masyarakat, sekolah/madrasah yang dilakukan peneliti
komunitas dan ada di Indonesia dalam jawaban
individu untuk termasuk Kota Padang. siswa pada item
mampu menanggapi SMPN 13 Padang kuesioner yang
suatu situasi bencana merupakan SMPN diberikan, terlihat
secara cepat dan tepat yang sudah pernah pada konsep
guna. Termasuk mendapatkan sentuhan pengetahuan siswa
kedalam tindakan atau materi ilmu banyak tidak
kesiapsiagaan adalah pengetahuan tentang memahami
penyusunan rencana mitigasi bencana oleh pertanyaan nomor
penanggulangan BPBD Kota Padang, satu yang
bencana, dan terakhir ilmu itu menyatakan
pemeliharaan dan didapatkan hanya pengertian dari
pelatihan personil. untuk kelas 8 dan 9. bencana. Artinya
Kesiapsiagaan Sehingga untuk secara konsep atau
merupakan upaya penelitian yang teori siswa masih
yang dilaksanakan dilakukan peneliti lemah dengan
untuk mengantisipasi sekarang hanya pegetahuan
kemungkinan melibatkan kelas 7 bencana. Tidak
terjadinya bencana saja. Sebelum hanya itu
guna menghindari penyuluhan diberikan pertanyaan tentang
jatuhnya korban jiwa, oleh BPBD maka apa yang dilakukan
kerugian harta benda, dilakukan terlebih jika terjadi bencana
dan berubahnya tata dahulu pretest untuk gempa disekolah
kehidupan melihat kemampuan masih banyak yang
masyarakat. dari pada siswa dalam kurang memahami,
Sebaiknya setiap siaga bencana gempa sehingga peneliti
instansi melakukan bumi. Secara teori merasa sangat perlu
kesiapsiagaan dikatakan setiap dilakukannya
(Nugroho, 2007). individu yang belum penelitian ini. Item
Kesiapsiagaan bisa pernah tersentuh lainnya yang
dilakukan apabila dengan ilmu baru maka peneliti lihat pada
peran antara pengetahuan yang kelompok
pemerintah dan dimiliki akan rendah kuesioner tentang
instansi terkait dibandingkan dengan rencana kegiatan
dilakukan dengan yang sudah memiliki dari bencana
baik. Sesuai dengan pengetahuan (Burnie tergambar siswa
tuntutan Undang- D, 2015). Teori ini tidak memahami
undang dan peraturan terbukti dengan hasil tentang persiapan
44
apa saja yang mendapatkan 2. Mitigasi
harus dilakukan penyuluhan masih
sebelum sangat kurang. Hal Kesiapsiagaa Bencana
terjadinya ini bisa dilihat dari
bencana. beberapa uraian Hasil
n Siswa
Selanjutnya pada pertanyaan yang penelitian
item kelompok sudah diberikan menjelaskan
kuesioner tentang peneliti kepada Menghadapi
bahwa rata-rata
peringatan siswa. Pada Kesiapsiagaan
bencana, masih peneltian lainnya Bencana
Siswa SMPN13
banyak siswa yang dilakukan Padang setelah
yang tidak faham juga didapatkan Gempa Bumi diberikan
apa saja tanda- kesamaan dengan penyuluhan adalah
tanda peringatan hasil yang Sesudah 56,20 dengan
tsunami setelah dilakukan peneliti. Standar Deviasi
kejadian gempa Kesiapsiagaan 3,029. Tingkat
bumi yang merupakan modal
Diberikan
Pengetahuan yang
diketahui, pada utama bagi rendah 14
umumnya siswa masyarakat baik Penyuluhan
hanya institusi maupun dan tertinggi 27. pendidikan kesehatan
menyebutkan sekolah untuk Hasil estimasi dapat terhadap mitigasi
alarm. menjadi modal disimpulkan bahwa bencana di SDN
dalam 95% diyakini rata- Cirateun dan SDN
Berikutnya menyelamatkan diri rata tingkat Padasuka Kabupaten
dalam sendiri dan orang pengetahuan adalah Bandung dengan nilai
kelompok lain. Jika ilmu antara 55,46 sampai Pvalue 0,000.
kuesioner tentang mitigasi dengan 57,65. Gempa bumi
mobilisasi sumber bencana sudah Hasil penelitian adalah bergoncangnya
daya, didapatkan didapatkan maka ini sama dengan bumi yang disebabkan
masih banyak perencanaan siswa penelitian yang oleh tumbukan antar
siswa yang dalam menghadapi dilakukan oleh Indria lempeng bumi,
tidak bencana gempa Santoso S.Budi dkk aktivitas gunung api
mengerti bumi akan lebih Tahun 2015 yang dan reruntuhan batuan
tentang apa matang. menyebutkan adanya (BNPB, 2012). Salah
saja pengaruh pendidikan satu daerah yang rawan
keterampilan kesehatan terhadap akan bencana gempa
yang perlu kewaspadaan bumi adalah Sumatera
disampaikan bencana alam di Barat tepatnya di Kota
kepada temen- Dusun Kantong Desa Padang. Di pesisir
temen sekolah Kemiri Kecamatan pantai Kota Padang
tentamg siaga Panti Kabupaten masih banyak sekolah-
bencana. Jember dengan nilai sekolah yang harus
Semua dari Pvlaue adalah 0,000. mendapatkan perhatian
uraian yang Penelitian lainnya khusus untuk
peneliti jelaskan yang mendukung menghadapi bencana
dapat hasil peneltian gempa bumi, yang
disimpulkan peneliti adalah yang upaya salah satunya
bahwa dilakukan oleh adalah Kesiapsiagaan
kesiapsiagaan Pribadi K.S Tahun bencana.kesiapsiagaan
siswa SMPN 13 2009 menyampaikan menurut Nugroho
sebelum bahwa ada pengaruh (2007) kesiapsiagaan
45
adalah tindakan- dijelaskan oleh BPBD. pertanyaan. Ini pada kesiapsiagaan
tindakan yang Item penting diperoleh dari bencana gempa
memungkinkan diantaranya adalah ; keseriusan siswa bumi.
pemerintah, pengetahuan tentang dalam
organisasi, kesiapsiagaan bencana, mendapatkan B. Analisa Bivariat
masyarakat, rencana kegiatan dari ilmu tentang
komunitas dan bencana, peringatan kesiapsigaan Pengaruh
individu untuk bencana, dan menghadapi Kesiapsiagaan
mampu menanggapi mobilisasi sumber bencana yang Menghadapi
suatu situasi bencana daya. diberikan oleh Bencana Gempa
secara cepat dan Pada hasil postest BPBD Kota
Bumi Sebelum dan
tepat guna. Salah satu mahasiswa memiliki Padang. Hal ini
Sesudah Diberikan
yang harus pemahaman yang juga dibuktikan
diperhatikan untuk bagus pada setiap dengan Penyuluhan
mengurangi resiko kelompok item didapatkannya
pasca bencana rata-rata nilai Berdasarkan
adalah penyuluhan siswa adalah hasil penelitian
kesiapsiagaan 56,20. didapatkan rata-
bencana pada siswa Berdasarkan rata kesiapsiagaan
SMPN 13 Padang analisa peneliti, pada pengukuran
yang lokasinya juga siswa akan pertama 17,36
dekat dengan pantai memiliki dengan standar
dan bangunan yang pengetahuan deviasi 3,463. Pada
bertingkat. kesiapsiagaan pengukuran Kedua
Tujuan dari yang baik jika didapat rata-rata
dilakukannya mampu kesiapsiagaan
penyuluhan mengikuti materi 56,20 dengan
kesiapsiagaan adalah yang diberikan standar deviasi
untuk dengan sungguh- 3.029. Telihat nilai
mempersiapkan diri sungguh. Selain mean perbedaan
siswa untuk itu siswa jugan pada pengukuran
menghadapi bencana serius dalam pertama dan kedua
dan mengurangi menerapkan apa adalah 38,66. Hasil
resiko korban setelah yang sudah di uji statistik
terjadinya bencana. pahami dalam didapatkan nilai p
Berdasarkan hasil penyuluhan yang value 0,000
penelitian yang diberikan. (P<0,05) maka
peneliti lakukan Mampu dapat disimpulkan
setelah diberikannya mentransferkan ada pengaruh atau
penyuluhan tentang ilmu yang perbedaan yang
kesiapsiagaan didapatkan singnifikan antara
menghadapi bencana kepada teman pengukuran
gempa bumi oleh dan masyarakat kesiapsiagaan
BPBD didapatkan lainnya disekitar menghadapi
hasil siswa terlihat kita. Resiko bencana pada
mulai memahami pasca bencana Siswa SMPN 13
tentang item-item akan berkurang Padang pada
penting yang jika semua aspek pegukuran pertama
diperlukan dalam masyarakat sudah dan kedua.
menghadapi bencana mengetahui, Hasil
seperti yang memahami dari penelitian ini sama
46
dengan penelitian terhadap kesiapsiagaan. nilai rata-rata pretest
yang dilakukan kewaspadaan Berdasarkan adalah 17.36 dengan
oleh Riedel bencana alam di peraturan BNPB SD 3.46 dan rata-rata
Jiemly dkk Dusun Kantong No.4 Tahun 2012 nilai posttest adalah
dengan hasil Desa Kemiri tentang “Pedoman 56,20 dengan SD 3,02.
penelitian ada Kecamatan Panti Penerapan Jadi perbedaan rata-
pengaruh Kabupaten Jember rata pretest dan
penyuluhan dengan nilai Sekolah/Madrasah posttest adalah 38,66
kesehatan Pvlaue adalah Aman dari Bencana” dengan nilai Pvalue
terhadap 0,000. telah jelas 0,000. Artinya ada
kesiapsiagaan Menurut disampaikan bahwa pengaruh
bencana gempa Undang-undang sekolah dan kesiapsiagaan
bumi pada Siswa Republik Indonesia madrasah merupak menghadapi bencana
SMP Kristen Nomor 24 pasal 1 sasaran utama dalam gempa bumi sebelum
Kakaskaseh Kota Tahun 2007 melakukan dan sesudah diberikan
Tumohon Tahun Bencana adalah pendidikan penyuluhan pada
2015 dengan peristiwa yang kesehatan Siswa 13 Padang.
nilai Pvalue mengancam dan tentang Pada jawaban
0,000. Penelitian mengganggu kesiapsiagaan. siswa di kuesioner juga
lainnya yang kehidupan dan Seperti yang terlihat bahwa jawaban
sama yaitu yang penghidupan dilakukan oleh nilai posttest lebih
diteliti oleh masyarakat yang peneliti di SMPN 13 bagus dibandingkan
Indria Santoso disebabkan baik Padang. Penelitian dengan pretest. Hal ini
S.Budi dkk oleh faktor alam ini adalah kerjasama membuktikan bahwa
Tahun 2015 yang atau non alam antara STIKes Alifah seseorang akan
menyebutkan sehingga dengan BPBD Kota memiliki kemampuan
adanya pengaruh mengakibatkan Padang. Pada yang lebih apabila
pendidikan timbulnya korban penelitian diberikan atau
kesehatan jiwa ini ditransferkan ilmu baik
manusia, kerusakan yang sangat memang berupa penyuluhan
lingkungan, kerugian mengganggu salah langsung kesehatan. Tidak hanya
harta benda dan satunya adalah gempa mendatangankan itu berdasarkan hasil
dampak psikologis bumi, gempa bumi tenaga ahli dalam pengamatan peneliti
(BNPB, 2008). Salah adalah merupakan penelitian ini, setelah diberikan
satu bencana yang suatu peristiwa tujuannya agar ilmu penyuluhan siswa juga
mengganggu dalam lepasnya energi yang dan informasi yang banyak tanya jawab
kehidupan dan menyebabkan diberikan betul-betul dengan narasumber
berdampak sangat pergeseran pada bagian yang sesuai dan seputar gempa bumi.
besar adalah bencana dalam bumi secara sudah diatur oleh Melihat hal
alam. Bencana alam tiba-tiba. Mekanisme Neagara.
adalah serangkaian perusakan terjadi Berdasarkan hasil
peristiwa yang karena energi getaran analisis
disebabkan oleh gempa dirambat peneliti
alam, antara lain keseluruh bagian bumi. dalam
gempa bumi, Salah satu yang harus penelitian ini terlihat
tsunami, gunung dilakukan segera adanya perbedaan
meletus, banjir, mungkin untuk antara kesapsiagaan
kekeringan, angin menghindari resiko siswa sebelum dan
topan dan tanah besar terhadap gempa sesudah dilakukan
longsor. bumi adalah penyuluhan. Ini
Bencana alam melakukan penyuluhan dibuktikan dengan
47
ini peneliti 13 Padang adalah 24 Tahun 2007
merasakan masih 56,20 dengan Tentang
perlu Standar Deviasi Penanggulangan
meningkatan 3,029 dengan tingkat Bencana, Jakarta.
selanjutnya pengetahuan yang 4. BNPB, 2008.
tentang pelatihan rendah 14 dan Pedoman
atau simulasi tertinggi 27 Penyusunan
kesiapsiagaan 3. Ada pengaruh atau Rencana
menghadapi perbedaan yang Peananggulangan
bencana gempa singnifikan antara Bencana.
bumi. pengukuran 5. BNPB, 2012.
kesiapsiagaan Potensi Ancaman
KESIMPULAN menghadapi Bencana.
bencana pada Siswa http://bnpb.go.id.
SMPN 13 Padang Diakses tanggal 18
Setelah dilakukan
pada pegukuran Desember 2017.
penelitian
pertama dan kedua. 6. BNPB, 2014.
tentangpengaruh
Peran Serta
penyuluhan Disarankan kepada Masyarakat
kesehatan terhadap pihak sekolah Dalam
kesiapsiagaan membentuk tim Penyelenggaraan
menghadapi kesiapsigaan bencana Penanggulangan
bencana gempa bumi dan meningkatkan Bencana.
pada Siswa SMPN keterampilan tentang 7. Chairumi,
13 Padang, maka gempa bumi dan 2013. Pengaruh
dapat disimpulkan : mitigasinya Konsep Diri Dan
1. Rerata sebelum mengingat lokasi Pengetahuan
diberikan sekolah yang Siswa Terhadap
penyuluhan berdekatan dengan Kesiapsiagaan
kesehatan pantai. Bencana Gempa
terhadap Bumi di SDN 27
kesiapsiagaan DAFTAR PUSTAKA dan MIN Merduati
menghadapi Banda aceh.
bencana gempa 1. Andri Nurudin,
bumi pada Siswa 2015. Jurnal
13 Padang adalah Pengaruh Pelatihan
17,36 dengan Penanggulangan
Standar Deviasi Bencana Gempa
3,46 dengan Terhadap
tingkat Pengetahuan Siswa
pengetahuan yang Kelas X IPS.
rendah 9 dan 2. Bakornas PB,
tertinggi 26 2014. Pengenalan
2. Rerata sesudah Karakteristik
diberikan Bencana Dan Upaya
penyuluhan Mitigasinya Di
kesehatan Indonesia, Jakarta.
terhadap Badan Nasional
kesiapsiagaan Penanggulangan
menghadapi Bencana
bencana gempa 3. BNPB, 2007.
bumi pada Siswa Undang-undang No.
48
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Cabang Papua.
9. Depkes RI, 2006. Keputusan Menteri Kesehatan Republik Indonesia Tentang Siklus
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15. Firmansyah, I. 2014. Hubungan Pengetahuan Dengan Perilaku Kesiapsiagaan Dalam Menghadapi
Bencana Banjir dan Longsor Pada Remaja Usia 15-18 Tahun di SMA Al-Hasan Kemiri Kecamatan Panti
Kabupaten Jember.http://journal.unair.ac.id
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Self-Efficacy Pada Anak Usia Sekolah Dasar Di Daerah Danpak Bencana Gunung Kelud.
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Jepang-Palang Merah Indonesia.
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& Tsunami, Jakarta. Deputi Ilmu Pengetahuan Kebumian Lembaga Ilmu Pengetahuan Indonesia.
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Dan Tsunami Di Nias Selatan. http://unecdoc.unesco.org
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Edisi 3. Jakarta; Salemba Medika.
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Kesiapsiagaan Terhadap Bencana.
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351
PENGARUH SIMULASI TENTANG CARA MENGHADAPI

BENCANA DENGAN KEMAMPUAN PENANGANAN
BENCANA GEMPA BUMI DI MAN 3 KEDIRI
Didit Damayanti
Program Studi S1 Keperawatan STIKES Karya Husada Kediri Jl.
Soekarno Hatta No 7 Pare Kediri Jawa Timur
Abstrak
Indonesia adalah negara kepulauan yang memiliki 17.504 pulau dari Sabang sampai Merauke.
Indonesia merupakan tempat pertemuan 2 rangkaian gunung berapi aktif (Ring of Fire). Dari
keadaan geografis tersebut Indonesia sering mengalami bencana alam, baik bencana gunung
meletus, tsunami, banjir, kebakaran dan lainnya. Banyaknya korban akibat bencana alam
memberikan indikasi bahwa kesiagaan masyarakat terhadap bencana masih sangat buruk.
Masyarakat memiliki peran penting dalam penanganan bencana. Untuk mengantisipasi hal tersebut
perlu adanya pelatihan simulasi bagi siswa SMU cara mengehadapi bencana untuk mencegah
korban lebih lanjut. Tujuan dari penelitian mengetahui pengaruh simulasi cara menghadapi bencana
terhadap kemampuan penanganan bencana siswa MAN 3 Kediri. Penelitian ini menggunakan desain
Quasy eksperiment dengan menerapkan simulasi penanganan bencana pada kelompok intervensi.
Pemantauan kemampuan penanganan bencana menggunakan lembar kuesioner dilakukan pada
saat pre test dan post test dan kemudian dianalisis dengan uji Wilcoxon. Dari hasil uji statistik di
dapatkan hasil Pvalue= 0,000 kurang dari α= 0,05, yang perarti ada pengaruh simulasi penanganan
bencana terhadap kemampuan kemampuan penanganan bencana siswa MAN 3 Kediri. Pemberian
simulasi penanganan bencana dapat melatih ketrampilan , memperoleh pemahaman tentang suatu
konsep atau prinsip, melatih memecahkan masalah, meningkatkan keaktifan belajar, memberikan
motivasi belajar, melatih untuk mengadakan kerjasama, kreatifitas dan, melatih untuk
mengembangkan sikap toleransi sehingga dapat meningkatkan kemampuan penanganan bencana
pada siswa MAN 3 Kediri.
Kata Kunci: Simulasi, Cara Mengahadapi Bencana, Kemampuan Penanganan Bencana
Abstract
[Effect Of Simulation About How To Face Disaster With The Ability Of Handling Disaster
Earthquake Management In Man 3 Kediri] Indonesia is an archipelagic country that has 17,504
islands from Sabang to Merauke. Some of the volcanoes are located on the seafloor. Indonesia is the
meeting place of 2 active volcanoes (Ring of Fire). From these geographical conditions Indonesia
often experience natural disasters, both volcanic eruptions, tsunamis, floods, fires and others. The
casualties caused by natural disasters gives an indication that community preparedness for the
disaster is still very bad. The community has an important role in disaster management. To
anticipate, there needs to be a simulation training for high school students how to cope with
disasters to prevent further casualties. The purpose of this research is to know the effect of
simulation on how to face disaster to the disaster management ability of MAN 3 Kediri students. This
research used Quasy experiment design by applying disaster management simulation to intervention
group. Monitoring of disaster handling capability using questionnaires was done during pre test and
post test and then analyzed by Wilcoxon test. From the results of statistical tests obtained results
Pvalue = 0.000 less than α = 0.05, which means there is the effect of disaster management simulation
352
on the ability of disaster management skills MAN 3 Kediri students. Provision of disaster
management simulations can train skills, gain an understanding of a concept or principle, train
problem solving, improve learning activeness, motivate learners, train for cooperation, creativity and,
train to develop tolerance attitude so as to improve disaster management skills in students MAN 3
Kediri.
Keywords: Simulation, How to Deal with Disaster, Disaster Management Ability.
Article info : Sending on March 5, 2018; Revision on April 29, 2018; Accepted on Mei 27, 2018
*) Corresponding author
E-mail: rafi.akmalwidiputra@gmail.com
1. Pendahuluan longsor) dan aktivitas manusia. Bencana
Indonesia adalah negara kepulauan alam merupakan suatu peristiwa yang
yang memiliki 17.504 pulau dari Sabang menimbulkan dampak besar dan hal ini bisa
sampai Merauke. Indonesia juga memiliki terjadi karena kejadian alami (disebabkan
lebih dari 400 gunung berapi dan 130 di oleh alam) atau disebabkan oleh ulah
antaranya termasuk gunung berapi aktif. manusia.
Sebagian dari gunung berapi terletak di Berdasarkan data BNPB (Badan
dasar laut dan tidak terlihat dari permukaan Nasional Penanggulangan Bencana) tahun
laut. Indonesia merupakan tempat pertemuan 2012 menjelaskan bahwa terdapat beberapa
2 rangkaian gunung berapi aktif (Ring of bencana di Indonesia antara lain gempa bumi
Fire). Terdapat puluhan patahan aktif di dan tsunami, 26 Des 2004 di Prop NAD,
wilayah Indonesia. Dari keadaan geografis 120.000 orang meninggal, 93.088 orang
tersebut Indonesia sering mengalami hilang dan 4.632 orang luka-luka. Ledakan
bencana alam, baik bencana gunung bom: bom Bali I, 12 Okt 2002 dan bom Bali
meletus, tsunami, banjir, kebakaran dan II 1 Okt 2005 serta bom di hotel JW Marriot
lainnya. dan Ritz-Carlton Jakarta 17 Juli 2009. Selain
Bencana merupakan kejadian yang tak beberapa kejadian bencana diatas, masih
pernah diharapkan oleh siapapun dibelahan banyak bencana lainnya yang terjadi di
dunia ini. Namun kondisi alam yang Indonesia.
semakin rapuh akibat perbuatan manusia Banyaknya korban memberikan
sering menimbulkan bencana yang indikasi bahwa kesiagaan masyarakat
datangnya jarang bisa diprediksi. Bencana terhadap bencana masih sangat buruk.
yang sering tejadi akhir-akhir ini adalah Tingkat kesadaran siaga bencana masyarakat
letusan gunung merapi, banjir, tsunami, perlu mendapat perhatian khusus agar tidak
badai topan, hingga nuklir merupakan terjadi hal-hal yang lebih buruk saat terjadi
bencana yang sangat banyak menelan bencana. Masyarakat harus diupayakan
korban jiwa. Aceh akhir tahun 2004 lalu secara mandiri agar saat bencana terjadi
Indonesia dilanda tsunami yang merenggut dapat mengevakuasi diri dengan cepat dan
ribuan nyawa serta membuat wilayahnya tepat. Selain itu kemampuan dan kecekatan
porak poranda. Letusan Gunung Merapi di dari petugas penolong juga dapat
Yogyakarta juga menghancurkan wilayah mempengaruhi tingkat keselamatan
disekitarnya, bahkan hingga saat ini bahaya masyarakat.
lahar dingin masih tetap mengancam. Simulasi cara menghadapi bencana
Bencana alam adalah suatu keadaan merupakan salah satu media yang dapat
dari aktivitas alami (suatu aktivitas visik difungsikan sebagai sarana pengembangan
seperti gunung meletus, gempa bumi, tanah
353
kemampuan dalam penanganan bencana di lapangan. Dengan

adanya simulasi cara menghadapi bencana
yang dilakukan oleh siswa MAN 3 Kediri,
maka dapat meningkatkan kemampuan
dalam penanganan bencana. Dengan adanya
simulasi cara mengahadapi bencana siswa
MAN 3 Kediri maka dapat meningkatkan
kemampuan penanganan bencana.
2. Metode
Penelitian ini menggunakan desain
Quasy eksperiment dengan menerapkan
simulasi cara menghadapi bencana pada
kelompok intervensi. Pemantauan
kemampuan penanganan bencana
menggunakan lembar kuesioner dilakukan
pada saat pre test dan post test dan kemudian
dianalisis dengan uji Wilcoxon.
3. Hasil Penelitian
Data umum responden meliputi usia, jenis
kelamin, dan distribusi kelas:
1) Distribusi Karakteristik Responden Berdasarkan
Usia
Gambar Distribusi frekuensi karakteristik

responden
berdasarkan usia
Berdasarkan gambar
menunjukkan
karakteristik umur hampir separuhnya yaitu
43,5% (n=10) berusia 16 tahun.

Jenis Kelamin
354

responden Berdasarkan gambar menunjukkan
berdasarkan Jenis karaktrisik jenis kelamin sebagian besar
Kelamin yaitu 60,9% (n = 14) adalah laki-laki.
3) Distribusi Karakteristik Responden Berdasarkan dapatkan (Pvalue = 0,000, α = 0,05) untuk n=23.
Kelas
4. Pembahasan
Dari Hasil uji statistik di dapatkan P-
value 0,000 yang berarti terdapat pengaruh
simulasi cara menghadapi bencana terhadap
kemampuan penanganan bencana pada siswa
MAN 3 Kediri. Menurut Sanon (1975) dalam
jurnal Mason, at al (2008) menjelaskan
bahwa simulasi adalah suatu
GambarDistribusi frekuensi karakteristik
responden berdasarkan kelas
Berdasarkan gambar menunjukkan

bahwa sebagian besar yaitu 56,9% (n = 13)
adalah adalah kelas XI

Pengalaman Pelatihan Bencana

responden berdasarkan Pengalaman
Pelatihan Bencana
Berdasarkan gambar menunjukkan

hampir seluruhnya 100% (n = 8) adalah
belum memiliki pengalaman pelatihan
Data Khusus responden meliputi :
1) Hasil identifikasi kemampuan penanganan

bencana pada siswa MAN 3 Kediri adalah
hampir sebagian 47,8% (n = 11), memiliki
tingkat kemampuan rendah
2) Hasil identifikasi kemampuan penanganan
bencana pada siswa MAN 3 Kediri adalah
hampir sebagian 69,6% (n = 16), memiliki
tingkat kemampuan tinggi
3) Hasil simulasi cara menghadapi bencana
terhadap kemampuan penanganan bencana di
355
proses yang didesain sesuai sistem model mengkalisifikasikan, membuktikan,

yang sudaah di tetapkan dan tujuan dan mengkaitkan, menganalisis, mengevaluasi,
menurut Aunur Rahman (2011 : 64) dalam dan membuat pola yang akan dilakukan
Muhajir (2012) menjelaskan simulasi pada kasus bencana.
sebagai metode cara penyajian pengalaman
belajar dengan menggunakan situasi tiruan 5. Kesimpulan
untuk memahami tentang konsep, prinsip Dari pernyataan diatas dapat
atau ketrampilan tertentu. Pengembangan disimpulkan bahwa simulasi tentang cara
berpikir kritis pada pelajaran dapat menghadapi bencana dapat meningkatkan
dilakukan dengan melakukan aktivitas kemampuan penanganan bencana di siswa
seperti membandingkan, membuat MAN 3 Kediri. Hampir separuhnya
kontradiksi, induksi, generalisasi, kemampuan penanganan bencana saat pre
mengurutkan mengkalisifikasikan, test adalah rendah. Sebagian besar
membuktikan, mengkaitkan, kemampuan penanganan bencana saat post
menganalisis,mengevaluasi, dan membuat test adalah tinggi. Terdapat pengarah
pola, dirangkaikan secara simulasi cara menghadapi bencana dengan
berkesinambungan (Appelbaum, 2004). kemampuan penanganan bencana pada siswa
Menurut Glazer (2004) kemampuan MAN 3 Kediri
penanganan menggunakan tiga indikator
yaitu: (1) Pembuktian 6. Saran
adalah kemampuan Bagi peneliti yang akan melakukan
untuk membuktikan suatu penelitian agar menambah jumlah
pernyataan secara deduktif (menggunakan responden yang akan di teliti
teori-teori yang telah dipelajari
sebelumnya); (2) Generalisasi adalah
kemampuan untuk menghasilkan pola atas
persoalan yang dihadapi untuk kategori
yang lebih luas; (3) Pemecahan masalah
adalah kemampuan mengidentifikasi unsur
yang diketahui, yang ditanyakan, dan
memeriksa kecukupan unsur yang
diperlukan dalam soal, menyusun model
dan menyelesaikannya, serta memeriksa
kebenaran hasil atau jawaban.
Berdasarkan fakta dan teori diatas
dapat di jelaskan bahwa simulasi adalah
suatu proses pembelajaran yang dirancang
sesuai harapan dan juga suatu rancangan
pengalaman belajar yang menggunakan
situasi tiruan dengan harapan dapat
meningkatkan ketrampilan siswa salah
satunya adalah kemampuan penanganan
bencana pada siswa. Dengan kemampuan
penanganan bencana pada siswa MAN 3
kediri, maka dapat melakukan aktivitas
seperti membandingkan, membuat
kontradiksi, induksi,
generalisasi,
mengurutkan,
356
sehingga penelitian akan dapat di generalisasi. Bagi institusi pendidikan diharapkan selalu memberi
sumber sumber penelitian terbaru tentang kegawatan bencana
7. Referensi
Appelbaum. (2004). Critical Thinking and learning dalam www.gargayle.accadia.edu/appelbaum/encyc. htm.
BNPB. (2010). Buku panduan pengenalan karakteristik bencana & upaya mengatasinya di Indonesia, ---
www.bnpb.go.id/uploads/pubs/446.pdf dan www.dibi.bnpb.go.id/Deslnventer/

Glazer, E. (2004). Using veb sourcer to promote critical thinking in high school mathematic dalam www.math.unipu.
Garatwa Wolfgang. (2002). Disaster risk management. Eschborn: Deutsche Gesellsechaff.
Mason, et al. (2008). Introduction to simulation in winter simulation conference. Oklahoma State University.
Muhajir A. (2012). Peningkatan aktivitas belajar dengan metode simulasi pembelajaran. Universitas Tanjung Pura
Pontianak.
357
Available online at : http://journal.unj.ac.id/unj/index.php/gjik
Gladi : Jurnal Ilmu Keolahragaan 11 (02) 2020, 91-97
Permalink/DOI: https://doi.org/10.21009/GJIK.112.02
PENGARUH LATIHAN OLAHRAGA REKREASI DAN KESEHATAN TERHADAP

KARAKTERISTIK ANTROPOMETRI DAN RESPON STRES PADA KORBAN BENCANA
TSUNAMI DI KABUPATEN PANDEGGLANG, BANTEN
Nia Sri Ramania1*, Rini Syafriani1, Tommy Apriantono1, Bagus Winata1,

Ramdan Pelana2
1
Kelompok Keilmuan Magister Ilmu Keolahragaan, Institut Teknologi Bandung,
Ganesha No.10, Lb. Siliwangi, Kecamatan Coblong, Kota Bandung, Jawa Barat 40132
2
Pendidikan Jasmani, Pascasarjana Universitas Negeri Jakarta, Komplek Universitas Negeri Jakarta Gedung M.
Hatta Jl. Rawamangun Muka, Jakarta Timur, Indonesia 13220
Corresponding author. Email: nia@fa.itb.ac.id
Abstrak. Menurut Badan Nasional Penaggulangan Bencana (BNPB), sepanjang tahun 2005 sampai dengan tahun 2015,
Indonesia mencatatkan kejadian sebanyak 78% (11.648) bencana hidrometeorologi dan sekitar 22% (3.810)
merupakan bencana geologi. Maka dari itu, tujuan penelitian ini untuk mengetahui pengaruh latihan olahraga rekreasi
dan kesehatan terhadap karakteristik antropometri dan respon stres pada masyarakat di Kecamatan Sumur,
Kabupaten Pandegglang, Provinsi Banten. Uji t-test menunjukkan bahwa tidak ada perubahan yang signifikan antara
pre dan post- treatment, untuk tinggi badan (p = 0,843), berat badan (p = 0,955), BMI (p = 0,822), tekanan sitolik (p =
0,941), dan tekan diastolik (p = 0,834). Serta terdapat penurunan secara signifikan terhadap skala kebosanan dari rata-
rata 4,8 ± 0,35 menjadi 3,3 ± 0,49, dengan taraf perbedaan (p = 0,001). Dalam parameter lainnya, meskipun terdapat
penurunan pada kecemasan (p = 0,533), kesedihan (p = 0,075), kekhawatiran (p = 0,285), dan overthinking (p = 0,571)
namun statistik analisis tidak menujukkan perbedaan pada ke-empat variable tersebut. Observasi yang kami lakukan
menyimpulkan bahwa, melakukan olahraga rekreasi dan kesehatan selama 15 hari dapat menurunkan secara
signifikan terhadap tingkat kebosanan, serta terdapat penurunan terhadap tingkat kecemasan, kesedihan,
kekhawatiran, dan overthinking namun tidak signifikan. Dalam pengukuran anthropometry dan tekanan darah,
peneltian ini menunjukkan tidak terjadi perubahan yang signifikan pada dua variable pengukuran tersebut.
Kata kunci: Bencana alam, kebugaran, wabah penyakit, preventif.
Abstract. According to the National Disaster Management Agency (BNPB), from 2005 to 2015, Indonesia recorded 78%
(11,648) hydrometeorological disasters and around 22% (3,810) were geological disasters. Therefore, the purpose of
this study was to determine the effect of recreational sports training and health on anthropometric characteristics and
stress responses in the community in Sumur District, Pandegglang, Banten Province. The t-test showed that there was
358
no significant change between pre and post-treatment, for height (p = 0.843), body weight (p = 0.955), BMI (p =
0.822), cytolic pressure (p = 0.941), and press the diastolic (p = 0.834). Furthermore, there was a significant decreased
in the boredom scale from an average of 4.8 ± 0.35 to 3.3 ± 0.49, with a degree of difference (p = 0.001). In other
parameters, although there was a decrease in anxiety (p = 0.533), sadness (p = 0.075), worries (p = 0.285), and
overthinking (p = 0.571), the statistical analysis did not show any differences in the four variables. Our observations
concluded that, doing recreational sports and health for 15 days can significantly reduce the level of boredom, and
there is a decrease in the level of anxiety, sadness, worry, and overthinking but not significantly. In the measurement
of anthropometry and blood pressure, this study shows that there is no significant change in the two measurement
variables.
Keywords: Natural disaster, fitness, epidemic of disease, preventive.
359
Gladi Jurnal Ilmu Keolahragaan, 11 (02), Oktober- 92
Nia Sri Ramania, Rini Syafriani, Tommy Apriantono, Bagus Winata, Ramdan Pelana
PENDAHULUAN 2018; Santiago et al., 2013; Shalev, Liberzon, &

Marmar, 2017). PTSD sendiri memiliki beberapa
Indonesia, sebagai negara kepulauan menjadi
gejala seperti: trauma akan masa lalu, mimpi
salah satu negara yang memiliki resiko terkena
buruk, pikiran yang mengganggu, kecemasan
bencana alam yang cukup tinggi (BNPB, 2014).
yang parah, kewaspadaan berlebihan, gangguan
Secara lebih spesifik, menurut Badan Nasional
tidur, agresi fisik, dan konsentrasi yang buruk
Penaggulangan Bencana (BNPB), sepanjang
(Dunlop, Kaye, Youngner, & Rothbaum, 2014;
tahun 2005 sampai dengan tahun 2015, Indonesia
Kessler et al., 2017). Secara lebih lanjut, literasi
mencatatkan kejadian sebanyak 78% (11.648)
sebelumnya telah mengungkapkan bahwa
bencana hidrometeorologi, yaitu bencana seperti:
prevalensi PTSD sangat bervariasi (mengacu
banjir, gelombang ekstrim, kebakaran lahan dan
kepada latar belakang sosial dan negara tempat
hutan, kekeringan, dan cuaca esktrim, dan sekitar
tinggal), mulai dari 1,3% menjadi 12,2%, dan
22% (3.810) merupakan bencana geologi, yaitu
memiliki masa penyembuhan 5 tahun lamanya,
bencana seperti: gempa bumi, tsunami, letusan
atau 3 tahun namun melalui proses treatment
gunung api, dan tanah longsor (BNPB, 2016).
therapy yang diberikan oleh professional
Bencana tersebut tentunya telah menimbulkan
(Eftekhari et al., 2013; Morina, Wicherts,
banyak kerugian, baik dari sektor ekonomi,
Lobbrecht, & Priebe, 2014).
kesehatan, sosial, ataupun sektor lainnya yang
terdampak akibat bencana alam yang telah di Mengacu kepada penangan psikologis
alami (Izumikawa, 2019). terhadap penangan stress seseorang, penelitian
sebelumnya yang dilakukan oleh Nia, dkk
Post-traumatic stress disorder (PTSD)
(Ramania, Iwo, Apriantono, & Winata, 2020).
merupakan suatu penyakit yang dapat di derita
mengungkapkan bahwa melakukan olahraga
oleh anak-anak, orang dewasa, bahkan pada
kesehatan dan rekreasi (senam aerobic) dapat
orang dengan lanjut usia (Lansia) (Church,
menurunkan tingkat kortisol seseorang yang
Feinstein, Palmer-Hoffman, Stein, & Tranguch,
mengalami stress. Secara lebih detail, Nia, dkk
2014; Clond, 2016; Kessler et al., 2017).
menjelaskan bahwa dengan adanya interaksi
Beberapa penelitian sebelumnya mengungkapkan
sosial yang lebih komunikatif dan pengaruh
bahwa PTSD dapat disebabkan oleh bencana
faktor lingkungan luar yang kondusif dalam
alam, pelecehan fisik atau seksual, kejahatan
melakukan olahraga dapat berpengaruh signifikan
dengan kekerasan, atau peperangan (Church et
dalam menurunkan respon
al.,
kebangkitan kortisol menurunkan tingkat
dalam pengukuran stress seseorang, maka
kortisol saliva. Dengan dapat dimunculkan
beberapa fakta terkait suatu pertanyaan,
olahraga dapat apakah dengan olahraga
kesehatan dan rekresi, METODE waktu 5 tahun daripada ataupun bantuan

dapat mengurangi Participants pasca peristiwa/tragedy sandang, dan pangan).
gejala PTSD yang bencana alam, maka Wanita yang dibawah
Penelitian
dirasakan oleh korban seseorang masih dapat 30 tahun, dan tidak
deskriptif kuantitaif
bencana alam? memungkinkan bersedia mengikuti sesi
yang dilakukan secara
Kecamatan mengalami PTSD. wawancara ini,
wawancara ini,
Banten, Kabupaten dilakukan Penelitian ini dilakukan dianggap sebagai
pada
Pandegglang di Banten rentang tanggal dengan memilih kriteria eksklusi.
15
merupakan salah satu Agustus 2019 sebanyak 15 sample,
Prosedur
wilayah yang terkena sampai yang terdiri dari wanita
dengan 31
Penelitian ini
bencana Tsunami tahun Agustus 2019. Peneliti dewasa 40,07 ± 6,08
dilakukan dalam sesi
2018 akhir (desember), melakukan pengamatan tahun, dilakukan proses
pre-dan post treatment,
yang melanda pesisir pada waktu tersebut, purposive sampling
dari total populasi dengan masa observasi
Banten dan Lampung. mengacu pada
selama 15 hari. Seluruh
Tercatat sebanyak 426 penelitian sebelumnya kurang lebih sebanyak
peserta dilakukan
orang tewas dan 7.202 yang dilakukan oleh 70 individu di
proses pengukuran data
terluka dan 23 orang Church, dkk (Church et Kecamatan Sumur,
Kabupaten anthropometry, saat
hilang akibat peristiwa al., 2018) yang
Pandegglang, Provinsi sesi pre-treatment
ini. Dengan mengatakan bahwa
Banten. Adapun dijalankan. Pengukuran
permasalahan, beberapa dalam jangan
tekhnik purposive anthropometry meliputi
fakta, dan minat
penelitian ini, maka sampling yang berat badan, tinggi
penelitian ini bertujuan dilakukan adalah: (1) badan, dan BMI. Selain
untuk mengetahui Wanita sudah atau pengukuran
pengaruh latihan belum menikah di anthropometry,
olahraga rekreasi dan rentang usia 30-50 pengukuran tekanan
kesehatan terhadap tahun, 2. Terkenan dan darah juga dilakukan.
karakteristik mengalami dampak Sesi wawancara
antripometri dan respon bencana alam, (3) sebelum treatment,
stres pada masyarakat masih berada dalam dilakukan setelah sesi
di Kecamatan Sumur, kondisi penanganan pengukuran
Kabupaten bencana (mendapatkan anthropometry
Pandegglang, Provinsi bantuan pengungsian, dilakukan. Sesi

wawancara
Banten.
meliputi beberapa sampaikan secara lisan.
pertanyaan yang di Adapun pertanyaan-
pertanyaan yang di rekreasi)

dijalankan, Perhitungan dalam melakukan
sampaikan secara lisan, maka pengukuran post- menggunakan SPSS olahraga rekreasi
mengadopsi dan treatment dilakukan. software, V.21.0. selama 3 kali seminggu
mengikuti panduan Pengukuran post- dalam rentang waktu 16
yang diberikan oleh treament identik dan hari. Kuesioner
Skala PTSD untuk mengikuti alur HASIL DAN
Uji t-test
PEMBAHASAN
DSM-5 (CAPS-5) pengukuran pre- menunjukkan bahwa
Hasil
(Reisman, 2016), yang treament, dimana olahraga rekreasi dan
anthropometry dan
dianggap sebagai terdapat pengukuran Kesehatan dapat
tekanan darah peserta
standar emas untuk anthropometry, tekanan menurunkan tingkat
dapat dilihat pada
penilaian PTSD (tabel darah, dan keusioner bosan yang dialami
Table. 1. Sedangkan
pertanyaan dapat dilihat Skala PTSD untuk oleh participants. Hal
untuk perubahan point
pada tabel. 1). Setelah DSM-5 (CAPS-5). ini terbukti dengan
setiap pertanyaan (total
sesi pengukuran pre- menurunnya skala
STATISTIK ada 5 pertanyaan)
treatment selesai kebosanan dari rata-rata
ANALISIS
dapat dilihat pada
dijalankan, maka 4,8 ± 0,35 menjadi 3,3
Dalam Grafik. 1.
peneliti memberikan ± 0,49, dengan taraf
penelitian ini,
saran kepada kepala Anthropometry dan
menggunakan uji-t perbedaan (p = 0,001).
tekanan darah
regu penanganan untuk Sementara, meskipun
untuk membandingkan
memberikan jadwal Uji t-test
antara pre-dan post terlihat terdapat
olahraga rekreasi dan menunjukkan bahwa
treatment pada setiap penurunan prosentase,
kesehatan (bermain tidak ada perubahan
parameter, yaitu tinggi namun tidak terdapat
sepak bola, voli, yang signifikan antara
badan, berat badan, perbedaan yang
ataupun olahraga pre dan post-treatment,
BMI, tekanan sitolik, signifikan antara pre
kesehatan rekreasi untuk tinggi badan (p =
tekan diastolic, dan dan post pada skala
lainnya, yang 0,843), berat badan (p
point kuesioner. Traf pertanyaan kecemasan
dimainkan dengan = 0,955), BMI (p =
signifikan diterima pada (p = 0,533), kesedihan
tujuan bersenang- 0,822), tekanan sitolik
p < 0,005. (p = 0,075),
senang) selama (p = 0,941), dan tekan
kekhawatiran (p =
minimal 1 jam dalam diastolik (p = 0,834).
0,285), dan
satu hari (di sore hari), Hal ini menunjukkan
overthinking (p =
yang dilakukan selama bahwa tidak ada
0,571).
3 atau 4 kali pengaruh yang hasilkan
perminggu. Setelah
proses treatment Tabel 1.
Karakteristik
(olahraga Kesehatan anthropometry, dan
tekanan antripometri dan Pandegglang, terkait tidak ada

Provinsi Banten. perubahan yang
Berdasarkan tujuan signifikan terhadap
tersebut, terdapat anthropomethry,
beberapa temuan dan juga tekanan
darah sebelum dan respon stres pada
sesudah treatment. yang dihasilkan darah participants,
masyarakat di
Keterangan:
dalam penelitian mungkin kami dapat
Taraf signifikan Kecamatan Sumur,
diterima pada p<0,005 observasi kuantitif memberikan
Kabupaten
ini, diantaranya: (1) penjelasan melalui
olahraga kesehatan review yang
dan rekreasi yang dikeluarkan oleh
dilakukan selama 3 Zouhal, dkk
kali seminggu dalam (Zouhal et al., 2020)
rentang waktu 16 yang mengatakan
hari, dengan durasi 1 bahwa rata-rata
jam tidak memilik perubahan
efek signifikan pada karakteristik
anthropomethry, dan anthropometry pada
juga tekanan darah suatu individu
participants, (2) ketika melakukan
olahraga kesehatan exercises, dapat
Keterangan: dan rekreasi dapat terlihat pada durasi
Taraf signifikan membantu pekan minimal 6
diterima pada p<0,005
menurunkan secara minggu sampai
Gambar 1.
Prosedur signifikan terhadap dengan 12 minggu.
Penelitian tingkat kebosanan, Karena literasi
namun tidak tersebut, kami dapat
memiliki pengaruh menyimpulkan
DISKUSI signifikan terhadap bahwa, dikarenakan

kecemasan, olahraga yang
Penelitian ini
kesedihan, dilakukan oleh
bertujuan untuk
kekhawatiran, dan participants tidak
mengetahui pengaruh
overthinking. terprogram, dan
latihan olahraga
Menganalisis hanya untuk
rekreasi dan kesehatan
tentang hasil yang kesenangan dan
terhadap karakteristik
didapatkan ini, Kesehatan saja,
serta di sisi lain belum terjadi melakukan olahraga hanya melakukan

proses treatment dan perubahan kesehatan dan rekreasi. wawancara secara blind
pengamatan hanya karakteristik Dalam namun berdasarkan
dilakukan sekitar 15 anthropometry penelitian ini, kami konsep yang diberikan
hari, maka kami ataupun tekanan menyadari bahwa Skala PTSD untuk
dapat berasumsi terdapat beberapa DSM-5 (CAPS-5), dan
darah, dikarenakan konsep lingkungan yang kekurangan, seperti: (2) kami tidak
pendeknya waktu baik, serta dibebaskan (1) kami tidak mengukur karakteristik
treatment, dan konsep untuk berkomunikasi, melakukan wawancara fisiologi berdasarkan

olahraga yang tidak serta mengekspresikan dengan sangat spesifik, parameter pengukuran
dilakukan secara diri dalam berolahraga dalam penelitian ini, seperti pengukuran
sistematik atau secara total, dapat kami level kortisol,
terprogram. menurunkan tingkat endorphin, dll pada
Di sisi lain, kortisol seseorang. participants. Karena
penelitian yang kami Tingkat kortisol beberapa kekurangan
lakukan memberikan menurun menandakan tersebut, kami
suatu temuan yang frekuensi atau tingkat menyadari pentingnya
sangat menarik, yaitu stress seseorang penelitian selanjutnya
terjadinya penurunan menjadi lebih baik. yang dapat melengkapi
yang signifikan Meskipun dalam kekurangan dalam
terhadap tingkat penelitian ini, kami penelitian ini, sehingga
kebosanan participants tidak melakukan dapat menjawab
setelah melakukan pengukuran terhadap pertanyaan- pertanyaan
kegiatan olahraga tingkat stress yang yang belum dapat di
kesehatan, dan rekreasi. diambil dari kortisol temukan dalam
Temuan kami ini, saliva, namun kami penelitian ini.
mendukung penelitian dapat berasumsi bahwa KESIMPULAN
sebelumnya yang menurunya tingkat Observasi yang
dilakukan oleh Nia, kebosanan participants kami lakukan
dkk. (Ramania et al., akibat melakukan menemukan bahwa,
2020) Dalam penelitian gerakan olahraga, melakukan olahraga
tersebut, Nia, dkk berhubungan dengan rekreasi dan kesehatan
menjelaskan bahwa fungsi cortisol selama 15 hari dapat
dengan olahraga awakening response menurunkan secara
kesehatan yang (CAR), yang dapat signifikan terhadap
dirancang dengan menurun ketika tingkat kebosanan, serta
terdapat penurunan
terhadap tingkat
kecemasan, kesedihan,
kekhawatiran, dan
overthinking namun
tidak signifikan.
Dalam pengukuran
anthropometry dan
tekanan darah,
peneltian ini
menunjukkan tidak
terjadi perubahan yang
signifikan pada dua
variable pengukuran
tersebut.
UCAPAN TERIMA
KASIH
Peneliti
mengucapkan
terimakasih kepada
program pengabdian
masyarakat LPPM ITB
tahun 2019, yang telah
membiayai penelitian
ini.
DAFTAR PUSTAKA
BNPB. (2014). Petunjuk Teknis Pengumpulan Data dan Informasi Bencana.

BNPB. (2016). Risiko bencana indonesia. Church, D., Feinstein, D., Palmer-Hoffman,
J., Stein, P. K., & Tranguch, A. (2014). Empirically supported
psychological treatments the challenge of evaluating clinical
innovations. Journal of Nervous and Mental Disease, 202(10), 699–709.
https://doi.org/10.1097/NMD.00000000 00000188
Church, D., Stapleton, P., Mollon, P., Feinstein, D., Boath, E., Mackay, D., & Sims, R.
(2018). Guidelines for the Treatment of PTSD Using Clinical EFT (Emotional
Freedom Techniques). Healthcare, 6(4), 146.
https://doi.org/10.3390/healthcare60401 46
Clond, M. (2016). Emotional freedom techniques for anxiety a systematic review with
meta-analysis. Journal of Nervous and Mental Disease, 204(5), 388–395.
https://doi.org/10.1097/NMD.00000000 00000483
Dunlop, B. W., Kaye, J. L., Youngner, C., & Rothbaum, B. (2014). Assessing
treatment-resistant posttraumatic stress disorder: The emory treatment resistance
interview for PTSD (E- TRIP). Behavioral Sciences, 4(4), 511–
527. https://doi.org/10.3390/bs4040511 Eftekhari, A., Ruzek, J. I., Crowley, J. J.,
Rosen, C. S., Greenbaum, M. A., & Karlin, B. E. (2013). Effectiveness of national
implementation of prolonged exposure therapy in veterans affairs care. JAMA
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G., … Koenen, K. C. (2017). Trauma and PTSD in the WHO World Mental Health Surveys.
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Volume 10, Nomor 01, Juni 2019
Hal. 67-73
PENGARUH METODE SIMULASI BENCANA BANJIR

TERHADAP TINGKAT KESIAPSIAGAAN
MAHASISWA
PROGRAM STUDI ILMU KEPERAWATAN FIK UNIPDU JOMBANG
(The Effect of Simulation Method For Flood Disaster Preparedness

Towards Nursing Students Faculty Of Health Sciences Unipdu, Jombang)
Sufendi Hariyanto *, Kurniawati*
* Fakultas Ilmu Kesehatan Unipdu Jombang, Email: mazsufendi@gmail.com
ABSTRAK
Indonesia memiliki risiko tinggi akan terjadi bencana alam. Tatanan geologi
menjadikan permukaan alam bergunung-gunung dan berlembah yang menyebabkan
potensi untuk banjir. Banjir merupakan salah satu bencana alam yang paling sering
terjadi. Perilaku kesiapsiagaan adalah salah satu cara untuk mengurangi risiko bencana.
Mahasiswa keperawatan sebagai calon perawat memiliki peran penting dalam
penanggulangan bencana. Dalam proses pembelajaran dibutuhkan metode yang tepat
agar mahasiswa memahami dan siap dalam menghadapi bencana. Salah satu metode
pembelajaran yang bisa diberikan adalah metode simulasi. Metode simulasi dilakukan
untuk meningkatkan kesiapsiagaan mahasiswa dalam menghadapi bencana. Tujuan
penelitian ini untuk mengetahui pengaruh metode simulasi bencana banjir terhadap
tingkat kesiapsiagaan mahasiswa program studi ilmu keperawatan FIK Unipdu Jombang.
Jenis penelitian ini adalah penelitian pra eksperimen dengan pendekatan one
group pra-post test design. Populasinya adalah seluruh Mahasiswa Program Studi Ilmu
Keperawatan semester 8. Sampelnya adalah Mahasiswa Program Studi Ilmu
Keperawatan semester 8 yang memenuhi kriteria penelitian. Tehnik sampling
menggunakan Probability Sampling (systematic simple random sampling). Pengumpulan
data dalam penelitian ini dilakukan dengan pemberian kuisoner sebelum dilakukan
metode simulasi bencana banjir, kemudian dilakukan simulasi bencana banjir. Setelah
simulasi mahasiswa diberikan kuesioner lagi untuk mengetahui tingkat kesiapsiagaan
mahasiswa dalam menghadapi bencana banjir. Analisis dengan menggunakan uji
statistik Wilcoxon Signed rank Test dengan tingkat kemaknaan ρ<0.05.
Hasil dari uji statistic Wilcoxon Signed rank Test didapatkan ρ = 0,000 yang
berarti terdapat pengaruh metode simulasi bencana banjir terhadap tingkat
kesiapsiagaan Mahasiswa Program Studi Ilmu Keperawatan FIK Unipdu Jombang.
Tingkat kesiapsiagaan bencana Mahasiswa Program Studi Ilmu Keperawatan FIK

Unipdu Jombang mengalami peningkatan setelah dilakukan simulasi bencana banjir.
Hasil dari penelitian ini menjelaskan pentingnya menerapkan metode pembelajaran
simulasi yang melibatkan pada tiga aspek yaitu pengetahuan, ketrampilan dan sikap
dimana mahasiswa bermain peran mengenai suatu tingkah laku yang dilakukan seolah-
olah dalam keadaan yang sebenarnya.
Kata Kunci: metode simulasi, bencana banjir, kesiapsiagaan mahasiswa

ABSTRACT
Indonesia has a high risk of natural disasters. The geological condition makes a
natural surface of mountains and valleys that induced potential for flood disaster. Flood
is one of the most frequent natural disasters. Preparedness behavior is one way to
reduce disaster risk. Nursing students as nurse candidates have an important role in
disaster management. In the learning process required a right method for students to
understand and ready to face of disaster. One of the learning methods that can be given
is a simulation method. The simulation method used to improve student preparedness in
facing disaster. The purpose of this study to analyze an effect of simulation method for
flood disaster preparedness on nursing students, Faculty of Health Sciences, Universitas
Pesantren Tinggi, Darul Ulum.
67
This study was pre-experimental research with one group pre-post test design
approach. The population was all of Nursing Students, in 8 semesters. Sampling
technique used Probability Sampling (systematic simple random sampling). Data
collection was conducted by giving questionnaire before and after an intervention. The
analysis used Wilcoxon Signed-rank Test with significance level ρ <0.05.
The result of Wilcoxon Signed-rank Test statistic test obtained ρ = 0,000 which
means there was an effect of simulation method of flood disaster preparedness towards
nursing students.
Disaster preparedness level of nursing students increased after simulation of a

flood disaster. The results of this study explain importance of applying simulation
learning method which involves three aspects, namely knowledge, skill, and attitude,
especially with roleplay like in a real situation.
Keywords: simulation method, flood disaster, student preparedness, nursing student
PENDAHULUAN banjir tersebut mengganggu aktifitas

manusia dan bahkan membawa
Indonesia memiliki resiko
tinggi akan terjadi bencana alam. Hal
ini disebabkan banyak hal, mulai dari
kondisi alam sampai kesalahan
manusia itu sendiri. Secara geologis,
klimatologis, dan geografis, wilayah
Indonesia tergolong rentan bencana.
Hujan di atas normal bertempo lama,
didukung kemiringan bukit, dan
terbatasnya tutupan lahan
menimbulkan gerakan- gerakan
tanah.
Tatanan geologi di Indonesia
yang menjadikan permukaan alam
Indonesia bergunung-gunung dan
berlembah dengan berbagai sungai
menyebabkan potensi untuk
mengalami banjir bandang, longsor
dan erosi. Banjir bandang merupakan
salah satu jenis bencana alam yang
sering (60%) terjadi di Indonesia
(Hadisusanto, 2011). Selain itu,
banjir menjadi masalah dan
berkembang menjadi bencana ketika
68
korban jiwa dan harta benda 2.210.114 orang. Sedangkan
(Sobirin, 2009). kerugian ekonomi meliputi rusaknya
Badan rumah (rusak berat (2.071 unit),
rusak sedang (1.018 unit), rusak
Nasional Penanggulanagn
ringan (5.242 unit), terendam
Bencana (BNPB) mencatat
(214.079 unit), fasilitas kesehatan
sampai bulan Oktober 2016
sebanyak 16 unit, fasilitas
terjadi bencana banjir sebanyak
keperibadatan 119 unit dan fasilitas
639 kali yang menyebabkan
pendidikan sebanyak 277 unit
terjadinya korban jiwa maupun
(BNPB, 2016).
kerugian ekonomi. Korban jiwa
Profesi keperawatan bersifat
terdiri dari korban meninggal dan
luwes dan mencakup segala kondisi,
hilang sebanyak 134 orang, luka-
dimana perawat tidak hanya terbatas
luka sebanyak 104 orang dan
pada pemberian asuhan dirumah
jumlah korban yang mengungsi
sakit saja melainkan juga dituntut
sebanyak
mampu bekerja dalam kondisi siaga keperawatan yang membahas tentang
tanggap bencana. Situasi penanganan manajemen dan kesiapsiagan bencana.
antara keadaan siaga dan keadaan Agar proses belajar mengajar dapat
normal memang sangat berbeda, terlaksana dengan baik dan mencapai
sehingga perawat harus mampu sasaran, maka faktor yang harus
secara skill dan teknik dalam diperhatikan adalah metode mengajar.
menghadapi kondisi seperti ini. Salah satu metode pembelajaran yang
Kegiatan pertolongan medis dan bisa digunakan adalah metode
perawatan dalam keadaan siaga pembelajaran simulasi. Menurut Nana
bencana dapat dilakukan oleh proesi Sudjana (2000) simulasi merupakan
keperawatan. Berbekal pengetahuan metode mengajar untuk menjelaskan
dan kemampuan yang dimiliki sesuatu melalui perbuatan atau proses
seorang perawat bisa melakukan tingkah laku yang dilakukan seolah-olah
pertolongan siaga bencana dalam dalam
berbagai bentuk.
Mahasiswa Keperawatan
merupakan calon perawat yang akan
memiliki peran penting dalam
kesiapsiaganan penanganan bencana.
Keperawatan kritis 2 merupakan
salah satu mata kuliah semester 8
pada kurikulum progam studi ilmu
69
keadaan yang sebenarnya. dalam penelitian ini adalah seluruh
Metode simulasi bencana banjir mahasiswa prodi ilmu keperawatan
yang semester 8 Fakultas Ilmu Kesehatan
diajarkan kepada mahasiswa Unipdu Jombang. Pada penelitian ini
diharapkan dapat meningkatkan sampel yang diambil adalah sebagian
pemahaman dan kesiapsiagaan mahasiswa prodi ilmu keperawatan
bencana pada mahasiswa. semester 8 Fakultas Ilmu Kesehatan
Penelitian ini bertujuan Unipdu Jombang. Sampling
untuk menganalisis pengaruh penelitian ini adalah Sistematic
metode simulasi bencana banjir Simple Random Sampling. Besar
terhadap kesiapsiagaan sampel 42 responden.Variabel
mahasiswa progam studi ilmu Independen penelitian ini adalah
keperawatan FIK Unipdu metode simulasi bencana
Jombang. banjir.Variabel dependen adalah
tingkat kesiapsiagaan mahasiswa.
METODE DAN ANALISA Tahap pengumpulan data tentang
Jenis penelitian yang tingkat kesiapsiagaan mahasiswa
digunakan adalah pra eksperimen sebelum dilakukan metode simulasi
dengan pendekatan one group bencana banjir melalui kuesioner
pra- post test design Populasi
kemudian dilakukan simulasi, setelah
dilakukan metode simulasi diberikan HASIL DAN PEMBAHASAN
kuesioner untuk mengevaluasi
tingkat kesiapsiagaan mahasiswa Hasil Penelitian
dalam menghadapi bencana banjir. Tabel 1 Tingkat Kesiapsiagaan
Setelah itu menganalisis hasil dari Sebelum Simulasi
Tingkat Frekuensi Porsentase
kuesioner sebelum dan setelah
Kesiapsiagaan
Baik 4 simulasi9,50%
dilakukan metode bencana
Cukup 17 40,50%
banjir terhadap tingkat kesiapsiagaan
Kurang 21 50%
bencana pada mahasiswa.
Total 42 100 %
Setelah data terkumpul, data
diuji dengan menggunakan SPSS,
Berdasarkan tabel 1
dengan uji statistic Wilcoxon dengan
menunjukan bahwa tingkat kesiapsiagaan
tingkat kemaknaan ρ = 0.05 bila hasil
mahasiswa sebelum dilakukan simulasi
yang diperoleh ρ < 0,05 maka Ho
setengahnya 21 responden (50%)
ditolak berarti ada pengaruh metode
memiliki tingkat kesiapsiagaan kurang.
simulasi bencana banjir terhadap
70
Tabel 2 Tingkat hasil ρ = 0,000 yang berarti ada
Kesiapsiagaan
pengaruh metode simulasi bencana
Setelah Simulasi
Tingkat Frekuensi Porsentase banjir terhadap tingkat kesiapsiagaan
Kesiapsiagaan
Baik 25 59,50% mahasiswa progam studi ilmu
Cukup 15 35,70% keperawatan FIK Unipdu Jombang.
Kurang 2 4,80%
Total 42 100 % Pembahasan
Berdasarkan hasil penelitian
Berdasarkan tabel 2 terdapat perbedaan tingkat
menunjukan bahwa tingkat kesiapsiagaan mahasiswa dalam
kesiapsiagaan mahasiswa menghadapi bencana banjir dengan
setelah dilakukan simulasi nilai signifikansi ρ = 0,000. Nilai
sebagian besar 25 responden rata-rata sebelum dilakukan simulasi
(9,50%) memiliki tingkat adalah 64,52 dan setelah dilakukan
kesiapsiagaan baik. simulasi adalah 78,45.
Pengaruh Metode Progam Studi Ilmu
Simulasi Bencana Banjir Keperawatan merupakan pendidikan
terhadap Tingkat Kesiapsiagaan akademik profesional dengan proses
Mahasiswa Sesuai dengan uji pembelajaran yang menekankan pada
analisi wilcoxon didapatkan
tumbuh kembang kemampuan Terdapat beberapa mata kuliah dalam
mahasiswa untuk menjadi seorang tahap akademik sebagai mata kuliah
akademisi dan profesional. Kerangka penciri institusi. Salah satu mata kuliah
konsep Pendidikan keperawatan tersebut adalah mata kuliah kritis 2.
yang meliputi falsafah keperawatan Mata kuliah kritis 2 ditempuh di
sebagai profesi, dan keperawatan semester delapan. Menurut Pupuh
sebagai bentuk pelayanan (2011) agar proses belajar mengajar
professional, hal ini sebagai wujud dapat terlaksana dengan baik dan
landasan tumbuh kembang mencapai sasaran, maka salah satu
kemampuan yang akan faktor penting yang harus diperhatikan
mempengaruhi isi kurikulum dan adalah menentukan metode
pendekatan utama dalam proses pembelajaran yang tepat.
pembelajaran. Selama proses Pembelajaran yang efektif harus
pendidikan ditempuh melalui tahap memiliki rencana dan strategi khusus
akademik dan profesi. Jumlah serta memiliki pola umum guna
semester dalam tahap akademik mencapai tujuan pembelajaran yang
sebanyak delapan semester dan dua baik. Dalam penerapan strategi
semester dalam tahap profesi. pembelajaran pendidik perlu
71
memilih, model-model menghadapi bencana. Teknik
pembelajaran yang tepat, metode simulasi digunakan dalam semua
mengajar yang sesuai dan teknik- sistem pengajaran, terutama dalam
teknik mengajar yang menunjang desain instruksional yang
pelaksanaan metode mengajar. berorientasi pada tujuan-tujuan
Untuk menentukan strategi tingkah laku. Latihan-latihan
pembelajaran yang tepat, keterampilan menuntut praktik yang
pendidik mempertimbangkan dilaksanakan di dalam situasi
akan tujuan, karakteristik peserta kehidupan nyata (dalam pekerjaan
didik, materi pelajaran dan tertentu), atau dalam situasi simulasi
sebagainya agar strategi yang mengandung ciri-ciri situasi
pembelajaran tersebut dapat kehidupan senyatanya. Latihan-
berfungsi maksimal. latihan dalam bentuk simulasi pada
Metode pembelajaran dasarnya berlatih melaksanakan
dalam mata kuliah kritis 2 tugas-tugas yang akan dihadapi
meliputi metode ceramah, diskusi dalam kehidupan sehari-hari. Teknik
dan juga metode simulasi. simulasi digunakan pada empat
Metode simulasi diterapkan kategori keterampilan, yakni
dalam upaya meningkatkan kognitif, psikomotorik, reaktif, dan
kesiapsiagaan mahasiswa dalam interaktif. Keterampilan-
keterampilan tersebut diperlukan terluka, dan upaya-upaya yang
untuk mengembangkan dilakukan untuk pemulihan secara cepat.
keterampilan-keterampilan produktif Kesiapsiagaan (preparedness)
yang lebih kompleks (Hamalik, menghadapi banjir adalah kegiatan yang
2008:196). dilakukan dalam rangka mengantisipasi
Metode simulasi mengajarkan bencana banjir sehigga tindakan yang
mahasiswa tentang ketrampilan dilakukan pada saat dan setelah terjadi
dalam menghadapi bencana banjir. banjir dilakukan secara tepat dan efektif,
Menurut Nurjannah dalam Ristyani yang dilakukan tenaga ahli dan personil
(2016) hal-hal yang dapat dilakukan atau tenaga lapangan. Tenaga ahli yang
untuk meningkatkan kesiapsiagaan diperlukan adalah tenaga ahli yang
dalam menghadapi bencana antara memenuhi kualifikasi dibidangnya,
lain pelatihan mengenai bagaimana salah satunya adalah perawat (Colombo,
menyelamatkan diri sendiri dan 2012). Menurut LIPI-
orang lain, koordinasi antara pihak UNESCO/ISDR (2006) terdapat 5 faktor
terkait, menyiapkan perlengkapan kritis kesiapsiagaan untuk
darurat, bagaimana memberikan
pertologan pertama pada orang yang
72
mengantisipasi bencana alam, mempersiapkan kesiapsiagaan
seperti bencana banjir, yaitu: perawat harus dimulai sejak tahap
pengetahuan dan sikap terhadap pendidikan akademik maupun
risiko bencana, kebijakan dan profesi. Dengan demikian, pemilihan
panduan, rencana untuk keadaan
darurat bencana, sistem
peringatan bencana dan
kemampuan untuk memobilisasi
sumber daya.
Metode simulasi bencana
banjir diterapkan kepada
mahasiswa dan dilakukan
didaerah rawan banjir. Mahasiswa
di hadapkan pada kondisi nyata
daerah yang berisiko mengalami
bencana banjir. Tingkat
kesiapsiagaan mahasiswa
meningkat setelah dilakukan
metode simulasi. Dilihat dari
hasil pengetahuan, seorang
perawat bisa melakukan
pertolongan pada bencana dalam
berbagai bentuk sesuai dengan
kemampuan dan ilmu yang
dimiliki.
KESIMPULAN DAN SARAN
Kesimpulan
Pemberian metode
simulasi bencana banjir
memberikan pengaruh terhadap
Perawat dianggap sebagai salah
satu profesi kesehatan yang harus
disiapkan untuk menghadapi dan
menangani bencana alam.
Dalam
73
Proceedings of the 5th NA International Conference on Industrial Engineering and Operations Management
Detroit, Michigan, USA, August 10 - 14, 2020
metode pembelajaran yang tepat dapat merpersiapkan mahasiswa sebagai calon perawat
profesional yang siap menghadapi bencana.
Saran
Perlu mengembangkan metode pembelajaran yang lain untuk meningkatkan

kesiapsiagaan mahasiswa keperawatan dalam menghadapi bencana. Pembelajaran tentang
kesiapsiagaan mahasiswa keperawatan dalam menghadapi bencana perlu di tingkatkan,
sebagai upaya kesiapsiagaan mahasiswa dalam menghadapi bencana di lapangan.
KEPUSTAKAAN
BNPB. 2016. Info Bencana. Jakarta: Pusdatinmas Badan Nasional Penanggulangan Bencana.
Hadisusanto, Nugroho. 2011. Aplikasi Hidrologi. Yogyakarta: Jogja Media Utama.
Hidayati, Deni. 2008. Jurnal Kependudukan Indonesia. Kesiapsiagaan Masyarakat Paradigma

Baru pengelolaan Bencana Alam di Indonesia.
IDEP. 2007. Banjir, Peranan Masyarakat Saat Terjadi Banjir. Bali: Indonesian Development of
Education and Permaculture.
Khambali. 2017. Manajemen Penanggulangan Bencana. Yogyakarta: ANDI.
LIPI, UNESCO/ ISDR. 2006. Kajian
Kesiapsiagaan Masyarakat Dalam Menghadapi Ancaman Bencana Alam. Jakarta:

LIPI Press.
Notoatmodjo, S. 2012. Metodologi Penelitian Kesehatan. Jakarta: PT. Rineka Cipta.
Nurjannah, Sugiarto, R., Kuswanda, D., BP, S., & Adikoesoemo. 2013. Manajemen
Bencana. Bandung: Alfabeta.
Pakaya, R. S. 2007. Pedoman Teknis Penanggulangankrisis kesehatan akibat bencana
"Panduan bagi petugas

Kesehatan Yang bekerja
dalam Penanganan Krisis Kesehatan Akibat Bencana di Indonesia". Jakarta:
Departemen Kesehatan RI.
© IEOM Society
2531
Pupuh, Faturohman. 2011. Strategi Belajar Mengajar. Bandung: PT Refika Aditama.
Ramli S. 2011. Pedoman Praktis Manajemen Bencana. Jakarta: Dian Rakyat.
Sobirin, Ahmad. 2007. Budaya Organisasi Pengertian, Makna dan Aplikasinya Dalam
Kehidupan
Organisasi. Yogyakarta: IBPP STIM YKPN.
Steward, D & Wan, T.T. 2007. The Role of Simulation and Modeling in Disaster
Management. J Med Syst. 3, 125 -130.
Yurianto, D. A. 2016. Sudah siapkah kita menghadapi banjir? Jakarta: pusat krisis
kesehatan kementrian kesehatan republik indonesia.
© IEOM Society
2532
Disaster Preparedness Behavior Based on the Disaster Mitigation

And Disaster Preparedness Attitudes Of Students Of
Madrasah Aliyah (Ma) In The City Of Bogor
Rita Retnowati
Senior lecturer in the graduate program in environmental management and responsible for
courses in biology, Universitas Pakuan, Indonesia
ritaretnowati@unpak.ac.id
Lufty Hari Susanto

Lecturer in the study program on the teaching of Biology, Faculty of Teaching and Education,
Pakuan University, Indonesia

luftyhari@unpak.ac.id
Ekamilasari
Student of Natural Sciences Study Program, Pakuan University, Indonesia
ekamilasari23@gmail.com
Abdul Talib Bon

Department of Production and Operations, University Tun Hussein Onn Malaysia, Malaysia
talibon@gmail.com
Abstract
Indonesia is a country prone to natural disasters. Indeed, Indonesia has a geological position
which is located at the confluence of three large tectonic plates, namely the Indo-Australian
Plate, the Eurasian Plate, and the Pacific plate and is located in a series of rings of fire which s
'extend along the Pacific Plate, which is the most active tectonic plate in the world. This causes
frequent earthquakes and can cause tidal waves if the plates move in the ocean. Disaster
preparedness is something everyone must have, including students. This study aims to obtain
© IEOM Society
2533
information on the relationship between knowledge about disaster mitigation and preparedness
attitudes with disaster alert behavior and the factors that influence disaster alert behavior. The
population of this study was all students of class XI MIPA MA of the 2018/2019 school year of
Bogor City, with a total sample of 357 respondents. The results showed that: 1). There is a
positive relationship between knowledge about disaster mitigation and disaster alert behavior
with a regression equation Ŷ = 72.02 + 1.30 X1, the value of the correlation coefficient (ry 1) =
0.482, and the coefficient of determination (r2) = 23.6%. 2) There is a positive relationship
between the attitude of disaster preparedness and the behavior of disaster preparedness with the
regression equation Ŷ = 35.58 + 0.59 X2, the value of the correlation coefficient (ry2) = 0.421
and the coefficient of determination (r2) = 17.749%. 3) There is a positive relationship between
knowledge about disaster mitigation and attitude towards disaster preparedness as well as
disaster preparedness behavior. Regression equation Ŷ = 39.46 + 1.01 X1+ 0.39 X2 . The value
of the correlation coefficient (ry.12) = 0.548 and the coefficient of determination (r2) = 29.7%.
Keywords:
Disaster preparedness behavior, Knowledge of disaster mitigation, Attitude towards disaster
preparedness
1. Introduction
Indonesia is one of the countries prone to natural disasters, because, geographically,
Indonesia is an archipelago flanked by two vast oceans of the world, namely the Indian Ocean
and the Pacific Ocean. Indonesia also has a geological position which is located at the confluence
of three large tectonic plates, namely the Indo-
© IEOM Society
2534
Australian Plate, the Eurasian Plate, and the Pacific plate and is located in a series of rings of fire
which extend along the Pacific Plate, which is the most active tectonic plate in the world. The
tectonic activity that occurs causes volcanic arcs that are part of a series of volcanoes throughout
the Asia-Pacific region, often called the Ring of Fire or Pacific Circum series (Amri, Bird,
Ronan, Haynes, & Towers, 2017). This causes frequent earthquakes and can cause tidal waves if
they occur in the ocean. Indonesia is also located on the equator, so its territory is tropical.
During the rainy season, when rainfall is high, this condition triggers tornadoes, floods, and
landslides. During the dry season and low rainfall, drought, forest, and land fires occur. During
the transition season, the natural phenomenon of a tornado becomes a threat of disaster
(Theophilus Yanuarto, Sridewanto Pinuji, Andri Cipto Utomo, Ignatius, 2018).
Environmental damage tends to worsen with increasing human activity, triggering an
increasing number of events and the intensity of hydrometeorological disasters (floods,
landslides, and drought), which occur alternately in many regions of the world. 'Indonesia. Based
on National and Disaster data (2018) in the past ten years from 2009 to 2018, the most
significant number of disasters in 2017 amounted to 2,853 events, while the second-largest
number of disasters was in 2018, which is not very different from the previous year with the
number of 2572 events with hydrometeorological disasters was around 95.45%. The rests were
geological disasters or about 4.55% of events, and these events, West Java, became the third
position for the most significant number of events in Indonesia after Central Java and East Java
with 338 catastrophic event events. The disasters in West Java were dominated by
hydrometeorological disasters, and in 2018, around 99.11% were hydrometeorological disasters
while the rest were geological disasters that did not even reach 1%.
In 2018, the number of disasters in West Java was 338, Bogor being the region that
contributed the most to 78 events, or around 23% of disasters in West Java and all were
hydrometeorological disasters (Nasional & Bencana, 2018) Bogor is more prone to
hydrometeorological disasters such as floods, landslides, and tornadoes. This is evidenced by the
series of natural disasters that occurred in Bogor, West Java, throughout 2018. Frequent rainfall
combined with high intensity makes the land easy to move in order to cause landslides.
Landslides generally occur in the peak area because their hills are steep, increasing the risk of
landslides.
Disasters in any form will undoubtedly hurt humans. Disasters can happen anytime,
anywhere, and can happen to anyone. Disasters can be minimized at risk. Disaster risk reduction
can be achieved by improving disaster preparedness. The lack of community preparedness for
disasters is a factor that makes disaster risks significant. So far, disaster management has only
been done more often after a disaster. This can be seen from the weak disaster alert behavior as
they do not know what to do in the event of a disaster. Lack of public knowledge and awareness
of the importance of maintaining natural resources makes natural conditions increasingly prone
to disasters. This condition illustrates the community's low level of preparedness, which
considerably affects the number of victims of disasters.
Disaster preparedness is in everyone's interest because a disaster can happen to anyone,
anytime, and can happen anywhere. The role of education is very influential in achieving disaster
preparedness. In disaster mitigation education, individual preparation will be strengthened in
learning. The knowledge, skills can demonstrate individual disaster preparedness and abilities
acquired through learning and experience that are effectively applied during emergencies.
According to Chou, Yang, & Ren (2015), when global climate change exacerbates the potential
for damage from natural disasters, there is a need to maintain investment in disaster prevention
education. Disaster education needs to be expanded. Based on the study results, there is a need to
review practical implementation experience and the literature on learning theory associated with
disaster problems.
Children are the most vulnerable age at risk of becoming a victim of a disaster. Therefore,
educating students about disaster mitigation is a step to reduce disaster risk. Preparing students
for disasters is necessary to reduce the risk of disasters at all times. According to Shoji, Takafuji,
& Harada (2020), students tend to study on their own and have a deep understanding of disaster
risk. There must be a particular disaster education program for students who are in disaster-prone
areas.
Knowledge of disaster mitigation is a factor that influences preparedness. The knowledge
possessed can generally influence people's attitudes and behaviors so that they are ready to
anticipate disasters. Disaster preparedness can be improved by increasing disaster preparedness
behavior. If disaster alert behavior can be improved, disaster risk can be minimized. According
to Tsai, Chang, Shiau, & Wang (2019), disaster education is the most effective disaster
management process. However, learning using traditional methods is not enough to transmit past
experiences and arouse student interest; more interesting education is needed to motivate
students to learn more about disaster issues. According to research by Kamil, Utaya, & Utomo
(2019), improving knowledge of disasters can improve students' skills in disaster response. The
results showed a 91.6% increase in students' knowledge and understanding through geographic
literacy. It is therefore planned that teachers will be able to use teaching materials based on
geographic perspectives to strengthen students' knowledge in the event of a disaster.
Preparedness is an effort to anticipate disaster to avoid loss, loss of property, and changes in
people's lives. Husna et al. (2011), Preparing to cope with a disaster is an individual or group
condition with physical and psychological capacities to cope with disasters. Based on research
results, Liou, Liu, Tsai, Chu, & Cheng (2020) show that stress, when a disaster occurs, is
negatively correlated with competence to manage a disaster and motivation to get involved in
disaster management. This means that disaster preparedness is essential to avoid someone's stress
during a disaster, which can have counterproductive results in disaster management.
Preparation must be done in various communities, not just at the community level. The
school community must also be prepared to create school residents from school principals,
teachers, staff, and students who are prepared and alert to disasters. The absence of particular
subjects on environmental education in the event of an informal disaster education has
contributed to the lack of sensitivity of the conscience of our young generation to take care of the
preservation and preservation of the environment. Disaster-based environmental education to
reduce the risk of disasters in childhood is essential (Kamil et al., 2019).
Preparedness is an action that enables governments, organizations, communities,
communities, and individuals to respond quickly and effectively to a disaster situation. Disaster
management plans include preparedness actions. The concept of preparedness used here is
further emphasized when preparing for the ability to conduct emergency response activities
quickly and accurately. Emergency response activities include action steps immediately before a
disaster, during a catastrophic event, and actions taken immediately after a disaster has occurred
(Jeannette Sutton and Kathleen Tierney, 2006).
The role of education is very influential in achieving disaster preparedness, and in reducing
disaster risk, there are three stakeholders, namely individuals and households, government, and
the school community. Individuals and households are subjects and objects of preparation
because they directly affect disaster risks. The government has an important role to play in
ensuring the availability of community needs before, during, and after a disaster. Schools are
stakeholders who play a role as sources of knowledge and disseminate knowledge about
disasters. Schools have a role as a practical guide in disaster management (Shoji et al., 2020).
Insufficient preparation can have an impact on the magnitude of disaster risks. The low
value of the readiness index at the school community level has implications for the importance of
the roles and responsibilities of government, the community, and the school community in
various institutions. These facilities can take the form of political support to schools on the
importance of implementing a disaster education program in each subject. This is inseparable
from the role of the school community as an actor in central increasing disaster preparedness.
According to Muñoz et al. (2019), Brazil encourages schools to become producers of knowledge
in disaster education.
The education function is one of the best media for preparing communities for disasters. In
disaster education, individual readiness levels will be discussed, which will then be improved in
learning. The knowledge and skills also demonstrate individual disaster preparedness and
abilities acquired through experiential learning, which are effectively applied during
emergencies. According to Sonneborn, Miller, Head, & Cross (2018), nurses and all staff are in
urgent need of disaster education and training methods when faced with training or face-to-face
education models.
Disaster mitigation is a series of efforts aimed at reducing disaster risk through physical
development and awareness and the ability to respond to disaster threats. Disaster mitigation is
an activity that acts as an action to reduce the impact of disasters, or efforts to reduce the victims
of disasters, both deaths, and property. The first step we need to take to carry out disaster
mitigation actions is to carry out a disaster risk assessment of the area. Disaster (risk) is the
potential loss incurred due to a disaster in an area and a specific period which can take the form
of death, injury, illness, death threats, loss of security, displacement, damage or loss of property
and disruption of community activities, which are the result of a combination of hazards,
vulnerabilities and capacities in the area ((P2MB) & Indonesia, 2010).
Wu, Wang, Gao, Guo, & Xue (2019) stated that when global warming occurs, the frequency
of natural disasters increases. One of the essential approaches in disaster management is to
prevent disasters and reduce losses due to disasters through public finances. However, the
optimal proportion of disaster prevention and mitigation spending is a complicated issue of
public concern. According to Tanaka (2005), individual preparation is necessary to reduce the
risks due to the impact of disasters. Based on the results of the study of American respondents,
the availability of goods is relatively good, while in Fukui, the community is slightly more ready
for housing, social activities, and educational resources. According to Teo, Goonetilleke,
Deilami, Ahankoob, & Lawie (2019), the government, as decision-makers, needs to consider
how different ethnic groups understand and prepare for disaster management and communication
plans need to be designed to adapt to all ethnic groups in society.
In addition to knowledge of disasters and the attitude of preparedness towards disasters, it is
suspected that there are other factors related to disaster preparedness behavior. Therefore, a study
was conducted explanatory
sequentially to determine the relationship between knowledge of disaster mitigation and disaster
preparedness attitudes with disaster preparedness behavior, as well as knowledge of other factors
related to disaster alert behavior.
2. Research methods
This research was conducted in January-June 2019. The population of this study was all
students of class XI MIPA MA MA in the city of Bogor during the 2018/2019 academic year
with a total sample of 357 respondents. The research design uses a sequential explanatory mixing
method (quantitative-qualitative), which is a combination of quantitative and qualitative research
methods in order to obtain complete, valid, reliable, and objective research data (Meissner,
Creswell, Klassen, Plano, & Smith, n.d.). The research variables consist of two independent
variables, such as knowledge of disaster mitigation as the first independent variable (X 1)and the
attitude of disaster preparedness as the second independent variable (X2)while the behavior of
disaster preparedness as a dependent variable (Y).
Problems/potential theoretical Data

, formulation of the foundations and collection
Results of test
problem hypotheses and analysis
hypotheses
of
quantitative
data
of qualitative data
Identification of Collection and analysis analysis of
research data sources quantitative and Conclusions and
qualitative data suggestions
Figure 1. Research steps in the design sequential

explanatory Source : (John W. Creswell, Vicki L
Plano Clark, 2007)
3. Results and Discussion

3.1 Analysis of the relationship between knowledge mitigation (X 1) to perform disaster (Y) a simple linear
regression analysis of behavioral science disaster mitigation produces Ŷ= 72.02+ 1.30 X1. Test the meaning and
linearity of the equation The regression was performed using the F test.
The relationship was declared significant if the Fvalue calculated was higher than the du Fvaluable,
at significance level α = 0.05. At the same time, the regression equation was said to be linear if
the Fvalue calculated was less than the du F value.table based on the test using analysis of variance
(ANAVA), the results obtained in table 1.
Table 1. ANAVA for the significance and variables of the pure linear regression test
Knowledge of disaster mitigation and disaster mitigation behavior with regression equations Ŷ
= 72.02 + 1.30 X1
Ftable
Variant
df SS ANS Fvalue α= α= Conclusion
Resources 0.01 0.05
Total (T) 207 1987047 9599.261
Regression (R) 1 1942235 1942235
Regression
(b|a) 1 10423.90 10423.90
62.14** 6.76 3.89 Very significant
Remainder (R) 205 34388.31 167.75
Tuna Match
(TM) 22 5274.00 239.73
1.51ns 1.93 1.60 Linear
Error (E) 183 29114.31 159.09
** : Regression is very significant (Fvalue > Ftable)
ns : non significant / regression is linear (Fhitung
< Ftable) df : degree of freedom
SS : sum of squares
ANS : average number of squares
Based on the results of the significance test above, it was found that the F value calculated was
62.14 while the Ftable with the numerator dof = 1 and the denominator dof = 205 at the
significance level α = 0.01 is 6.76 and at significance level α = 0.05 is 3.89. Thus, the price F value
> Ftable, this shows that the equation Ŷ = 72.02 + 1.30 X 1 can be used as a reference to predict the
mitigation behavior of disasters thanks to the knowledge of the mitigation of disasters. The
Disaster Mitigation Behavior
regression linearity tests obtain the results Fvalue = 1.51, which is less than the Ftable (0.05) (22.183) = 1.70.
1
Thus, we can say that the regression equation 0 Ŷ6 = 72.02 + 1.30 X 1 is linear. The regression
equation shows that each increase in a disaster 14 mitigation knowledge score will result in a 1.30
increase in the disaster mitigation behavior 0 score to a constant of 72.02, as in the following
12
graph. 0
10
0
80
60
40
20
0 Ŷ
X =
72
Kn .0
1
ow 05 2
le 10 +
d 1.
ge 1 3 0
of 520
Di 2
sa 530
st 35
er
M
iti
ga
tio
n
Figure 2. Regression graph between knowledge of disaster mitigation and disaster mitigation
behavior
The strength of the relationship between the Knowledge Disaster Mitigation and Disaster
Mitigation Behavior variable is illustrated by the correlation coefficient ry.1 = 0.482y.1 with the
coefficient of determination r2 = 0.2326. This means that knowledge of disaster mitigation
contributes 23.26% to disaster mitigation behavior, while other factors influence 76.74% of
disaster mitigation behavior. To test the significance of a positive relationship between disaster
mitigation knowledge and disaster mitigation behavior, a test for the significance of the
correlation coefficient, namely the t test. If T value > Ttable, then the correlation coefficient is
declared significant.
Table 2. Results of the calculation of significance tests for the correlation between knowledge
of disaster mitigation and disaster mitigation behavior
Correlation ttable
coefficient ry.1 N α = 0,01 tvalueα = 0,05 Conclusion
0.482 207 7.88 2.60 1.97 Very significant
Significance level test requirements: tvalue > ttable
This positive correlation indicates a positive relationship between knowledge about disaster
mitigation and disaster preparedness behavior. This is consistent with Barreto, Mendonca, Rosa,
& Rosa (2019), hate education can improve student readiness and reduce the risk of disaster. The
positive correlation between the two variables with the interpretive value that is classified as low
may be caused by knowledge about disaster mitigation related to disaster preparedness behavior.
However, the response in the form of individual behavior may differ even if they have the same
knowledge. This is consistent with the results of the study by Naja, Mohammad, Haghani, &
Javadi (2019), which stated that knowledge of the intervention group increased significantly
compared to the control group. Learning through virtual social networks shows an increase in
knowledge, which leads to a positive attitude towards disaster preparedness. Factors influencing
disaster warning behavior so that the correlation of disaster mitigation
knowledge with disaster warning behavior is not high can be identified by conducting qualitative
research in the form of interviews.
The results of qualitative research show that several factors make the correlation between
knowledge on disaster mitigation and disaster alert behavior relatively weak, namely internal and
external factors. Internal factors include the knowledge of disaster mitigation that belongs to the
students, as just possessed or known but has not been practiced in the form of disaster
preparedness behavior, lack of concern or d 'attitude of students towards the environment and
possible disasters and students have no desire to behave in the event of a disaster.
Knowledge is an element that influences behavior, but student desires also greatly influence
disaster preparedness behavior. Because when the student wants to be alert to the disaster, it will
motivate the students themselves to have an attitude of disaster alert. This is in line with research
by Sakurai, Sato, & Murayama (2020), which indicates that students participating in disaster
education programs feel the program positively so that they can become agents of change to
create disaster-resistant communities.
Learning in schools on disaster mitigation is still very limited because, for the majors of
MIPA, only a few obtain subjects of geography by cross-interest. In biology, learning is only
studied within the framework necessary skills in analyzing data, causes, and their impact on
environmental change. This positively affects disaster alerting behavior. This is consistent with
research findings from Nurkartika, Murakami, & Chagan-yasutan (2017), which indicate that
limited knowledge of health risks from disasters will lead to increased threats to health risks,
especially diseases infectious, due to the limited supply, health services, and facilities. In the
world of education, disaster education must be supported by learning. These facilities can take
the form of political support to schools on the importance of implementing a disaster education
program in the subjects. This is inseparable from the role of the school community as an actor in
central increasing disaster preparedness. Thanks to the school community, knowledge and
management of disasters can be dispensed from an early age. Also, in Indonesia, Nurkartika et al.
(2017) state that disaster education can be integrated into community disaster risk reduction
programs.
Another external factor is the social environment, which is also very influential because
students rarely discuss disaster mitigation because it is not considered an exciting topic, so it will
affect student behavior because it affects the attitudes of the benevolence of the students.
Discussing disaster mitigation will increase students' knowledge and caring attitude towards
disasters. To overcome these problems, it is necessary to find ways for students to address
disaster mitigation issues. This is consistent with Lai & Tang (2018) research, which indicates
that using social media and mobile devices can be a way for someone to have the desire to find
ways to search, filter, interpret and share content related to disaster mitigation.
The final external factor, the natural environment factor or the level of vulnerability of the
surrounding environment, also affects the correlation, as it is related to the student experience
since students who have experience in 'a disaster will undoubtedly have more alert attitudes, and
attitude is one of the factors that influence behavior, as discussed previously. This can be
explained by the results of the research Ozkazanc & Duman (2015) which indicates that as
Turkey is a region which often experiences various disasters due to geological, morphological
and climatic factors, the community must be equipped with a series of disaster training programs
to prepare for disasters and minimize risks. Due to a disaster.
3.2 Analysis of the relationship between preparedness (X 2) and disaster

mitigation behavior (Y)
A simple linear regression analysis between disaster mitigation attitude and behavior
mitigation behavior produces a linear equation Ŷ = 35.58 + 0.59 X2. The significance and
linearity test of the regression equation is carried out using test F. based on the test using analysis
of variance (ANAVA), the results obtained in table 3.
Table 3. ANAVA for the significance and simple linear regression test variables Preparedness
attitude and disaster
mitigation behavior with regression equations Ŷ = 35.58 + 0.59 X2
Ftable
Variant
df SS ANS Fvalue α= α= Conclusion
Resources 0.01 0.05
Total (T) 207 1987047 9599.261
Regression (R) 1 1942235 1942235
Regression (b|a) 1 7948.24 7948.24
Remainder (R) 205 36864.0 179.82 44.20** 6.76 3.84 Very significant
Tuna Match
(TM) 42 9533.1 226.98 1.35ns 1.70 1.46 Linear
Error (E) 135 27330.83 96.41
** : Regression is very significant (Fvalue > Ftable)
ns : non significant / regression is linear (Fhitung

< Ftable) df : degree of freedom
SS : sum of squares
ANS : average number of squares
The significance test found that the value Fcalculated was 44.20 while the Ftable with the
numerator df = 1 and the denominator df = 205 at the level of importance α = 0.01 is 6.76 and at
the level of significance α = 0.05 is 3.84. Thus, the price Fvalue > Ftable, this shows that Ŷ = 35.58 +
0.59 X2 can be used as a reference to predict the mitigation behavior of disasters through
attitudes of preparation.
The regression linearity tests obtain the results F value = 1.35, which is smaller than the Farray
(0.05) (42.135) =
1.46. Thus, we can say that the regression equation
16 Ŷ = 35.58 + 0.59 X 2 is linear. The regression
0
equation shows that each increase in a readiness attitude score will lead to a 0.59 increase in the
Disaster Preparedness Behavior
1
disaster mitigation behavior score to a constant
4 of 35.58, as in the following graph.
0
12
0
10
0
8
2 0
60 0
40 0
0 Ŷ
X =
38
.5
2
8
+
0.
59
50
A
Pr ttitu
ep d
ar e f
ed or
ne
ss 10
0
Figure 3. Regression graph between attitude preparation and disaster mitigation behavior
15
The strength of the relationship between the Attitude 0 Preparedness variable and Disaster
Mitigation Behavior is illustrated by the correlation coefficient ry.2y.2 = 0.421 with determination r2
= 0.1774. This means that attitude preparation contributed 17.74% to disaster mitigation
behavior, while other factors influenced 82.26% of disaster mitigation behavior.
Based on the results of the calculations obtained, T Value = 6.648, while the table = 1.97 at the
level α = 0.05. Because tvalue <ttable, the correlation coefficient between attitude preparation and
disaster mitigation behavior is very important. Thus, the null hypothesis (H 0) is rejected, and the
alternative hypothesis (H1) is accepted. Results of the Significance Correlation Test The results
of disaster preparedness and mitigation can be found in Table 4. below.
Table 4. Results of calculating significance correlation test variables Preparing for disaster
mitigation attitude and behavior
ttable
Correlation coefficient α = 0,01 α = 0,05
ry.2 N TValue Conclusion
0.421 207 6.648 2.60 1.97 Very significant
Significance level test requirements: tvalue > ttable
There is a positive correlation between preparedness and disaster preparedness behavior,

which means that preparing a person for disasters can lead to disaster preparedness. The strength
of the relationship of 0.421 indicates that the relationship between the two variables is relatively
weak. Based on the results of qualitative research, several factors make the strength of the
relationship relatively weak, because first of all many students already have
a right attitude of disaster preparedness, but due to environmental factors that are not supportive,
like many people who throw garbage in the river, build houses on the banks of the river and
more, resulting in the emergence of behavior that does not care about the threat of disaster. This
is consistent with the results of research by Ozkazanc & Duman (2015), which indicate that
many disasters caused by human factors, such as the mining accidents in Kozlu, Soma, and
Ermenek in Turkey, are caused by the lack of concern of the community facing the threat of
disaster. For this reason, a series of training programs are needed for teachers and students to
foster disaster-alert behavior. Another factor is the lack of information available to students
regarding the problem of disaster mitigation. This is also in line with research by Lai & Tang
(2018), which states that disseminating disaster information via social media can be an excellent
way to foster disaster preparedness behavior among students. Also, according to Sakurai et al.
(2020), inviting students to walk in areas damaged by disasters can also foster profound
experiences of disasters among students, which can, in turn, shape disaster mitigation behavior.
3.3 Analysis of the relationship between knowledge of disaster mitigation (X 1)

and preparation for
attitudes (X2) with disaster mitigation behavior (Y)
A multiple linear regression analysis between knowledge of disaster mitigation and the
attitude of preparation together for disaster mitigation behavior produces the equation Ŷ = 39.46
+ 1.01 X1+ 0.39 X2 The significance of the attitude of preparation of the regression equation is
carried out using the F test. Based on the test using the analysis of variance (ANAVA), the
results obtained in Table 5.
Table 5. ANAVA for testing the importance of knowledge of multiple regression on disaster
mitigation and preparedness attitude as well as disaster mitigation behavior through the
regression equations Ŷ = 39.46 + 1.01 X1+
0.39 X2
Ftable
Variant
df SS ANS FValue α= α= Conclusion
Resources 0,01 0,05
Total 207 44812.21
Regression 2 13301.74 6650.87 Very
Remainder 205 31510.47 154.46 43.06** 6.76 3.84
significant
Based on the significance test above, it was found that theF value calculated of 43.06 while
the Ftable with the numerator df = 2 and the denominator df = 205 at the significance level α =
0.01 was of 6.76 and the level of significance α = 0.05 was 3.89. Thus, the price F Value > Ftable, this
shows that Ŷ = 39.46 + 1.01 X 1+ 0.39 X2 can be used as a reference to predict the mitigation
behavior of disasters thanks to mitigation knowledge disasters and preparedness attitudes.
The strength of the relationship between the knowledge variables Disaster mitigation and
Preparedness attitude with the Disaster mitigation behavior variables illustrated by the
y.12
correlation coefficient effects ry.12 = 0.545 with the coefficient of determination r2 =0.297. This
means that knowledge of disaster mitigation and preparedness together contributed 29.7% to
disaster mitigation behavior, while 70.3% of disaster mitigation behavior was influenced by d
'other factors. To test the importance of a positive relationship between knowledge of disaster
mitigation and preparedness attitude and disaster mitigation behavior, it is necessary to test the
importance of several correlation coefficients, namely, test F. If F Value > Ftable, the multiple
correlation coefficient is declared significant.
Based on the results of the calculations obtained, F Value = 43.06, while the Ftable(0.05) (2.205) = 3.84. Because FValue
> Ftable, the correlation coefficient between knowledge in disaster mitigation and preparedness for
attitudes with disaster mitigation behavior is very important. Thus, we can conclude that the null
hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted.
Table 6. Results of the calculation of significance tests for the correlation of knowledge on
disaster mitigation and
preparedness attitude as well as disaster mitigation behavior.
Correlation Ftable
dof
coefficient df counters FValue Conclusion
ry.12 denoinator α = 0.01 α = 0.05
Very
0545 2 205 43.06 6.76 3.84
significant
Significance level test requirements: Fvalue > Ftable
There is a positive correlation between knowledge about disaster mitigation and attitude
towards preparedness as well as disaster alert behavior. This shows that doubts about mitigating
disasters and preparing a person for disasters can lead to disaster preparedness behavior. The
strength of the relationship (ry. 12) is 0.545, which means it is quite strong. This is in line with
research findings from Lin & Chang (2019), which states that local knowledge can be used to
reduce disaster risk. For this reason, there is a need to set up a training program for the
community on disaster mitigation in order to improve disaster alert behavior. Also, Nurkartika et
al. (2017) highlight the need for education for the community, including schools created in the
form of modules, short courses, training, or promotion in the print and visual media to reduce the
threat of risk to health due to disasters. Hoffmann & Muttarak (2017) indicate that education can
improve thinking and problem-solving skills in disaster risk reduction efforts.
4. Conclusion
From the above research, we can conclude: 1). There is a positive relationship between
knowledge about disaster mitigation and disaster preparedness, the value of the correlation
coefficient (ry1) = 0.482, and the coefficient of determination (r2) = 23.6%. 2) There is a positive
relationship between the attitude of disaster preparedness and the behavior of disaster
preparedness. Correlation coefficient (ry2) = 0.421 and determination coefficient (r2) = 17.749%.
3) There is a positive relationship between knowledge about disaster mitigation and attitude
towards disaster preparedness as well as disaster preparedness behavior. The value of the
correlation coefficient (ry.12) = 0.548 and the coefficient of determination (r2) = 29.7%.
Acknowledgments
Acknowledgements are conveyed to the Rector, Dean of the Graduate Program, Dean of the
Faculty of Teaching and Education, Chairman of the Pakuan University Research and
Community Service Institute, and all involved in this research. These research funds come from
grants from the Ministry of Education and Culture of Indonesia for the year 2019.
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Biographies
Rita Retnowati is a senior lecturer in the graduate program in environmental management and
responsible for courses in biology. Currently holder of the research chair in the field of
environmental education and the field of education for disaster mitigation,
Lufty Hari Susanto is a lecturer in the study program on the teaching of Biology, Faculty of
Teaching and Education, Pakuan University. Education and public education sector, with a
concentration of environmental knowledge and disaster mitigation.
Ekamilasari graduated in biology education from Pakuan University with honors in 2019.
Ekamilasari is currently continuing his studies in the master's program in natural sciences,
postgraduate program, University of Pakuan.
Abdul Talib Bon is a professor of Production and Operations Management in the Faculty of Technology
Management and Business at the Universiti Tun Hussein Onn Malaysia since 1999. He has a PhD in Computer
Science, which he obtained from the Universite de La Rochelle, France in the year 2008. His doctoral thesis
was on topic Process Quality Improvement on Beltline Moulding Manufacturing. He studied Business
Administration in the Universiti Kebangsaan Malaysia for which he was awarded the MBA in the year 1998.
He’s bachelor degree and diploma in Mechanical Engineering which his obtained from the Universiti
Teknologi Malaysia. He received his postgraduate certificate in Mechatronics and Robotics from Carlisle,
United Kingdom in 1997. He had published more 150 International Proceedings and International Journals and
8 books. He is a member of MSORSM, IIF, IEOM, IIE, INFORMS, TAM and MIM.
Original Article
Disaster Nursing Knowledge and Competencies SAGE Open Nursing

Volume 4: 1–9
Among Nursing University Students ! The Author(s) 2018

Participated in Relief Activities Following Article reuse guidelines:
the 2016 Kumamoto Earthquakes sagepub.com/journals-permissions

DOI: 10.1177/2377960818804918
journals.sagepub.com/home/son
Miho Satoh, RN, PHN, PhD 1, Hiroko Iwamitsu, RN, MS2,

Eiko Yamada, RN, MSN2, Yoshiko Kuribayashi, RN, MSN2,
Taeko Yamagami-Matsuyama, RN, PHN, MSN2,
and Yasuko Yamada, RN, PHN 2
Abstract
Objective: This study examined disaster nursing knowledge and competencies among university
nursing students who participated in relief activities following the 2016 Kumamoto earthquakes.
Methods: Participants were university nursing students involved in disaster relief activities. Of the
260 individuals to whom a self-report questionnaire was distributed at nursing universities and
hospitals located in Kyushu, southwestern Japan, 201 participants returned the questionnaires by
mail (response rate 77.3%), of which 108 questionnaires were complete (valid response rate
41.5%). Questions involved experiences related to their volunteer activities, their motive for
volunteering, type of relief activities performed, and use of disaster nursing knowledge and
competencies.
Results: We identified four categories of disaster nursing competencies: ‘‘understanding and
implementation of assistance to victims in collaboration with other members of the disaster
response team,’’ ‘‘understanding the natural disaster’s influence on victims,’’ ‘‘ethical practice in a
disaster recovery area,’’ and ‘‘understanding of their role within the disaster relief organization.’’
Those who had completed a disaster nursing program had superior measures of performance
across all four competencies compared with those who had not yet completed the program.
Conclusions: Four domains of disaster nursing knowledge and competencies used by university
nursing students during the 2016 Kumamoto earthquake relief activities were identified. Those who
had completed a disaster nursing program had higher competencies than were those who were
either currently or not yet enrolled in it.
Keywords
disaster nursing, competency, nursing student, disaster relief
Date received: 8 May 2018; accepted: 13 September 2018
Introduction Kumamoto earthquakes, 120,000 people

Natural disasters are frequent worldwide had participated in disaster relief
phenomena activities by the end of December
2017.
that cause significant loss of life, economic loss, and
environmental damage (Usher & Mayner, 1

School of Medicine, Yokohama City University, Japan
2010; Wenji, Turale, Stone, & Petrini,
2015). Disaster relief volunteers are
2
Faculty of Nursing, Tokyo Health Care University, Japan
essential for recovery and reconstruction in Corresponding Author:

affected areas. During the 11 months
following the Great East Japan Earthquake Miho Satoh, 3-9 Fukuura, Kanazawa-ku, Yokohama 236-0004, Kanagawa,
of 2011, 930,000 people were involved in Japan.
volunteer disaster relief activities. Email: mihosth@yokohama-cu.ac.jp

Following the 2016
Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution-
Non- Commercial 4.0 License (http://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distri-
bution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages
(https:// us.sagepub.com/en-us/nam/open-access-at-sage).
Satoh et 2
al.
Disaster relief volunteers can be judge- ment’’ (International Council of

loosely classified into two groups: expert Nurses [ICN], 1997, p.44). Competencies
volunteers (i.e., those who have pro- are viewed as a reflection of a range of
fessional knowledge, skills, or skills (cognitive, technical or
certification) and nonex- pert volunteers psychomotor, and interpersonal), as well
(Sakihama, 2017). Coordination of as a range of personal attributes and
disaster relief volunteers based on their attitudes (Alexander & Runciman, 2003).
skills and attributes would lead to The ICN established the conceptual
efficient, effective, and highly mobile framework of competencies specific to the
relief activities in the affected areas context of disaster relief in line with the
(Ojima & Volunteer Research Group, ICN’s definition of nursing competencies
2008). and the existing literature (Hutton,
Because the need for health-care Veenema, & Gebbie, 2016; World Health
services increases following natural Organization & International Council of
disasters, securing medical professionals Nurses, 2009). These competencies
and paraprofessionals to assist in the reflect the specialized role and activities
recovery process is critical. Nurses of nurses in disaster relief efforts.
compose a large portion of the overall Competencies are promoted by
population of health-care professionals education and training program and
and they play prominent roles in disaster clinical experience. Thus, expected
relief (World Health Organization & competencies will vary by level of
International Council of Nurses, 2009). education, practice
Many nurses are actively involved in
disaster relief activities as expert
volunteers. Nursing students could also
play a significant role in volunteer
disaster relief activities (Cusack, Arbon,
& Ranse, 2010), bringing invaluable
knowledge and skills as trained
professionals that could help fill expert
volunteer roles in the aftermath of a
disaster. Previous research reported that
nursing students provided assistance
such as observation of physical and
psychological health, hygiene promotion,
foot bath- ing, and health consultation at
the scene of natural disasters (Cusack et
al., 2010; Tomizawa et al., 2014). They
used acquired knowledge and skills when
engaging in disaster relief (Kashiwaba &
Okudera, 2014), and it has been
suggested that they could assist qualified
nursing personnel in such situations
because of their knowledge and skill in
nursing, problem-solving and critical-
thinking skills, and interpersonal skills
(Nakajima, Owatari, & Okumura, 2013).
Competency is typically defined as ‘‘an
underlying characteristic of a person
which is causally related to effective or
superior performance in a job or role’’
(Evarts, 1987, p.3). In nursing domains,
competencies are defined as ‘‘a level of
performance demonstrating the effective
application of knowledge, skill and
Satoh et 3
area,al. and experience level. The main islands, and the island on which
aforementioned defin- itions of Kumamoto is located. Assuming that
competencies released by the ICN are students who were in their fourth year at
for generalist nurses and do not apply the time of the earthquake would already
to nursing students. For nursing be practicing nurses, we also asked for
students, there is neither a general cooperation from hospitals in the
concept of their competencies nor a Kyushu with over 400 beds using
specific concept relating to disaster relief available sampling. The reason why
nursing competencies. available sampling was employed was
Nursing students are expected to play that as Kumamoto is located in Kyushu, a
an important role in health-care delivery lot of nursing university students in
during disaster response as they gain Kyushu area were assumed to take part in
increasing professional knowledge and relief activities following the 2016
skills. However, their knowledge and Kumamoto earthquakes. After obtaining
skills specifically in disaster nursing, written consent to participate from these
understanding of nurses’ roles during facilities, anonymous self-report
disasters, and knowledge of disaster questionnaires were distributed to 260
preparedness are inadequate. They also individuals through the universities and
lack experience in disaster drills, and hospitals. Of these, 201 individuals
their level of competencies will vary by responded by mail
duration of academic training (Cusack et
al., 2010; Jennings- Sanders, Frisch, &
Wing, 2005; Schmidt et al., 2011).
Despite these limitations, nursing
students could be key responders in the
event of natural disasters. Therefore,
research is needed to examine the
professional competencies and
knowledge they can contribute during
disaster response. The findings would
contribute to improving disaster nursing
education program for nursing students
and to examining measures for the
appropriate alloca- tion of nursing
student volunteers in the event of natural
disasters.
This study sought to identify the
disaster nursing knowledge and
competencies among university nursing
students who participated in relief
activities following the 2016 Kumamoto
earthquakes.
Methods
Design and Participants
A cross-sectional study design was
employed. Participants were recruited
from among those who participated in
volunteer disaster relief activities while
they were university nursing students
after the Kumamoto earthquakes. In July
2017, participants were recruited using
available sampling from three university
nursing programs located in Kyushu—
the most southwesterly of Japan’s
Relief activities in Kumamoto. We assessed
the relief activities that student
volunteers engaged in using a 17-item
questionnaire based on previous research
(Kotera et al., 2016; Nakajima et al.,
2013; Sakai et al., 2016). Items included
‘‘removed rubble,’’ ‘‘promoted
exchange among local residents,’’ and
‘‘performed health checks.’’
Participants were asked to select all
applicable response options.
Disaster nursing knowledge and competencies

among nursing students. The ICN launched
the framework of disaster nursing
competencies (World Health
Organization & International Council of
Figure 1. Flow chart: number of students who were eligible Nurses, 2009), and the 21st Century
for the analysis of this study and were excluded from the Center of Excellence program at the
analysis.
University of Hyogo (University of
Hyogo COE, 2006) examined core
competencies for disaster nursing.
(response rate 77.3%). Of these, 93 Although these two frameworks of
questionnaires were excluded (53 were disaster nursing competencies were
incomplete in the disaster nursing developed for emergency nurses, there
knowledge and competencies was no available tool or scale to assess
questionnaire and 40 disaster volunteer competencies among
nursing students and therefore we devised
a 38-item questionnaire to assess the
knowledge and competencies nursing
students required for disaster
were from those who had not whether they completed a disaster nursing
participated in Kumamoto disaster relief program at their university (1 ¼ already
activities), leaving data for 108 completed, 2 ¼ currently enrolled, and 3 ¼ not
yet enrolled).
participants with complete data in the
disaster nursing knowledge and Reason for participating in disaster
competencies questionnaire for analysis
volunteer activities in Kumamoto. This
(valid response rate 41.5%) (see Figure
questionnaire was developed based on
1).
previous research (Kobayashi,
Shirakawa, & Tatishi, 2014;
Measures Yoshihara, Ide, & Makioka, 2012) in
order to assess the participation
Participants’ general characteristics. Data motives of disaster volunteers
were collected on the demographic following the Kumamoto earthquakes.
variables of sex and academic level (i.e., The questionnaire consisted of nine
freshman through senior status) at the items, including ‘‘I would like to
time the Kumamoto earthquakes support earthquake victims,’’ ‘‘My
occurred. friends asked me to take part in
disaster volunteering,’’ or ‘‘I would
Experience related to disaster volunteerism. Participants like to use the knowledge and skills
were asked about previous volunteer experience ¼ (1
I’ve learned as a nursing student.’’
yes or
Respondents rated each item on a scale
2¼no), when and how often they were involved in of 1 (strongly disagree) to 4 (strongly
disaster volunteer activities in Kumamoto, and agree).
nursing. We reviewed the relevant research
literature and held in-depth discussions about
questionnaire items in order to create item
pools related to disaster nursing knowledge
and competencies among nursing students.
Respondents were asked to rate each item on
this questionnaire from 1 (I couldn’t do) to
5 (I could do).
Statistical Analysis
First, we calculated descriptive statistics for
experience related to disaster volunteering,
reason for participating in disaster volunteer
activities in Kumamoto, relief activities in
Kumamoto, and participants’ characteristics.
Second, we performed item analysis to
examine the item distributions and internal
consistency. Third, we conducted an
exploratory factor analysis to assess the
factor structure of disaster nursing
knowledge and competencies among
nursing students. We used unweighted least
squares with an oblique rotation method. The
factor loadings above the .3 cutoff were
acceptable. Finally, to compare the disaster
nursing knowledge and competencies scores
by enrolment status in a disaster nursing
program, we performed an analysis of
variance. SPSS Statistics 24.0 for Mac was
used for the data analysis. Statistical
significance was set at p < .05 (two- tailed).
Ethical Considerations
This study was approved by the ethics
committee of the authors’ institutions (No.
29-13). Written permission was obtained
from the participating universities and hos-
pitals. Participants were informed of the
voluntary
nature of participation in the study,
assured of their right to refuse to Reason for Participating in Disaster Volunteer
participate or withdraw at any time, and Activities in Kumamoto
assured of confidentiality during handling As shown in Table 3, more than half of
and dissemin- ation of obtained data. the participants agreed strongly with the
statements ‘‘I would like to support
earthquake victims’’ (62.0%) or ‘‘I
Results
would like to engage in reconstruction
Participants’ Characteristics support activities in affected areas’’
(53.7%). Half of respondents (50.0%)
As shown in Tables 1 and 2, 88.9% of answered ‘‘strongly agree’’ or ‘‘agree’’
the 108 university nursing students in the in response to ‘‘I would like to use the
sample were women. Most respondents knowledge and skills I’ve gained as a
were freshmen and juniors (both 36.4%), nursing student.’’
while seniors composed 22.4% of the
sample at the time the Kumamoto Disaster Nursing Knowledge and Competencies
earthquakes occurred. In total, 84.0% of
students had previous volunteer Among Nursing Students
experience, 57.4% answered ‘‘one time’’ Table 4 shows the item distribution of
when asked about the frequency of their disaster nursing knowledge and
disaster volunteer activities in competencies among university nursing
Kumamoto, 41.7% of students had students. While floor effects were not
completed a disaster nursing program, found, ceiling effects were found on four
and 38.0% had not completed it yet. items: ‘‘I was able to make efforts to
Table 2 presents the ranking of the protect personal information,’’ ‘‘I was
relief activities that volunteer students able to secure my own safety,’’ ‘‘I was
engaged in within the affected area able to take care of my own health,’’ and
(multiple answers). The most common ‘‘I was able to take necessary precau-
activity was distribution of relief tions to prevent contracting an infection
supplies (39.8%). Other common activ- considering the circumstances in the
ities included serving as a conversation affected area.’’ After excluding those
partner with affected people (36.6%), four items, exploratory factor analysis
sorting relief supplies (35.5%), and was performed on the remaining 34
maintaining the evacuation center items. As one item showed less than 0.3
(30.1%). factor loading and 11 items had higher
than
0.3 factor loadings onto two factors,
Table 1. Sample Characteristics.
these items were excluded. Next, four
factors were extracted, which were
N % ‘‘understanding and implementation of
assistance to victims in collaboration
Sex with other members of the disaster
response team,’’ ‘‘understanding of the
Female 96 88.9 natural disaster’s
Male 12 11.1
Table 2. Relief Activities that Student Volunteers Performed.
Academic level at the time of the Kumamoto earthquake
Freshman 39 36.4 N %
Sophomore 5 4.7
Distributing relief supplies 37 39.8
Junior 39 36.4
Conversational partner with affected people 34 36.6
Senior 24 22.4
Sorting of relief supplies 33 35.5
revious volunteer experience Maintaining evacuation centers 28 30.1
P Yes 89 84.0
Removing rubble 27 29.0
No 17 16.0
Cleaning up houses 24 25.8
Serving hot meals 20 21.5
Frequency of involvement in volunteer disaster relief activities in
Kumamoto
1 62 57.4 Learning support 17 18.3

2 24 22.2 Conducting health checks 10 10.8
3 7 6.5 Providing health consultation 9 9.7
4 7 6.5 Confirming safety 7 7.5
55 8 7.4 Providing footbaths and hand massage 6 6.5
D isaster nursing program enrolment status Promoting exchange among local residents 5 5.4
Conducting a needs survey 5 5.4
Already completed 45 41.7
Participating in recreation and events 2 2.2
Attending 22 20.4
Removing mud 1 1.1
Not yet enrolled 41 38.0
Note. Some percentages do not equal 100% because of missing Note. Multiple response choices.
data.
Table 3. Reason for Volunteering for Disaster Relief
Volunteer in Kumamoto. Disaster Nursing Knowledge and Competencies
by Learning State of Implementation of Disaster
N % Nursing
To compare the disaster nursing
knowledge and compe-
I would like to support earthquake victims I was required to participate in relief activities
as part of class or club activities
Strongly disagree 0 0.0
Disagree 2 1.9 Strongly disagree 98 90.7
Agree 39 36.1 Disagree 9 8.3
Strongly agree 67 62.0 Agree 1 0.9
I would like to engage in reconstruction support Strongly agree 0 0.0
activities in affected areas Note. Some percentages do not equal 100% because of
missing data.
Disagree 5 4.6
influence on victims,’’ ‘‘ethical
Agree 45 41.7 practice in a disaster recovery area,’’
and ‘‘understanding of my role within
Strongly agree 58 53.7 the disaster relief organization.’’
My friends asked me to take part in disaster relief
Each factor had a Cronbach’s a 5 .
volunteering Strongly disagree 18 16.7 70.
Disagree 24 22.2
Agree 46 42.6
Strongly agree 20 18.5
Teachers asked me to take part in disaster relief

volunteering Strongly disagree 84 77.8
Disagree 16 14.8
Agree 3 2.8
My family or friends were affected by the Kumamoto earthquake

Disagree 21 19.4
Agree 26 24.1
would like to view the current situation in the affected are
I Strongly disagree 16 15.1 as
Disagree 23 21.7
Agree 31 29.2
I would like to use the knowledge and skills I’ve

gained as a nursing student

Disagree 39 36.1
Agree 33 30.6
tencies scores by enrolment status in a understand their own role and the roles of
disaster nursing program, ANOVA was other responders in order to work
conducted (Table 5). The scores for collaboratively. Nurses are expected to
‘‘understanding and implementation of collect information on health needs,
assistance to victims in collaboration with rapidly assess victims based on disaster
other disaster response team members’’ and situations, and make judgments related to
‘‘understanding of the disaster’s influence on nursing care needs (Al Thobaity,
victims’’ were significantly higher for those Plummer, & Williams, 2017; Loke &
who had already completed the program than Fung, 2014). Our results indicated that
those who were currently enrolled or had not the participants, regardless of their
yet completed it. status as
The scores for ‘‘ethical practice in a
disaster recovery area’’ and ‘‘understanding
of my role within the disaster relief
organization’’ were significantly higher for
those who had already completed the disaster
nursing program than those who were
currently enrolled in it.
Discussion
The main findings of our study can be
summarized as follows. The motives of
many participants for their participation in
disaster relief activities were their willing-
ness to support the victims, to engage in
reconstruction support activities in affected
areas, and to use the knowledge and skills
they had gained as nursing students. These
results are consistent with those of previous
studies (Chan et al., 2010; Yonge,
Rosychuk, Bailey, Lake, & Marrie, 2010).
The academic level at which students
complete a disaster nursing program and
whether the program is compulsory or
elective varied by university, with around
40% of respondents not having taken the
program despite having a strong interest in
disaster relief volunteering.
Although 50.0% reported a desire to use
acquired nursing knowledge and skills in the
affected area, many participants engaged in
activities that required no nursing
knowledge or skills. Because they were
nursing students without nursing
certification, it is possible that they were
viewed as unable to independently perform
professional tasks. Last, the four domains
of nursing students’ disaster nursing
competencies that were identified in this
study are consistent in part with the disaster
nursing competencies released by the ICN or
identified by University of Hyogo COE.
Various health professionals,
governmental organizations, private
organizations, and volunteers are involved in
disaster relief activities. Each must
Table 4. Exploratory Factor Analysis of Disaster Nursing Competencies Among Nursing Students.
I II III IV
Understanding and implementation of assistance to victims in collaboration with other disaster response
team members (α ¼ .918)
18 I was able to asses nursing care needs and .891 —.197 —.005 .071
collect information based on victims
circumstances
.869 —.072 .045 —.159
24 I was able to provide information about victims’
physical and psychological health problems to
other medical professionals
20 I was able to assess nursing care needs based .797 —.133 .053 .093
on developmental stage
22 I was able to understand the importance of .724 .061 .123 —.135

identifying victims in need of support at early
stages and collaborate with other specialized
organizations
.722 .041 .022 .027
27 I was able to seamlessly collaborate with people
from other professions involved in relief
activities
.680 .216 —.093 —.009
26 I was able to recognize the roles of other people
and professionals involved in relief activities .664 .116 .025 —.025
14 I was able to understand the roles of nurses and

their tasks for victims’ support
.662 .083 —.106 .152
17 I was able to collect needed information depending
on victims’ situations
.387 .282 —.109 .177
36 I was able to inform responders that I performed
disaster volunteer activities
Understanding natural disasters’ influence on victims (α ¼ . .020 .839 —.126 .092

862)
16 I was able to understand the changing needs of

—.178 .818 .125 —.015
victims’ health
30 I was able to understand the necessity of

maintaining living environments to promote —.102 .773 .065 .112
health
15 I was able to understand the changing of victims’ .150 .740 —.070 —.214
living conditions
23 I was able to understand the impact of

.260 .440 .101 .048
disasters on psychological and physical
health
32 I was able to recognize how to support victims’ .063 .398 .219 —.002
daily living according to their health needs
34 I was able to understand the resources needed by

those in need of support during disasters
Ethical practice in a disaster recovery area (α ¼ .939)
1 I was able to protect victims’ human dignity and rights .003 —.016 .993 .027
2 I was able to treat victims ethically .057 .073 .818 0.020
Understanding my role within the disaster relief organization (α ¼ .767)
9 I was able to understand the roles of disaster —.015 —.017 —.014 .848
volunteer organizations
8 I was able to tell others engaged in relief activities .010 —.010 .083 .706
about how I could assist in disaster relief
student, could possess such

competencies and use them during
disaster volunteer activities.
This survey identified ‘‘understanding living conditions, as well as the support
of the natural disaster’s influence on they need. They must then provide rapid
victims’’ among university nursing and appropriate care for victims (World
students. Nurses also must understand the Health Organization & International
impact of disasters on community Council of Nurses, 2009). As previous
residents’ overall health and daily papers have suggested (Cusack et al.,
2010), it is reasonable to assume that uni-
versity nursing students acquire such
knowledge and
Table 5. Disaster Nursing Knowledge and Competencies by Enrolment Status in a Disaster Nursing Program.
I II III
Completed Currently enrolled Nnot yet enrolled
N ¼ 45 N ¼ 22 N ¼ 41
Post hoc
Mean (SD) Mean (SD) Mean (SD) F p (Tukey)
Understanding and implementa- 30.82 (6.92) 25.5 (8.06) 26.13 (8.67) 5.12 .007** I–
tion of assistance to victims in II*
collaboration with other dis- I–
aster response team members III*
Understanding of natural disas- 25.24 (3.17) 21.27 (5.12) 22.45 (3.66) 9.90 .000*** I–
ters’ influence on victims II***
I–
III**
Ethical practice in a disaster 8.55 (1.46) 7.14 (2.27) 8.02 (1.60) 5.11 .008** I–II**
recovery area
Understanding of their role 7.36 (1.46) 7.27 (2.31) 7.05 (1.90) .32 .720 I–II*
within the disaster relief
organization
Note. Analysis of variance (ANOVA) with post hoc Tukey test.

***p <.001, **p <.01, *p <.05.
competencies through standard nursing area’’ during disaster volunteer

education, including nursing skills, activities.
nursing processes, and practical nursing This study found that university
training. nursing students involved in disaster
Disaster responders are required to relief might have an ‘‘understanding
protect victims’ human dignity and rights of their role within the disaster relief
while adhering to ethical and moral organization.’’ This would indicate
principles (Davis, 2014; World Health that they have the autonomy and self-
Organization & International Council of expression required when
Nurses, 2009). Nurses may face ethical participating in volunteer activities.
problems that conflict with usual Nurses must understand their own
emergency nursing case, difficulties roles accurately, be able to adapt
respecting victims’ privacy, and their knowledge, skills, and abilities
unimaginable patient care decisions in for the disaster situation, and inform
times of scarce resources and supplies other disaster responders of what they
(Davis, 2014; Noguchi et al., 2017). Most can do to help. Competencies such as
nursing students learn nursing ethics in this are critical for effective and
the early stages of university-based train- efficient disaster
ing. As more than 60% of our sample
were in their sophomore year or beyond,
they had been trained to behave ethically
and legally. In regards to first-year stu-
dents, they may potentially possess
competencies of respecting human rights
and giving consideration to ethical
concerns because they were interested in
nursing fields and took part in disaster
relief activities. Thus, university nursing
students could utilize the competency of
‘‘ethical practice in a disaster recovery
relief activities (Al Thobaity et al., 2017;
World Health Organization & International
Council of Nurses, 2009) as they could
promote smooth coordination among health-
care professionals. University nursing
students who are capable of understanding
their own abilities and roles in disaster
situations could be important sup- porters
during disaster responses.
Participants who had completed a disaster
nursing program showed better
understanding and implementation of
assistance to victims in collaboration with
other disaster response team members, better
understanding of the natural disaster’s
influence on victims, more ethical practice in
a disaster recovery area, and better under-
standing of their role within the disaster
relief organization. Past studies claimed
that disaster nursing classes imparted
knowledge applicable to disaster volunteer
activities (Pattillo & O’Day, 2009). In the
disaster nursing education program
commonly found in Japanese universities,
many aspects of disaster nursing are pre-
sented. They include the influence of natural
disasters on health, information collection
and assessment in affected areas, nurses’
roles and responsibilities in disaster
situations, ethical problems during treatment,
and multidisciplinary collaboration during
disaster response (Matsumoto, Takahira,
Katahono, Yoshida, & Utsumi, 2006;
Sawada, Kojo, Nakayama, & Tsugeno, 2015;
Yamamoto, 2013). However, we did not ask
about the contents of the disaster nursing
programs the participants took. Further
research is needed to examine the effect of
undergraduate disaster nursing education on
performance of disaster relief activities.
This study found that our participants
were equipped with competencies similar
to those required of nurses
engaging in disaster response. These students during relief activities following
competencies may be gained through the 2016 Kumamoto earthquake. Those
undergraduate nursing education pro- who had completed a disaster nursing
grams. In addition, classes in disaster program displayed greater understanding
nursing could contribute to nursing of providing assistance to victims in
students’ ability to assist in disaster collaboration with other disaster response
relief. It is recommended that a unified team members and a better understanding
disaster nursing education curriculum be of natural disasters’ influence on victims.
established that promotes competencies This group of respondents also had more
to flexibly apply students’ knowledge ethical practice in the affected area and a
and skills in the context of disaster relief. greater understanding of their role within
A nursing education program based on the disaster relief organization than those
the framework of ICN disaster nursing who were currently enrolled in the
competencies had superior educational program.
effects for nursing students (Chan et al.,
2010). Adapting this program for Acknowledgments
university nursing students in Japan is The authors would like to thank all participants in this
desirable. study.
Identifying disaster nursing
competencies used by university
nursing students via this survey might
make it possible to accurately assess
nursing student volunteers’ capabilities
and allocate them optimally in disaster
situations.
Limitations and Future Study

As the results of this study were based on
a cross- sectional design, no causal
relationship could be concluded
between disaster nursing knowledge and
competencies and student nurses’
motives to participate or enrolment status
in a disaster nursing program. Future
research using a longitudinal design is
needed to identify and examine causal
relationships. These findings cannot be
generalized because the data were col-
lected exclusively from university
nursing students in southwestern Japan
who were involved in relief activities
following the 2016 Kumamoto
earthquakes, and our target sample might
not accurately reflect the population of
interest as this study employed available
sampling. In addition, the sample size
may be too small, and further studies are
needed to confirm our results across a
larger sample using probability sampling.
Conclusion
Our research identified four domains of
competencies used by university nursing
Author Contributions Management & Response, 3, 80–85.
M. S., H. I., E. Y., and Y. K. contributed to the concept Kashiwaba, E., & Okudera, M. (2014). Effectiveness of
and design of this study; M. S., H. I., Y. K., T. Y-M., and disaster volunteer training as part of basic nursing
Y. Y. contributed to data acquisition; M. S. carried out education. Bulletin of the Faculty of Social Welfare,
the statistical analysis, and drafted and completed Iwate Prefectural University, 16, 1–9.
the manuscript; H. I. and
Kobayashi, K., Shirakawa, Y., & Tatishi, S. (2014). An anat-
E. Y. contributed to interpretation of data and omy of educational impacts toward university students by
critically reviewed the manuscript; all authors read disaster-related volunteer experiences [Internet].
and approved the final manuscript.
Retrieved from http://ir.lib.hiroshima-
u.ac.jp/files/public/3/36500/
20150106145129818904/RIHE126.pdf.
Declaration of Conflicting Interests
The author(s) declared no potential conflict of
interest with respect to the research, authorship,
and/or publication of this article.
Funding
The author(s) received no financial support for the
research, authorship, and/or publication of this
article.
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Original Article
Disaster Nursing Knowledge and SAGE Open Nursing

Volume 4: 1–9
Competencies Among Nursing University

! The Author(s) 2018
Article reuse guidelines:
sagepub.com/journals-permissions
Students Participated in Relief Activities DOI: 10.1177/2377960818804918
Following the 2016 Kumamoto Earthquakes
Miho Satoh, RN, PHN, PhD1, Hiroko Iwamitsu, RN, MS2,

Taeko Yamagami-Matsuyama, RN, PHN, MSN 2,
Abstract
Objective: This study examined disaster nursing knowledge and competencies among university nursing students who
participated in relief activities following the 2016 Kumamoto earthquakes.
Methods: Participants were university nursing students involved in disaster relief activities. Of the 260 individuals to
whom a self-report questionnaire was distributed at nursing universities and hospitals located in Kyushu, southwestern
Japan, 201 participants returned the questionnaires by mail (response rate 77.3%), of which 108 questionnaires were
complete (valid response rate 41.5%). Questions involved experiences related to their volunteer activities, their motive
for volunteering, type of relief activities performed, and use of disaster nursing knowledge and competencies.
Results: We identified four categories of disaster nursing competencies: ‘‘understanding and implementation of
assistance to victims in collaboration with other members of the disaster response team,’’ ‘‘understanding the natural
disaster’s influence on victims,’’ ‘‘ethical practice in a disaster recovery area,’’ and ‘‘understanding of their role within
the disaster relief organization.’’ Those who had completed a disaster nursing program had superior measures of
performance across all four competencies compared with those who had not yet completed the program.
Conclusions: Four domains of disaster nursing knowledge and competencies used by university nursing students
during the 2016 Kumamoto earthquake relief activities were identified. Those who had completed a disaster nursing
program had higher competencies than were those who were either currently or not yet enrolled in it.
Keywords
Introduction Kumamoto earthquakes, 120,000 people had

participated in disaster relief activities by the
Natural disasters are frequent worldwide end of December 2017.
phenomena
environmental damage (Usher & Mayner, 2010; 1

Wenji, Turale, Stone, & Petrini, 2015). Disaster 2
Faculty of Nursing, Tokyo Health Care University, Japan
relief volunteers are essential for recovery and
reconstruction in affected areas. During the 11 Corresponding Author:
months following the Great East Japan Earthquake Miho Satoh, 3-9 Fukuura, Kanazawa-ku, Yokohama 236-0004, Kanagawa,
of 2011, 930,000 people were involved in volunteer Japan.
Email: mihosth@yokohama-cu.ac.jp
disaster relief activities. Following the 2016
Satoh et 2
al.
Disaster relief volunteers can be loosely area, and experience level. The aforementioned
classified into two groups: expert volunteers (i.e., defin- itions of competencies released by the ICN
those who have professional knowledge, skills, are for generalist nurses and do not apply to
or certification) and nonex- pert volunteers nursing students. For nursing students, there is
(Sakihama, 2017). Coordination of disaster relief neither a general concept of their competencies
volunteers based on their skills and attributes nor a specific concept relating to disaster relief
would lead to efficient, effective, and highly nursing competencies.
mobile relief activities in the affected areas Nursing students are expected to play an
(Ojima & Volunteer Research Group, 2008). important role in health-care delivery during
Because the need for health-care services disaster response as they gain increasing
increases following natural disasters, securing professional knowledge and skills. However, their
medical professionals and paraprofessionals to knowledge and skills specifically in disaster
assist in the recovery process is critical. Nurses nursing, understanding of nurses’ roles during
compose a large portion of the overall population disasters, and knowledge of disaster
of health-care professionals and they play preparedness are inadequate. They also lack
prominent roles in disaster relief (World Health experience in disaster drills, and their level of
Organization & International Council of Nurses, competencies will vary by duration of academic
2009). Many nurses are actively involved in training (Cusack et al., 2010; Jennings- Sanders,
disaster relief activities as expert volunteers. Frisch, & Wing, 2005; Schmidt et al., 2011).
Nursing students could also play a significant role Despite these limitations, nursing students could
in volunteer disaster relief activities (Cusack, be key responders in the event of natural
Arbon, & Ranse, 2010), bringing invaluable disasters. Therefore, research is needed to
knowledge and skills as trained professionals examine the professional competencies and
that could help fill expert volunteer roles in the knowledge they can contribute during disaster
aftermath of a disaster. Previous research response. The findings would contribute to
reported that nursing students provided improving disaster nursing education program for
assistance such as observation of physical and nursing students and to examining measures for
psychological health, hygiene promotion, foot the appropriate alloca- tion of nursing student
bath- ing, and health consultation at the scene of volunteers in the event of natural disasters.
natural disasters (Cusack et al., 2010; Tomizawa This study sought to identify the disaster
et al., 2014). They used acquired knowledge and nursing knowledge and competencies among
skills when engaging in disaster relief (Kashiwaba university nursing students who participated in
& Okudera, 2014), and it has been suggested relief activities following the 2016 Kumamoto
that they could assist qualified nursing personnel earthquakes.
in such situations because of their knowledge and
skill in nursing, problem-solving and critical-
(Nakajima, Owatari, & Okumura, 2013). Methods
Competency is typically defined as ‘‘an Design and Participants
underlying characteristic of a person which is
causally related to effective or superior A cross-sectional study design was employed.
performance in a job or role’’ (Evarts, 1987, p.3). Participants were recruited from among those
In nursing domains, competencies are defined as who participated in volunteer disaster relief
‘‘a level of performance demonstrating the activities while they were university nursing
effective application of knowledge, skill and students after the Kumamoto earthquakes. In July
judge- ment’’ (International Council of Nurses 2017, participants were recruited using available
[ICN], 1997, p.44). Competencies are viewed as a sampling from three university nursing programs
reflection of a range of skills (cognitive, located in Kyushu—the most southwesterly of
technical or psychomotor, and interpersonal), as Japan’s main islands, and the island on which
well as a range of personal attributes and attitudes Kumamoto is located. Assuming that students
(Alexander & Runciman, 2003). The ICN who were in their fourth year at the time of the
established the conceptual framework of earthquake would already be practicing nurses,
competencies specific to the context of disaster we also asked for cooperation from hospitals in
relief in line with the ICN’s definition of the Kyushu with over 400 beds using available
nursing competencies and the existing literature sampling. The reason why available sampling
(Hutton, Veenema, & Gebbie, 2016; World was employed was that as Kumamoto is located
Health Organization & International Council of in Kyushu, a lot of nursing university students in
Nurses, 2009). These competencies reflect the Kyushu area were assumed to take part in relief
specialized role and activities of nurses in disaster activities following the 2016 Kumamoto
relief efforts. earthquakes. After obtaining written consent to
Competencies are promoted by education and participate from these facilities, anonymous self-
training program and clinical experience. Thus, report questionnaires were distributed to 260
expected competencies will vary by level of individuals through the universities and hospitals.
education, practice Of these, 201 individuals responded by mail
Relief activities in Kumamoto. We assessed the relief
activities that student volunteers engaged in
using a 17-item questionnaire based on previous
research (Kotera et al., 2016; Nakajima et al.,
‘‘removed rubble,’’ ‘‘promoted exchange among
local residents,’’ and ‘‘performed health
checks.’’ Participants were asked to select all
Disaster nursing knowledge and competencies among nursing

students. The ICN launched the framework of
disaster nursing competencies (World Health
Organization & International Council of Nurses,
2009), and the 21st Century Center of Excellence
program at the University of Hyogo (University
Figure 1. Flow chart: number of students who were eligible of Hyogo COE, 2006) examined core
for the analysis of this study and were excluded from the competencies for disaster nursing. Although these
analysis. two frameworks of disaster nursing com-
petencies were developed for emergency nurses,
there was no available tool or scale to assess
(response rate 77.3%). Of these, 93 disaster volunteer competencies among nursing
questionnaires were excluded (53 were students and therefore we devised a 38-item
incomplete in the disaster nursing knowledge and questionnaire to assess the knowledge and
competencies questionnaire and 40 competencies nursing students required for
disaster
were from those who had not participated in nursing. We reviewed the relevant research
Kumamoto disaster relief activities), leaving data literature and held in-depth discussions about
for 108 participants with complete data in the questionnaire items in order to create item pools
disaster nursing knowledge and competencies related to disaster nursing knowledge and
questionnaire for analysis (valid response rate competencies among nursing students.
41.5%) (see Figure 1). Respondents were asked to rate each item on this
questionnaire from 1 (I couldn’t do) to 5 (I
could do).
Measures
Participants’ general characteristics. Data were Statistical Analysis
collected on the demographic variables of sex and
academic level (i.e., freshman through senior First, we calculated descriptive statistics for
status) at the time the Kumamoto earthquakes experience related to disaster volunteering, reason
occurred. for participating in disaster volunteer activities in
Kumamoto, relief activities in Kumamoto, and
Experience related to disaster volunteerism. Participants participants’ characteristics. Second, we
were asked about previous volunteer experience ¼ (1 yes performed item analysis to examine the item
or distributions and internal consistency. Third, we
2¼ no), when and how often they were involved in conducted an exploratory factor analysis to assess
disaster volunteer activities in Kumamoto, and the factor structure of disaster nursing knowledge
whether they completed a disaster nursing program and competencies among nursing students. We
at their university (1 ¼ already completed, 2 ¼ used unweighted least squares with an oblique
currently enrolled, and 3 ¼ not yet enrolled). rotation method. The factor loadings above the .3
cutoff were acceptable. Finally, to compare the
Reason for participating in disaster volunteer activities in disaster nursing knowledge and competencies
Kumamoto. This questionnaire was developed based scores by enrolment status in a disaster nursing
on previous research (Kobayashi, Shirakawa, & program, we performed an analysis of variance.
Tatishi, 2014; Yoshihara, Ide, & Makioka, 2012) in SPSS Statistics 24.0 for Mac was used for the
order to assess the participation motives of disaster data analysis. Statistical significance was set at p
volunteers following the Kumamoto earthquakes. < .05 (two- tailed).
The questionnaire consisted of nine items,
including ‘‘I would like to support earthquake Ethical Considerations
victims,’’ ‘‘My friends asked me to take part in
disaster volunteering,’’ or ‘‘I would like to use the This study was approved by the ethics committee
knowledge and skills I’ve learned as a nursing of the authors’ institutions (No. 29-13). Written
student.’’ Respondents rated each item on a scale of permission was obtained from the participating
1 (strongly disagree) to 4 (strongly agree). universities and hospitals. Participants were
informed of the voluntary
nature of participation in the study, assured of
their right to refuse to participate or withdraw at Reason for Participating in Disaster Volunteer
any time, and assured of confidentiality during Activities in Kumamoto
handling and dissemin- ation of obtained data.
As shown in Table 3, more than half of the
participants agreed strongly with the statements
Results ‘‘I would like to support earthquake victims’’
(62.0%) or ‘‘I would like to engage in
Participants’ Characteristics reconstruction support activities in affected
areas’’ (53.7%). Half of respondents (50.0%)
As shown in Tables 1 and 2, 88.9% of the 108 answered ‘‘strongly agree’’ or ‘‘agree’’ in
university nursing students in the sample were response to ‘‘I would like to use the knowledge
women. Most respondents were freshmen and and skills I’ve gained as a nursing student.’’
juniors (both 36.4%), while seniors composed
22.4% of the sample at the time the Kumamoto
earthquakes occurred. In total, 84.0% of students Disaster Nursing Knowledge and Competencies
had previous volunteer experience, 57.4% Among Nursing Students
answered ‘‘one time’’ when asked about the fre-
quency of their disaster volunteer activities in Table 4 shows the item distribution of disaster
Kumamoto, 41.7% of students had completed a nursing knowledge and competencies among
disaster nursing program, and 38.0% had not university nursing students. While floor effects
completed it yet. were not found, ceiling effects were found on
Table 2 presents the ranking of the relief four items: ‘‘I was able to make efforts to protect
activities that volunteer students engaged in personal information,’’ ‘‘I was able to secure my
within the affected area (multiple answers). The own safety,’’ ‘‘I was able to take care of my own
most common activity was distribution of relief health,’’ and ‘‘I was able to take necessary
supplies (39.8%). Other common activities precautions to prevent contracting an infection
included serving as a conversation partner with considering the circumstances in the affected
affected people (36.6%), sorting relief supplies area.’’ After excluding those four items,
(35.5%), and maintaining the evacuation center exploratory factor analysis was performed on
(30.1%). the remaining 34 items. As one item showed less
than 0.3 factor loading and 11 items had higher
than
Table 1. Sample Characteristics. 0.3 factor loadings onto two factors, these items
were excluded. Next, four factors were extracted,
N % which were ‘‘understanding and implementation
of assistance to victims in collaboration with
Sex other members of the disaster response team,’’
Female 96 88.9 ‘‘understanding of the natural disaster’s
Male 12 11.1
Sophomore 5 4.7
Junior 39 36.4
Senior 24 22.4
P revious volunteer experience Maintaining evacuation centers 28 30.1
Yes 89 84.0
No 17 16.0
Kumamoto
Already completed 45 41.7 Conducting a needs survey 5 5.4
Attending 22 20.4 Participating in recreation and events 2 2.2
Not yet enrolled 41 38.0 Removing mud 1 1.1
data.
N % by Learning State of Implementation of Disaster
Nursing
To compare the disaster nursing knowledge and
compe-
I would like to support earthquake victims tencies scores by enrolment status in a disaster
Strongly disagree 0 0.0 nursing program, ANOVA was conducted (Table
Disagree 2 1.9 5). The scores for ‘‘understanding and
Agree 39 36.1 implementation of assistance to victims in
collaboration with other disaster response team
members’’ and ‘‘understanding of the disaster’s
I would like to engage in reconstruction support influence on victims’’ were significantly higher
activities in affected areas for those who had already completed the program
Strongly disagree 0 0.0 than those who were currently enrolled or had
Disagree 5 4.6 not yet completed it.
Agree 45 41.7 The scores for ‘‘ethical practice in a disaster
recovery area’’ and ‘‘understanding of my role
within the disaster relief organization’’ were
My friends asked me to take part in disaster relief significantly higher for those who had already
volunteering Strongly disagree 18 16.7 completed the disaster nursing program than
Disagree 24 22.2 those who were currently enrolled in it.
Agree 46 42.6
Strongly agree 20 18.5 Discussion
volunteering Strongly disagree 84 77.8 The main findings of our study can be
summarized as follows. The motives of many
Disagree 16 14.8
participants for their participation in disaster
Agree 3 2.8 relief activities were their willingness to support
Strongly agree 5 4.6 the victims, to engage in reconstruction support
My family or friends were affected by the Kumamoto earthquake activities in affected areas, and to use the know-
Strongly disagree 18 16.7 ledge and skills they had gained as nursing
Disagree 21 19.4 students. These results are consistent with those
of previous studies (Chan et al., 2010; Yonge,
Agree 26 24.1
Rosychuk, Bailey, Lake, & Marrie, 2010). The
Strongly agree 43 39.8 academic level at which students complete a
I would like to view the current situation in the affected are as disaster nursing program and whether the
Strongly disagree 16 15.1 program is compulsory or elective varied by
Disagree 23 21.7 university, with around 40% of respondents not
Agree 31 29.2 having taken the program despite having a strong
interest in disaster relief volunteering.
I would like to use the knowledge and skills I’ve acquired nursing knowledge and skills in the
gained as a nursing student affected area, many participants engaged in
Strongly disagree 15 13.9 activities that required no nursing knowledge or
Disagree 39 36.1 skills. Because they were nursing students
Agree 33 30.6 without nursing certification, it is possible that
Strongly agree 21 19.4 they were viewed as unable to independently
perform professional tasks. Last, the four
I was required to participate in relief activities as part domains of nursing students’ disaster nursing
of class or club activities competencies that were identified in this study are
Strongly disagree 98 90.7 consistent in part with the disaster nursing
Disagree 9 8.3 competencies released by the ICN or identified by
Agree 1 0.9 University of Hyogo COE.
Strongly agree 0 0.0 Various health professionals, governmental
organizations, private organizations, and
Note. Some percentages do not equal 100% because of missing volunteers are involved in disaster relief
data. activities. Each must understand their own role
and the roles of other responders in order to work
influence on victims,’’ ‘‘ethical practice in a collaboratively. Nurses are expected to collect
disaster recovery area,’’ and ‘‘understanding of information on health needs, rapidly assess
my role within the disaster relief organization.’’ victims based on disaster situations, and make
Each factor had a Cronbach’s a 5 .70. judgments related to nursing care needs (Al
Thobaity, Plummer, & Williams, 2017; Loke &
Fung, 2014). Our results indicated that the
participants, regardless of their status as
I II III IV
circumstances .869 —.072 .045 —.159
other medical professionals .797 —.133 .053 .093
20 I was able to assess nursing care needs based
.724 .061 .123 —.135
22 I was able to understand the importance of
.722 .041 .022 .027
organizations
.680 .216 —.093 —.009
activities
.664 .116 .025 —.025
and professionals involved in relief activities
.662 .083 —.106 .152
.387 .282 —.109 .177
disaster volunteer activities .020 .839 —.126 .092
Understanding natural disasters’ influence on victims (α ¼ .
862) —.178 .818 .125 —.015
victims’ health —.102 .773 .065 .112
maintaining living environments to promote .150 .740 —.070 —.214
health
15 I was able to understand the changing of victims’ .260 .440 .101 .048
living conditions
23 I was able to understand the impact of .063 .398 .219 —.002
health
32 I was able to recognize how to support victims’
student, could possess such competencies and community residents’ overall health and daily
use them during disaster volunteer activities.
This survey identified ‘‘understanding of the
natural disaster’s influence on victims’’ among
university nursing students. Nurses also must
understand the impact of disasters on
living conditions, as well as the support they
need. They must then provide rapid and
appropriate care for victims (World Health
Organization & International Council of Nurses,
2009). As previous papers have suggested
(Cusack et al., 2010), it is reasonable to assume
that university nursing students acquire such
knowledge and
I II III
N ¼ 45 N ¼ 22 N ¼ 41
Post hoc
Understanding and implementa- 30.82 25.5 (8.06) 26.13 (8.67) 5.12 .007** I–II*
(6.92) tion of assistance to victims in I–III*
collaboration with other dis-
aster response team members
Understanding of natural disas- 25.24 21.27 (5.12) 22.45 (3.66) 9.90 .000*** I–II***
(3.17) ters’ influence on victims I–III**
Ethical practice in a disaster 8.55 7.14 (2.27) 8.02 (1.60) 5.11 .008** I–II**
(1.46) recovery area
organization
***p <.001, **p <.01, *p <.05.
competencies through standard nursing education, relief activities (Al Thobaity et al., 2017; World
including nursing skills, nursing processes, and Health Organization & International Council of
practical nursing training. Nurses, 2009) as they could promote smooth
Disaster responders are required to protect coordination among health-care professionals.
victims’ human dignity and rights while adhering University nursing students who are capable of
to ethical and moral principles (Davis, 2014; understanding their own abilities and roles in
World Health Organization & International disaster situations could be important sup- porters
Council of Nurses, 2009). Nurses may face during disaster responses.
ethical problems that conflict with usual Participants who had completed a disaster
emergency nursing case, difficulties respecting nursing program showed better understanding and
victims’ privacy, and unimaginable patient care implementation of assistance to victims in
decisions in times of scarce resources and collaboration with other disaster response team
supplies (Davis, 2014; Noguchi et al., 2017). members, better understanding of the natural
Most nursing students learn nursing ethics in the disaster’s influence on victims, more ethical
early stages of university-based training. As practice in a disaster recovery area, and better
more than 60% of our sample were in their understanding of their role within the disaster
sophomore year or beyond, they had been trained relief organization. Past studies claimed that
to behave ethically and legally. In regards to first- disaster nursing classes imparted knowledge
year students, they may potentially possess applicable to disaster volunteer activities (Pattillo
competencies of respecting human rights and & O’Day, 2009). In the disaster nursing
giving consideration to ethical concerns because education program commonly found in Japanese
they were interested in nursing fields and took universities, many aspects of disaster nursing are
part in disaster relief activities. Thus, university pre- sented. They include the influence of natural
nursing students could utilize the competency of disasters on health, information collection and
‘‘ethical practice in a disaster recovery area’’ assessment in affected areas, nurses’ roles and
during disaster volunteer activities. responsibilities in disaster situations, ethical
This study found that university nursing problems during treatment, and multidisciplinary
students involved in disaster relief might have an collaboration during disaster response
‘‘understanding of their role within the disaster (Matsumoto, Takahira, Katahono, Yoshida, &
relief organization.’’ This would indicate that Utsumi, 2006; Sawada, Kojo, Nakayama, &
they have the autonomy and self- expression Tsugeno, 2015; Yamamoto, 2013). However, we
required when participating in volunteer did not ask about the contents of the disaster
activities. Nurses must understand their own roles nursing programs the participants took. Further
accurately, be able to adapt their knowledge, research is needed to examine the effect of
skills, and abilities for the disaster situation, and undergraduate disaster nursing education on
inform other disaster responders of what they can performance of disaster relief activities.
do to help. Competencies such as this are critical This study found that our participants were
for effective and efficient disaster equipped with competencies similar to those
required of nurses
engaging in disaster response. These Author Contributions
competencies may be gained through
undergraduate nursing education programs. In M. S., H. I., E. Y., and Y. K. contributed to the concept
addition, classes in disaster nursing could con- and design of this study; M. S., H. I., Y. K., T. Y-M.,
and Y. Y. contributed to data acquisition; M. S. carried
tribute to nursing students’ ability to assist in out the statistical analysis, and drafted and completed
disaster relief. It is recommended that a unified the manuscript; H. I. and
disaster nursing education curriculum be E. Y. contributed to interpretation of data and critically
established that promotes competencies to reviewed the manuscript; all authors read and approved
flexibly apply students’ knowledge and skills in the final manuscript.
the context of disaster relief. A nursing education
program based on the framework of ICN Declaration of Conflicting Interests
disaster nursing competencies had superior The author(s) declared no potential conflict of
educational effects for nursing students (Chan et interest with respect to the research, authorship,
al., 2010). Adapting this program for university and/or publication of this article.
nursing students in Japan is desirable.
Identifying disaster nursing competencies used Funding
by university nursing students via this survey
might make it possible to accurately assess research, authorship, and/or publication of this
nursing student volunteers’ capabilities and article.
allocate them optimally in disaster situations.
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Original Article
Disaster Nursing Knowledge and Competencies SAGE Open Nursing

Volume 4: 1–9
Among Nursing University Students ! The Author(s) 2018

Participated in Relief Activities Following Article reuse guidelines:
the 2016 Kumamoto Earthquakes sagepub.com/journals-permissions

DOI: 10.1177/2377960818804918
Miho Satoh, RN, PHN, PhD 1, Hiroko Iwamitsu, RN, MS2,

Taeko Yamagami-Matsuyama, RN, PHN, MSN2,
Abstract
Objective: This study examined disaster nursing knowledge and competencies among university
nursing students who participated in relief activities following the 2016 Kumamoto earthquakes.
Methods: Participants were university nursing students involved in disaster relief activities. Of the
260 individuals to whom a self-report questionnaire was distributed at nursing universities and
hospitals located in Kyushu, southwestern Japan, 201 participants returned the questionnaires by
mail (response rate 77.3%), of which 108 questionnaires were complete (valid response rate
41.5%). Questions involved experiences related to their volunteer activities, their motive for
volunteering, type of relief activities performed, and use of disaster nursing knowledge and
competencies.
Results: We identified four categories of disaster nursing competencies: ‘‘understanding and
implementation of assistance to victims in collaboration with other members of the disaster
response team,’’ ‘‘understanding the natural disaster’s influence on victims,’’ ‘‘ethical practice in a
disaster recovery area,’’ and ‘‘understanding of their role within the disaster relief organization.’’
Those who had completed a disaster nursing program had superior measures of performance
across all four competencies compared with those who had not yet completed the program.
Conclusions: Four domains of disaster nursing knowledge and competencies used by university
nursing students during the 2016 Kumamoto earthquake relief activities were identified. Those who
had completed a disaster nursing program had higher competencies than were those who were
either currently or not yet enrolled in it.
Keywords
Introduction Kumamoto earthquakes, 120,000 people

Natural disasters are frequent worldwide had participated in disaster relief
phenomena activities by the end of December
2017.
environmental damage (Usher & Mayner, 1

2010; Wenji, Turale, Stone, & Petrini,
2
2015). Disaster relief volunteers are Faculty of Nursing, Tokyo Health Care University, Japan
essential for recovery and reconstruction in Corresponding Author:

affected areas. During the 11 months
following the Great East Japan Earthquake Miho Satoh, 3-9 Fukuura, Kanazawa-ku, Yokohama 236-0004, Kanagawa,
of 2011, 930,000 people were involved in Japan.
volunteer disaster relief activities. Email: mihosth@yokohama-cu.ac.jp

Following the 2016
Satoh et 2
al.
Disaster relief volunteers can be judge- ment’’ (International Council of

loosely classified into two groups: expert Nurses [ICN], 1997, p.44). Competencies
volunteers (i.e., those who have pro- are viewed as a reflection of a range of
fessional knowledge, skills, or skills (cognitive, technical or
certification) and nonex- pert volunteers psychomotor, and interpersonal), as well
(Sakihama, 2017). Coordination of as a range of personal attributes and
disaster relief volunteers based on their attitudes (Alexander & Runciman, 2003).
skills and attributes would lead to The ICN established the conceptual
efficient, effective, and highly mobile framework of competencies specific to the
relief activities in the affected areas context of disaster relief in line with the
(Ojima & Volunteer Research Group, ICN’s definition of nursing competencies
2008). and the existing literature (Hutton,
Because the need for health-care Veenema, & Gebbie, 2016; World Health
services increases following natural Organization & International Council of
disasters, securing medical professionals Nurses, 2009). These competencies
and paraprofessionals to assist in the reflect the specialized role and activities
recovery process is critical. Nurses of nurses in disaster relief efforts.
compose a large portion of the overall Competencies are promoted by
population of health-care professionals education and training program and
and they play prominent roles in disaster clinical experience. Thus, expected
relief (World Health Organization & competencies will vary by level of
International Council of Nurses, 2009). education, practice
Many nurses are actively involved in
disaster relief activities as expert
volunteers. Nursing students could also
play a significant role in volunteer
disaster relief activities (Cusack, Arbon,
& Ranse, 2010), bringing invaluable
knowledge and skills as trained
professionals that could help fill expert
volunteer roles in the aftermath of a
disaster. Previous research reported that
nursing students provided assistance
such as observation of physical and
psychological health, hygiene promotion,
foot bath- ing, and health consultation at
the scene of natural disasters (Cusack et
al., 2010; Tomizawa et al., 2014). They
used acquired knowledge and skills when
engaging in disaster relief (Kashiwaba &
Okudera, 2014), and it has been
suggested that they could assist qualified
nursing personnel in such situations
because of their knowledge and skill in
nursing, problem-solving and critical-
(Nakajima, Owatari, & Okumura, 2013).
Competency is typically defined as ‘‘an
underlying characteristic of a person
which is causally related to effective or
superior performance in a job or role’’
(Evarts, 1987, p.3). In nursing domains,
competencies are defined as ‘‘a level of
performance demonstrating the effective
application of knowledge, skill and
Satoh et 3
area,al. and experience level. The main islands, and the island on which
aforementioned defin- itions of Kumamoto is located. Assuming that
competencies released by the ICN are students who were in their fourth year at
for generalist nurses and do not apply the time of the earthquake would already
to nursing students. For nursing be practicing nurses, we also asked for
students, there is neither a general cooperation from hospitals in the
concept of their competencies nor a Kyushu with over 400 beds using
specific concept relating to disaster relief available sampling. The reason why
nursing competencies. available sampling was employed was
Nursing students are expected to play that as Kumamoto is located in Kyushu, a
an important role in health-care delivery lot of nursing university students in
during disaster response as they gain Kyushu area were assumed to take part in
increasing professional knowledge and relief activities following the 2016
skills. However, their knowledge and Kumamoto earthquakes. After obtaining
skills specifically in disaster nursing, written consent to participate from these
understanding of nurses’ roles during facilities, anonymous self-report
disasters, and knowledge of disaster questionnaires were distributed to 260
preparedness are inadequate. They also individuals through the universities and
lack experience in disaster drills, and hospitals. Of these, 201 individuals
their level of competencies will vary by responded by mail
duration of academic training (Cusack et
al., 2010; Jennings- Sanders, Frisch, &
Wing, 2005; Schmidt et al., 2011).
Despite these limitations, nursing
students could be key responders in the
event of natural disasters. Therefore,
research is needed to examine the
professional competencies and
knowledge they can contribute during
disaster response. The findings would
contribute to improving disaster nursing
education program for nursing students
and to examining measures for the
appropriate alloca- tion of nursing
student volunteers in the event of natural
disasters.
This study sought to identify the
competencies among university nursing
students who participated in relief
activities following the 2016 Kumamoto
earthquakes.
Methods
Design and Participants
A cross-sectional study design was
employed. Participants were recruited
from among those who participated in
volunteer disaster relief activities while
they were university nursing students
after the Kumamoto earthquakes. In July
2017, participants were recruited using
available sampling from three university
nursing programs located in Kyushu—
the most southwesterly of Japan’s
Relief activities in Kumamoto. We assessed
the relief activities that student
volunteers engaged in using a 17-item
questionnaire based on previous research
(Kotera et al., 2016; Nakajima et al.,
‘‘removed rubble,’’ ‘‘promoted
exchange among local residents,’’ and
‘‘performed health checks.’’
Participants were asked to select all
Disaster nursing knowledge and competencies

among nursing students. The ICN launched
the framework of disaster nursing
competencies (World Health
Organization & International Council of
Figure 1. Flow chart: number of students who were eligible Nurses, 2009), and the 21st Century
for the analysis of this study and were excluded from the Center of Excellence program at the
analysis.
University of Hyogo (University of
Hyogo COE, 2006) examined core
competencies for disaster nursing.
(response rate 77.3%). Of these, 93 Although these two frameworks of
questionnaires were excluded (53 were disaster nursing competencies were
incomplete in the disaster nursing developed for emergency nurses, there
knowledge and competencies was no available tool or scale to assess
questionnaire and 40 disaster volunteer competencies among
nursing students and therefore we devised
a 38-item questionnaire to assess the
knowledge and competencies nursing
students required for disaster
were from those who had not whether they completed a disaster nursing
participated in Kumamoto disaster relief program at their university (1 ¼ already
activities), leaving data for 108 completed, 2 ¼ currently enrolled, and 3 ¼ not
yet enrolled).
participants with complete data in the
disaster nursing knowledge and Reason for participating in disaster
competencies questionnaire for analysis
volunteer activities in Kumamoto. This
(valid response rate 41.5%) (see Figure
questionnaire was developed based on
1).
previous research (Kobayashi,
Shirakawa, & Tatishi, 2014;
Measures Yoshihara, Ide, & Makioka, 2012) in
order to assess the participation
Participants’ general characteristics. Data motives of disaster volunteers
were collected on the demographic following the Kumamoto earthquakes.
variables of sex and academic level (i.e., The questionnaire consisted of nine
freshman through senior status) at the items, including ‘‘I would like to
time the Kumamoto earthquakes support earthquake victims,’’ ‘‘My
occurred. friends asked me to take part in
disaster volunteering,’’ or ‘‘I would
Experience related to disaster volunteerism. Participants like to use the knowledge and skills
were asked about previous volunteer experience ¼ (1
I’ve learned as a nursing student.’’
yes or
Respondents rated each item on a scale
2¼no), when and how often they were involved in of 1 (strongly disagree) to 4 (strongly
disaster volunteer activities in Kumamoto, and agree).
nursing. We reviewed the relevant research
literature and held in-depth discussions about
questionnaire items in order to create item
pools related to disaster nursing knowledge
and competencies among nursing students.
Respondents were asked to rate each item on
this questionnaire from 1 (I couldn’t do) to
5 (I could do).
Statistical Analysis
First, we calculated descriptive statistics for
experience related to disaster volunteering,
reason for participating in disaster volunteer
activities in Kumamoto, relief activities in
Kumamoto, and participants’ characteristics.
Second, we performed item analysis to
examine the item distributions and internal
consistency. Third, we conducted an
exploratory factor analysis to assess the
factor structure of disaster nursing
knowledge and competencies among
nursing students. We used unweighted least
squares with an oblique rotation method. The
factor loadings above the .3 cutoff were
acceptable. Finally, to compare the disaster
nursing knowledge and competencies scores
by enrolment status in a disaster nursing
program, we performed an analysis of
variance. SPSS Statistics 24.0 for Mac was
used for the data analysis. Statistical
significance was set at p < .05 (two- tailed).
Ethical Considerations
This study was approved by the ethics
committee of the authors’ institutions (No.
29-13). Written permission was obtained
from the participating universities and hos-
pitals. Participants were informed of the
voluntary
nature of participation in the study,
assured of their right to refuse to Reason for Participating in Disaster Volunteer
participate or withdraw at any time, and Activities in Kumamoto
assured of confidentiality during handling As shown in Table 3, more than half of
and dissemin- ation of obtained data. the participants agreed strongly with the
statements ‘‘I would like to support
earthquake victims’’ (62.0%) or ‘‘I
Results
would like to engage in reconstruction
Participants’ Characteristics support activities in affected areas’’
(53.7%). Half of respondents (50.0%)
As shown in Tables 1 and 2, 88.9% of answered ‘‘strongly agree’’ or ‘‘agree’’
the 108 university nursing students in the in response to ‘‘I would like to use the
sample were women. Most respondents knowledge and skills I’ve gained as a
were freshmen and juniors (both 36.4%), nursing student.’’
while seniors composed 22.4% of the
sample at the time the Kumamoto Disaster Nursing Knowledge and Competencies
earthquakes occurred. In total, 84.0% of
students had previous volunteer Among Nursing Students
experience, 57.4% answered ‘‘one time’’ Table 4 shows the item distribution of
when asked about the frequency of their disaster nursing knowledge and
disaster volunteer activities in competencies among university nursing
Kumamoto, 41.7% of students had students. While floor effects were not
completed a disaster nursing program, found, ceiling effects were found on four
and 38.0% had not completed it yet. items: ‘‘I was able to make efforts to
Table 2 presents the ranking of the protect personal information,’’ ‘‘I was
relief activities that volunteer students able to secure my own safety,’’ ‘‘I was
engaged in within the affected area able to take care of my own health,’’ and
(multiple answers). The most common ‘‘I was able to take necessary precau-
activity was distribution of relief tions to prevent contracting an infection
supplies (39.8%). Other common activ- considering the circumstances in the
ities included serving as a conversation affected area.’’ After excluding those
partner with affected people (36.6%), four items, exploratory factor analysis
sorting relief supplies (35.5%), and was performed on the remaining 34
maintaining the evacuation center items. As one item showed less than 0.3
(30.1%). factor loading and 11 items had higher
than
0.3 factor loadings onto two factors,
Table 1. Sample Characteristics.
these items were excluded. Next, four
factors were extracted, which were
N % ‘‘understanding and implementation of
assistance to victims in collaboration
Sex with other members of the disaster
response team,’’ ‘‘understanding of the
Female 96 88.9 natural disaster’s
Male 12 11.1
Sophomore 5 4.7
Junior 39 36.4
Senior 24 22.4
revious volunteer experience Maintaining evacuation centers 28 30.1
P Yes 89 84.0
No 17 16.0
Kumamoto

Conducting a needs survey 5 5.4
Already completed 45 41.7
Participating in recreation and events 2 2.2
Attending 22 20.4
Removing mud 1 1.1
Not yet enrolled 41 38.0
data.
by Learning State of Implementation of Disaster
N % Nursing
To compare the disaster nursing
knowledge and compe-
I would like to support earthquake victims I was required to participate in relief activities
as part of class or club activities
Disagree 2 1.9 Strongly disagree 98 90.7
Agree 39 36.1 Disagree 9 8.3
Strongly agree 67 62.0 Agree 1 0.9
I would like to engage in reconstruction support Strongly agree 0 0.0
activities in affected areas Note. Some percentages do not equal 100% because of
missing data.
Disagree 5 4.6
influence on victims,’’ ‘‘ethical
Agree 45 41.7 practice in a disaster recovery area,’’
and ‘‘understanding of my role within
Strongly agree 58 53.7 the disaster relief organization.’’
My friends asked me to take part in disaster relief
Each factor had a Cronbach’s a 5 .
volunteering Strongly disagree 18 16.7 70.
Disagree 24 22.2
Agree 46 42.6

volunteering Strongly disagree 84 77.8
Disagree 16 14.8
Agree 3 2.8
My family or friends were affected by the Kumamoto earthquake

Disagree 21 19.4
Agree 26 24.1
would like to view the current situation in the affected are
I Strongly disagree 16 15.1 as
Disagree 23 21.7
Agree 31 29.2
I would like to use the knowledge and skills I’ve

gained as a nursing student

Disagree 39 36.1
Agree 33 30.6
tencies scores by enrolment status in a understand their own role and the roles of
disaster nursing program, ANOVA was other responders in order to work
conducted (Table 5). The scores for collaboratively. Nurses are expected to
‘‘understanding and implementation of collect information on health needs,
assistance to victims in collaboration with rapidly assess victims based on disaster
other disaster response team members’’ and situations, and make judgments related to
‘‘understanding of the disaster’s influence on nursing care needs (Al Thobaity,
victims’’ were significantly higher for those Plummer, & Williams, 2017; Loke &
who had already completed the program than Fung, 2014). Our results indicated that
those who were currently enrolled or had not the participants, regardless of their
yet completed it. status as
The scores for ‘‘ethical practice in a
disaster recovery area’’ and ‘‘understanding
of my role within the disaster relief
organization’’ were significantly higher for
those who had already completed the disaster
nursing program than those who were
currently enrolled in it.
Discussion
The main findings of our study can be
summarized as follows. The motives of
many participants for their participation in
disaster relief activities were their willing-
ness to support the victims, to engage in
reconstruction support activities in affected
areas, and to use the knowledge and skills
they had gained as nursing students. These
results are consistent with those of previous
studies (Chan et al., 2010; Yonge,
Rosychuk, Bailey, Lake, & Marrie, 2010).
The academic level at which students
complete a disaster nursing program and
whether the program is compulsory or
elective varied by university, with around
40% of respondents not having taken the
program despite having a strong interest in
disaster relief volunteering.
acquired nursing knowledge and skills in the
affected area, many participants engaged in
activities that required no nursing
knowledge or skills. Because they were
nursing students without nursing
certification, it is possible that they were
viewed as unable to independently perform
professional tasks. Last, the four domains
of nursing students’ disaster nursing
competencies that were identified in this
study are consistent in part with the disaster
nursing competencies released by the ICN or
identified by University of Hyogo COE.
Various health professionals,
governmental organizations, private
organizations, and volunteers are involved in
disaster relief activities. Each must
I II III IV
circumstances
.869 —.072 .045 —.159
other medical professionals
20 I was able to assess nursing care needs based .797 —.133 .053 .093
22 I was able to understand the importance of .724 .061 .123 —.135

organizations
.722 .041 .022 .027
activities
.680 .216 —.093 —.009
and professionals involved in relief activities .664 .116 .025 —.025

.662 .083 —.106 .152
.387 .282 —.109 .177
disaster volunteer activities
Understanding natural disasters’ influence on victims (α ¼ . .020 .839 —.126 .092

862)

—.178 .818 .125 —.015
victims’ health

maintaining living environments to promote —.102 .773 .065 .112
health
15 I was able to understand the changing of victims’ .150 .740 —.070 —.214
living conditions
23 I was able to understand the impact of

.260 .440 .101 .048
health
32 I was able to recognize how to support victims’ .063 .398 .219 —.002

student, could possess such

competencies and use them during
disaster volunteer activities.
This survey identified ‘‘understanding living conditions, as well as the support
of the natural disaster’s influence on they need. They must then provide rapid
victims’’ among university nursing and appropriate care for victims (World
students. Nurses also must understand the Health Organization & International
impact of disasters on community Council of Nurses, 2009). As previous
residents’ overall health and daily papers have suggested (Cusack et al.,
2010), it is reasonable to assume that uni-
versity nursing students acquire such
knowledge and
I II III
N ¼ 45 N ¼ 22 N ¼ 41
Post hoc
Understanding and implementa- 30.82 (6.92) 25.5 (8.06) 26.13 (8.67) 5.12 .007** I–
tion of assistance to victims in II*
collaboration with other dis- I–
aster response team members III*
Understanding of natural disas- 25.24 (3.17) 21.27 (5.12) 22.45 (3.66) 9.90 .000*** I–
ters’ influence on victims II***
I–
III**
Ethical practice in a disaster 8.55 (1.46) 7.14 (2.27) 8.02 (1.60) 5.11 .008** I–II**
recovery area
organization

***p <.001, **p <.01, *p <.05.
competencies through standard nursing area’’ during disaster volunteer

education, including nursing skills, activities.
nursing processes, and practical nursing This study found that university
training. nursing students involved in disaster
Disaster responders are required to relief might have an ‘‘understanding
protect victims’ human dignity and rights of their role within the disaster relief
while adhering to ethical and moral organization.’’ This would indicate
principles (Davis, 2014; World Health that they have the autonomy and self-
Organization & International Council of expression required when
Nurses, 2009). Nurses may face ethical participating in volunteer activities.
problems that conflict with usual Nurses must understand their own
emergency nursing case, difficulties roles accurately, be able to adapt
respecting victims’ privacy, and their knowledge, skills, and abilities
unimaginable patient care decisions in for the disaster situation, and inform
times of scarce resources and supplies other disaster responders of what they
(Davis, 2014; Noguchi et al., 2017). Most can do to help. Competencies such as
nursing students learn nursing ethics in this are critical for effective and
the early stages of university-based train- efficient disaster
ing. As more than 60% of our sample
were in their sophomore year or beyond,
they had been trained to behave ethically
and legally. In regards to first-year stu-
dents, they may potentially possess
competencies of respecting human rights
and giving consideration to ethical
concerns because they were interested in
nursing fields and took part in disaster
relief activities. Thus, university nursing
students could utilize the competency of
‘‘ethical practice in a disaster recovery
relief activities (Al Thobaity et al., 2017;
World Health Organization & International
Council of Nurses, 2009) as they could
promote smooth coordination among health-
care professionals. University nursing
students who are capable of understanding
their own abilities and roles in disaster
situations could be important sup- porters
during disaster responses.
Participants who had completed a disaster
nursing program showed better
understanding and implementation of
assistance to victims in collaboration with
other disaster response team members, better
understanding of the natural disaster’s
influence on victims, more ethical practice in
a disaster recovery area, and better under-
standing of their role within the disaster
relief organization. Past studies claimed
that disaster nursing classes imparted
knowledge applicable to disaster volunteer
activities (Pattillo & O’Day, 2009). In the
disaster nursing education program
commonly found in Japanese universities,
many aspects of disaster nursing are pre-
sented. They include the influence of natural
disasters on health, information collection
and assessment in affected areas, nurses’
roles and responsibilities in disaster
situations, ethical problems during treatment,
and multidisciplinary collaboration during
disaster response (Matsumoto, Takahira,
Katahono, Yoshida, & Utsumi, 2006;
Sawada, Kojo, Nakayama, & Tsugeno, 2015;
Yamamoto, 2013). However, we did not ask
about the contents of the disaster nursing
programs the participants took. Further
research is needed to examine the effect of
undergraduate disaster nursing education on
performance of disaster relief activities.
This study found that our participants
were equipped with competencies similar
to those required of nurses
engaging in disaster response. These students during relief activities following
competencies may be gained through the 2016 Kumamoto earthquake. Those
undergraduate nursing education pro- who had completed a disaster nursing
grams. In addition, classes in disaster program displayed greater understanding
nursing could contribute to nursing of providing assistance to victims in
students’ ability to assist in disaster collaboration with other disaster response
relief. It is recommended that a unified team members and a better understanding
disaster nursing education curriculum be of natural disasters’ influence on victims.
established that promotes competencies This group of respondents also had more
to flexibly apply students’ knowledge ethical practice in the affected area and a
and skills in the context of disaster relief. greater understanding of their role within
A nursing education program based on the disaster relief organization than those
the framework of ICN disaster nursing who were currently enrolled in the
competencies had superior educational program.
effects for nursing students (Chan et al.,
2010). Adapting this program for Acknowledgments
university nursing students in Japan is The authors would like to thank all participants in this
desirable. study.
Identifying disaster nursing
competencies used by university
nursing students via this survey might
make it possible to accurately assess
nursing student volunteers’ capabilities
and allocate them optimally in disaster
situations.
Limitations and Future Study

As the results of this study were based on
a cross- sectional design, no causal
relationship could be concluded
between disaster nursing knowledge and
competencies and student nurses’
motives to participate or enrolment status
in a disaster nursing program. Future
research using a longitudinal design is
needed to identify and examine causal
relationships. These findings cannot be
generalized because the data were col-
lected exclusively from university
nursing students in southwestern Japan
who were involved in relief activities
following the 2016 Kumamoto
earthquakes, and our target sample might
not accurately reflect the population of
interest as this study employed available
sampling. In addition, the sample size
may be too small, and further studies are
needed to confirm our results across a
larger sample using probability sampling.
Conclusion
Our research identified four domains of
competencies used by university nursing
Author Contributions Management & Response, 3, 80–85.
M. S., H. I., E. Y., and Y. K. contributed to the concept Kashiwaba, E., & Okudera, M. (2014). Effectiveness of
and design of this study; M. S., H. I., Y. K., T. Y-M., and disaster volunteer training as part of basic nursing
Y. Y. contributed to data acquisition; M. S. carried out education. Bulletin of the Faculty of Social Welfare,
the statistical analysis, and drafted and completed Iwate Prefectural University, 16, 1–9.
the manuscript; H. I. and
Kobayashi, K., Shirakawa, Y., & Tatishi, S. (2014). An anat-
E. Y. contributed to interpretation of data and omy of educational impacts toward university students by
critically reviewed the manuscript; all authors read disaster-related volunteer experiences [Internet].
and approved the final manuscript.
Retrieved from http://ir.lib.hiroshima-
u.ac.jp/files/public/3/36500/
20150106145129818904/RIHE126.pdf.
Declaration of Conflicting Interests
The author(s) declared no potential conflict of
interest with respect to the research, authorship,
and/or publication of this article.
Funding
research, authorship, and/or publication of this
article.
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59
Giving Extension Effect On Landslide Disaster Preparedness

of Householder’s Knowledge And Attitude
Novita Ana Anggraini, Sutrisno, Weni Uswatun Hasanah 1 1

STIKes Surya Mitra Husada, Kediri, East Java, Indonesia Corresponding
author : phitphita@gmail.com
ABSTRACT
Background: The high number of disasters in Indonesia pushed against the need for
vigilance on the disaster. preparations to be made by civil society organizations, especially
scouts, TAGANA or SAR've pretty much done, but preparedness at the family level and
the individual is still a lot of efforts increase efforts to improve the preparedness of the
family in the face of disaster requires an effort to educate more people, especially in terms
of disaster mitigation.
Purpose : The aim of this study was to determine the effect of education on disaster
preparedness landslides on knowledge and attitude of the head of the family in the hamlet
village Jethi Blimbing Mojo Subdistrict Kediri.
Methods : This research design is pre-experimental with approach to one group pre-post
test, the data obtained using questionnaire. The number of samples taken in this research
were 78 respondents, by purposive sampling.
Result : Of the total 78 respondents surveyed after being given counseling, 37 respondents
(47.4%) had knowledge of preparedness landslides in enough categories and 47
respondents (60.3%) had the attitude of preparedness landslides in the positive category.
The analysis in this research for the knowledge using wilcoxon sign rank test statistics
obtained p = 0,000<0,05 then H0 is rejected and H1 accepted. Whereas for the attitude
using Mc.Nemar statistic test obtained p = 0.001 <0.05 then H0 is rejected and H1
accepted
Conclusion : By giving periodic counseling and provision of information continuously, it
can affect respondents' knowledge about disaster preparedness landslides, because it can
affect the stimulus and understand the information provided.
Keywords : Preparedness, Knowledge, Attitude, Landslides
Received July, 25, 2018; Revised August 24, 2018; Accepted September 14, 2018
60
How to Cite: Anggraini, N., Sutrisno, S., Hasanah, W. (2018). Giving Extension Effect On Landslide Disaster
Preparedness of Householder’s Knowledge And Attitude. Journal Of Nursing Practice, 2(1), 58-63.
https://doi.org/10.30994/jnp.v2i1.44
The Journal of Nursing Practice, its website, and the articles published there in are licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 4.0
International License.
61
BACKGROUND
The high number of disasters in Indonesia encourages the need for awareness of
disasters, starting with the government that forms the National Disaster Management
Agency (BNPB), at the level of the environment stands the Disaster Response Youth
Organization (TAGANA). Preparedness is expected to develop at all levels of society,
especially at the family level, but at the family level disaster has not become a problem that
must be faced together and there are solutions that are specific to each family (Ramli,
2012).
In 2014 the number of landslide victims in Indonesia was 6,785 families with a
death toll of 312 people (BNPB Pusat, 2014). For East Java Province in 2014 the highest
number of disasters was floods that occurred in 147 locations, wind disasters reached 128
locations and landslides as many as 98 locations, the number of landslide victims in East
Java Province in 2014 was 635 households with 12 people killed (East Java Province
BPBD, 2014).
The results of the preliminary study conducted on February 16, 2015 in Jethi
Hamlet, Blimbing Village, Mojo District, Kediri Regency, have received counseling about
disaster preparedness from the BPBD of Kediri Regency and from the Sub-District.
Interviews with 7 people revealed that 6 people did not understand the knowledge and
attitudes in dealing with landslides. The responsibility for carrying out disaster
management activities can be in the form of preparedness, namely: actions that allow
governments, organizations, communities, communities and individuals to be able to
respond to a disaster situation quickly and accurately (Rante, 2013). The preparations that
must be carried out by community organizations, especially Scouts, TAGANA and other
Search and Rescue (SAR) Agencies have been done quite a lot, but the readiness at the
family and individual levels is still not much done. This condition creates the emergence of
dependence on families and individuals at the time of the disaster, so that they cannot carry
out anticipation independently and depend more on existing SAR organizations, even
though the presence of the organization is uncertain quickly during a disaster (Djafar,
2013). Efforts to improve family preparedness in dealing with disasters require efforts to
provide counseling to the community, especially in terms of disaster mitigation
(Karnawati, 2005)..
OBJECTIVE
The general objective of this study was to determine the effect of providing
counseling on landslide disaster preparedness on the knowledge and attitudes of the head
of the family in Jethi Village, Blimbing Village, Mojo District, Kediri Regency.
METHODS
The research design used was pre-experimental with one group pre-post test
approach. The population in this study were all heads of families in Jethi Village, Blimbing
Village, Mojo District, Kediri Regency, totaling 360 families. The sample in this study
were some households in Jethi Hamlet as many as 78 respondents.
In this study using purposive sampling sampling technique that is sampling from
members of the population in accordance with the criteria that have been previously known
by researchers.
The instrument used in this study is a questionnaire sheet. Data processing that has
been collected is done by editing, coding, scoring, and tabulating.
Data analysis used to test knowledge used the Wilcoxon signed rank test and to test
the attitude using the Mc Nemar test. With a significance level of 5%.
RESULTS
a. Characteristics of Respondents
Characteristics of research respondents include age, education, occupation,
information history and length of stay. There were half of the respondents aged 26-45
years as many as 39 respondents (50%), elementary level education (SD, SMP) as many
as 37 respondents (48%), working as farmers / farm laborers as many as 26 respondents
(33%), had received information about landslides from officers as many as 31
respondents (40%), and have lived in Jethi Hamlet for more than 10 years as many as 48
respondents (62%).
b. Variable Characteristics
It is known that before counseling, almost half of the respondents had knowledge
about landslide disaster preparedness in the sufficient category, namely 32 respondents
(41.0%) and attitudes of landslide disaster preparedness in the negative category,
namely 44 respondents (56.4%). While after counseling, almost half of the respondents
had knowledge about landslide disaster preparedness in the sufficient category, namely
37 respondents (47.4%) and landslide disaster preparedness attitudes in the positive
category, namely 47 respondents (60.3%).
c. Statistical Test Results
That prior to counseling almost half of the respondents had knowledge of
landslide disaster preparedness in the sufficient category, namely 32 respondents
(41.0%) and after counseling almost half of the respondents had sufficient knowledge in
the category, namely 37 respondents (47.4% ) The results of statistical tests using
Willcoxon signed rank test showed that the value of p = 0,000 <α = 0,05 so that H0 was
rejected and H1 was accepted. Whereas for attitudes it is known that before counseling
some respondents had a negative attitude, namely 44 respondents (56.4%). and after
counseling some respondents who have attitudes in the negative category, namely 31
respondents (39.7%). The results of the statistical test using the McNemar test showed
that the value of p = 0.001 <α = 0.05 so that H0 was rejected and H1 was accepted.
DISCUSSION
a Knowledge of the Head of the Family in Jethi Hamlet, Blimbing Village, Mojo
District, Kediri Regency Before Being Provided Counseling
Knowledge of the head of the family in Jethi Hamlet, Blimbing Village, Mojo
District, Kediri Regency, it was known that before the extension was carried out,
almost half of the respondents had knowledge about landslide disaster preparedness in
the sufficient category, namely 32 respondents (41.0%). Knowledge is a domain that is
very important to do a person's actions (Overt Behavior). Age affects a person's
catching power, the more it grows, the more the catching power and mindset will
develop, so that the knowledge gained will improve (Nursalam, 2008). According to
Y.B. Mantra is quoted by Notoatmodjo (2010). In general, the higher the education, the
more easily one receives information. Information will have an influence on one's
knowledge, knowledge can also be obtained by someone from the information they
have received. In addition, work is also a factor that influences knowledge. The more
people will get more information (Notoatmodjo, 2007).
The results of cross tabulation between age and knowledge shows that age 26-45
years old has sufficient knowledge in the category of 33.3%. The result of cross
tabulation between education and knowledge shows that most respondents with basic
education (elementary, junior high) have knowledge in the less category as many as 20
respondents (25.6%). Whereas respondents who have never received information have
knowledge about landslide disaster preparedness in the less category, namely 9
respondents (11.5%) and the results of tabulation of knowledge with the employment
of peasants / farm laborers before extension has knowledge of disaster preparedness in
the less category, namely 14 respondents (17.9%). This study shows that the majority
of respondents have sufficient knowledge, this means that respondents actually already
know about disaster preparedness, but their knowledge still does not meet to be used as
a basis for disaster preparedness.
b Attitude of the Head of the Family in Jethi Village, Blimbing Village, Mojo
District, Kediri Regency Before Being Provided Counseling
The attitude of the head of the family in Jethi Hamlet, Blimbing Village, Mojo
District, Kediri District, it was known that before the extension was carried out, almost
half of the respondents had the attitude of landslide disaster preparedness in the
negative category, namely 44 respondents (56.4%).
Attitude is a general evaluation made by man against himself, others, objects or
issues which are certain regularities in terms of feelings (affection), thinking
(cognition) and predisposing actions (konasi) (Azwar, 2005). Attitudes have a tendency
to behave (Notoatmodjo, 2010).
Based on the results of the study it is known that respondents with jobs as
farmers / farm laborers have a landslide disaster preparedness attitude in the negative
category, namely 18 respondents (23.1%). As farmers in general the community has
minimal access to information, this causes respondents to respond to disaster
preparedness tends to be negative. attitude will be easier to form if personal experience
occurs in situations involving emotional factors.
c Knowledge of the Head of the Family in Jethi Village, Blimbing Village, Mojo
Subdistrict, Kediri Regency After Being Provided Counseling
Knowledge of the head of the family in Jethi Hamlet, Blimbing Village, Mojo
District, Kediri District, was known that after counseling, almost half of the
respondents had knowledge about landslide preparedness in the sufficient category,
namely 37 respondents (47.4%).
Age affects a person's catching power, the more it grows, the more the catching
power and mindset will develop, so that the knowledge gained will improve (Nursalam,
2008). In addition, the higher the education of a person, the easier it is to receive
information. Information will give effect to one's knowledge, knowledge can also be
obtained by someone from the information they have received (Notoatmodjo, 2010).
Respondents' knowledge after the extension was in the sufficient category. The
low level of understanding received by respondents was caused by many things
including respondents with basic level education after being educated having
knowledge of landslide preparedness in the sufficient category, namely 21 respondents
(26.9%) while respondents who had received information from officers after
counseling had knowledge of landslide preparedness in good category, namely 15
respondents (19.2%).
d Attitude of the Head of the Family in Jethi Village, Blimbing Village, Mojo
Subdistrict, Kediri Regency After Being Provided Counseling
The attitude of the head of the family in Jethi Hamlet, Blimbing Village, Mojo
District, Kediri Regency, was known that after counseling, almost half of the
respondents had a landslide disaster preparedness attitude in the positive category,
which was 47 respondents (60.3%).
One of the factors that influence the success of counseling is the target factor, for
example the level of education is too low so it is difficult to receive the message
delivered, the socioeconomic level is too low so it does not pay much attention to the
messages conveyed because it is more concerned with more urgent needs, beliefs and
customs that have been embedded so that it is difficult to change it, the condition of the
environment where the target lives is not likely to change behavior (Mubarak, 2007).
The results showed that after being given counseling there was an increase in the
attitude of respondents where some respondents were negative to be positive. This
condition is caused by the provision of counseling not only to provide information to
respondents but also provide motivation to respondents.
The tabulation results show that respondents with jobs as farmers / farm laborers
after extension have attitudes of landslide disaster preparedness in the negative
category, namely 15 respondents (19.2%). This condition shows that respondents who
work as farmers tend to be more difficult to change their attitudes in the
implementation of disaster preparedness so that the attitude of respondents does not
change and tends to remain negative. In addition, people who were> 10 years old living
in the area had an attitude in the negative category, namely 27 respondents (34.6%).
This shows that counseling and length of stay also affect the attitude of the head of the
family but these attitudes cannot be changed completely because they feel that they
have been in the area since childhood and they also have no other place to live than in
the area
e The Influence of Providing Counseling on Preparedness of Landslide Disasters
Against Knowledge of Family Heads in Jethi Village, Blimbing Village, Mojo
District, Kediri Regency
The results of statistical tests using Willcoxon signed rank test showed that there
was a significant effect of providing counseling on landslide disaster preparedness on
the knowledge of the head of the family in Jethi Village, Blimbing Village, Mojo
Subdistrict, Kediri Regency.
Knowledge of the head of the family before being given counseling had enough
knowledge in the category of 32 respondents, namely 41% and knowledge in the
category of less, namely 37.2%. After being given counseling knowledge of
respondents in the less category decreased to 9% and respondents who had sufficient
knowledge in the category increased to 47.4%.
Based on the results of the analysis it can be seen that counseling has a
significant influence on knowledge about disaster preparedness, this is because
counseling is a process or effort carried out so that the community in this study is the
head of the family, can better understand the disaster preparedness efforts, this is
important considering the respondents live in areas prone to landslides.
f The Influence of Providing Counseling on Preparedness of Landslide Disasters
Against the Attitudes of Family Heads in Jethi Village, Blimbing Village, Mojo
District, Kediri Regency
The results of statistical tests using the McNemar test showed that there was a significant
effect of providing counseling on landslide disaster preparedness on the attitude of the head of the
family in Jethi Village, Blimbing Village, Mojo District, Kediri Regency.
Counseling can significantly change the attitude of the people who were originally negative
changed to positive, this was because respondents who received counseling gained enlightenment
that preparedness was important to be carried out, especially in the counseling process researchers
were accompanied by community leaders who were considered important in the community so
that the respondents appeared to be able to be better in implementing disaster preparedness
CONCLUSION
There is a significant effect of providing counseling on landslide disaster preparedness to the
knowledge of the head of the family in Jethi Village, Blimbing Village, Mojo District, Kediri Regency
There is a significant effect of providing counseling on landslide disaster preparedness on the attitude
of the family head in Jethi Village, Blimbing Village, Mojo District, Kediri Regency.
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165
Available online at www.ijmrhs.com
l ISSN No: 2319-5886 International Journal of Medical

l
Research & Health Sciences,

2018, 7(8):165-174
Knowledge Levels of Nursing Students on Disaster Nursing and

Their State of Disaster Preparedness
Funda Ozpulat1 and Esma Kabasakal2*
1
Assistant Professor, Selçuk University, Public Health Nursing Department, Konya, Turkey
2
Research Assistant, Hacettepe University, Public Health Nursing Department, Ankara, Turkey
*Corresponding e-mail: esm.akf@gmail.com
ABSTRACT
Background: Turkey is a country that very frequently experiences disasters due to its geological structure, and
earthquakes are Turkey’s most frequent type of natural disaster. To best fulfill their roles and responsibilities during
a disaster, nurses are expected to enhance their knowledge and experience. Aim: This was a descriptive study and
aimed to determine nursing students’ knowledge levels on disaster nursing and their state of disaster
preparedness. Method: This study included fourth-year nursing students in two universities located in the Ankara
and Konya provinces of Turkey. It was conducted in the second education terms between 2015-2016 and 2016-
2017. For data analysis, this study used frequency values, a chi-square test to assess students’ views on disaster
nursing courses by their universities, and an independent sample t-test. Results: 51.6% students were nursing
students in University A located in Konya, with 48.4% studying at University B in Ankara. The mean age of students
was 2.41 ± 0.95 years, and 85.5% were female. Most of students studying in University A (67.8%) reported that
they had received education about disasters, and this rose to 83.2% in University B students. This showed that
students’ disaster education status differed between universities. Only 6.8% of University A students reported that
they had received disaster nursing education, while 68.6% of students studying at University B had received
education about disaster nursing. The data obtained from this study showed that the status of receiving disaster
nursing education varied according to the university attended (p<0.05), that there were statistically significant
relationships between disaster nursing knowledge scores and students’ universities, genders, whether they had
received education about disasters and disaster nursing. Conclusion: This study found significant differences
between students in both universities in terms of their having received education about disasters, disaster nursing,
and knowledge scores on disaster nursing.
Keywords: Nursing students, Disaster preparedness, Disaster nursing, Knowledge level
INTRODUCTION
Disasters are generally defined as ecological or man-made events that occur beyond the control
of people, cause loss of life and property, disturb daily life, and can create the need for foreign
assistance if they exceed the capacity of a society to respond and adapt [1]. Around the world,
166
millions of people have been negatively affected by natural or man-made disasters, either by
death, disability, or disease that occurred as a result of these disasters [2]. Natural disasters
include earthquake and flood, but also there are also unnatural disasters, including nuclear
accidents, dam collapse, etc. Natural disasters occur frequently and vary a lot in Turkey,
primarily earthquakes, causing humanitarian and economic losses [1]. During disasters, it is
expected that healthcare services will be maintained in the best possible way. From the
perspective of healthcare services, the type and duration of disasters are important in terms of
being indicators of disease, and injuries and providing information about the quality and speed of
the needed service. The disaster preparedness of nurses is important as they are members of a
health care team that should work systematically in all conditions [3,4]. In disasters, many
recurrent problems which impede medical response arise from the inadequate education and
training of health care professionals, from not understanding disaster medicine plans and
protocols well, and from skill inadequacy and lack of experience [5]. In many countries, disaster
nursing education is rarely provided to students to the same degree as fundamental nursing
education, there are few models and drafts related to the process of understanding disaster
nursing to guide nurses [6].
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Ozpulat, et al. Int J Med Res Health Sci 2018, 7(8): 165-174
Understanding the importance of disaster nursing enables nurses to take part in all stages of a
disaster, and to actively and effectively participate in disaster management plans made in all
fields, included in the health system [7]. There are only a limited number of studies in the
Turkish literature, and it is important to highlight the need for disaster nursing to increase the
number of these studies. Based on this, this descriptive study aimed to determine nursing
students’ knowledge levels of disaster nursing and their state of disaster preparedness.
MATERIALS AND METHODS
This was a cross-sectional and descriptive study. The population of this study included nursing
students in two universities that conduct university-level learning-teaching activities in in the
Ankara and Konya provinces of Turkey. Data was collected in the second terms in the 2015 and
2017 school years. A trial of this study was administered to fourth-year nursing students (n=80)
of a private university in Ankara, which was not included in the population of this study.
Following this, the researchers corrected incomprehensible and incomplete questions and the
main study began. The sample of this study comprised 146 students who were studying in a
nursing department of University A in the province of Konya, and 137 students who were
studying in the nursing faculty of University B in Ankara province. A questionnaire form was
developed as a data collection tool. The three-part questionnaire was developed following a
literature review [8-12].
• Socio-demographic Characteristics of Nursing students

The first part of questionnaire had four questions about students’ age, gender, grade and where they
lived.
• Students’ Characteristics about their State of Disaster Preparedness
The second part had 14 questions to determine whether students had experienced a disaster, if
they were ready to manage disasters, if they had received education about disasters and disaster
nursing, if they had worked as a volunteer during disasters, if they had a desire to become a
disaster nurse, if they considered themselves adequate to perform their tasks and responsibilities,
and to define their educational needs about disaster nursing.
• Disaster Nursing Information Form
There were 20 questions in the last part of this questionnaire. These questions aimed to
determine knowledge levels of students about disaster nursing and gave disaster nursing
knowledge scores out of 100.
Inclusion Criteria
The inclusion criteria for this study were being a fourth-year student and studying a community
health nursing course. The participating students voluntarily completed questionnaires in 15-20
minutes.
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Ozpulat, et al. Int J Med Res Health Sci 2018, 7(8): 165-174
Data Analysis
The data collected from this study were analyzed using the SPSS version 17.0 (Statistical
Package for Social Sciences for Windows) software. As well as frequency values, this study also
used the chi-square test to compare nursing students’ opinions about the disaster nursing
education given by their universities, and the independent groups sample t-test to compare
students’ characteristics and disaster nursing knowledge scores.
RESULTS
More than half of participating students (51.6%) were students in University A, and 48.4% were
studying in University
B. The mean age of students was 2.41 ± 0.95 years and the majority (85.5%) were female. More
than half of the participants (52.7%) were living in dormitories, two participants, who selected
the “other” option, were living in student apartment (Table 1).
167
Table 1 Socio-demographic characteristics of nursing students
Variables Min-Max X ± SS
Age 20-26 22.41±.95
University n %
A University 146 51.6
B University 137 48.4
Gender
Female 242 85.5
Male 41 14.5
Where Living in
Home 149 52.7
Dormitory 132 46.6
Other 2 0.7
Total 283 100
More than half of the participating students had experienced a disaster once before (University A
52.7%, University B 52.6%) and almost all disasters experienced were earthquakes (University
A 91.5%, University B 93.4%). There were a few students who had knowledge about the
resistance to disaster of the place where they lived (University A 34.2%, University B 36.5%),
there were 13 students who had knowledge about the disaster resistance of their university, and
17 students had a disaster emergency kit (Table 2).
Table 2 Nursing students’ disaster experience
Variables University A University B

Effected Disaster
n % n %
Events Before
Yes 77 52.7 72 52.6
No 69 47.3 65 47.4
Total 146 100 137 100
Types of Disasters*
Earthquake 75 91.5 71 93.4
Flood 4 4.9 5 6.6
Landslide 1 1.2 - -
Others 2 2.4 - -
Total 82 100 76 100
Resistance of Buildings to Disasters in Where Living
No 96 65.8 87 63.5
Yes 50 34.2 50 36.5
Resistance of University to Disasters
No 141 96.6 129 94.2
Yes 5 3.4 8 5.8
Have Earthquake Pouch in Where Living
No 138 94.5 128 93.4
Yes 8 5.5 9 6.6
Total 146 100 137 100
Materials in the Earthquake Pouch*
First aid 8 27.6 12 35.3
Water 9 31 8 23.5
Dried Foods 8 27.6 7 20.6
Canned Foods 3 10.3 6 17.7
Others 1 3.5 1 2.9
Total 29 100 34 100
*Students could give more than one answer
The majority of University A students (67.8%) reported that they had received education on
disasters; however this rose to 83.2% for University B students. A great majority of University B
students (72.6%) had knowledge about
disasters due to school courses. Only 6.8% of University A students stated that they had received
disaster nursing education, while 68.6% of students studying in University B received education
about disaster nursing. The primary source of knowledge of students who stated that they had
received education on disaster nursing, was school courses at the rate of 54.5% in University A
students, and of 95.0% in University B students. There were only 6 students who had
participated in volunteer works for a disaster (Table 3).
Table 3 Nursing students’ opinions about disaster nursing
Variables University A University B X2 P

Taking Disaster Training Before n % n %
Yes 99 67.8 114 83.2
9 0.004**
No 47 32.2 23 16.8
Total 146 100 137 100
Disaster Training’s Types*
School Lessons 65 45.8 111 72.6
Conference/Congress/Symposium 37 26.1 18 11.8
Internet 23 16.2 15 9.8 - -
Others 17 11.9 9 5.8
Total 142 100 153 100
Taking Disaster Nursing Training Before
Yes 10 6.8 94 68.6
No 136 93.2 43 31.4 115.99 0.000**
Total 146 100 137 100
Disaster Nursing Training Types*
School lessons 6 54.5 95 95
Conference/Congress/Symposium 3 27.3 2 2
Internet 1 9.1 2 2 - -
Others 1 9.1 1 1
Total 11 100 100 100
Worked as a Volunteer at any Disaster
Yes 4 2.7 2 1.5
- -
No 142 97.3 135 98.5
Want to Work as a Disaster Nurse
Yes 90 61.6 87 63.5
0.104 0.806**
No 56 38.4 50 36.5
Need for Disaster Nursing Training
Yes 141 96.6 133 97.1
No 5 3.4 4 2.9 - -
Total 146 100 137 100
*Students could give more than one answer; ** Fisher’s exact test was administered
More than half of the participating students wanted to become a disaster nurse (University A
61.6%, University B 63.5%), almost all students thought that they needed to receive education
on disaster nursing (University A 96.6%, University B 97.1%).
Effective
80
Very Effective
70
Less Effective
60
50
40
30
20
10
A Unıversity
Figure 1A Finding self-effective status in any disaster (University A)
Effective
70
60 Less Effective
Very Effective
50
40
30
20
10
B Unıversity
Figure 1B Students’ thoughts about whether they could be effective during a disaster (University B)
In both universities, half of the participating students thought that they could be effective during
a disaster. Of University A and B students, 19.2% and 30.7% respectively stated that they could
be less effective (Figures 1A and 1B).
Most of the students correctly answered the statement, “No intervention should be performed on
people buried in the wreckage until they arrive at the hospital.” (University A 80.8%, University
B 86.1%). Similarly, a great majority of students gave the correct response to the statement, “In
the event of extension of disaster time, a nurse ensures people who have to live in shelters and
tent cities to receive health care services.” (University A 70.5%, University B 86.9%). The
statement, “Tasks, roles and responsibilities given to nurses should be clearly defined in
regulations,” was correctly answered by only 18.5% of University A students and by 51.8% of
University B students (Table 4).
Table 4 Distribution of nursing students’ responses to questions on disaster nursing knowledge
University A University B
Answers
n % n %
No intervention should be performed on people buried in the wreckage until they arrive at the
118 80.8 118 86.1
hospital.
In the event of extension of disaster time, a nurse ensures people who have to live in shelters
103 70.5 119 86.9
and tent cities to receive health care services.
In disaster management, disaster intervention is more important than disaster preparedness. 94 64.4 116 84.7
A nurse ensures people with chronic diseases, as well as those who need immediate aid, can
88 60.3 115 83.9
receive health care services.
During disasters, triage is done by specialized physicians. 57 39 115 83.9
In disaster management, more attention is paid to an integrated approach than to short-term
72 49.3 110 80.3
efforts.
In disasters, triage is related to the needs of physicians or the institution. 55 37.7 110 80.3
In disaster management, damage reduction efforts are enhanced rather than relieving disaster-
86 58.9 104 75.9
victims.
After a disaster, all disaster-victims are transferred to hospitals by 112-ambulance staff. 66 45.2 96 70.1
In triage, the color code of patients with extremely low chances of survival is green. 29 19.9 88 64.2
In disaster management, risk management is substituted for crisis management. 37 25.3 87 63.5
Tasks and responsibilities given to nurses begin with rescue efforts after the event. 49 33.6 82 59.9
In the regulations on family medicine, there is a statement that a nurse performs emergency
47 32.2 79 57.7
planning, develops protocols and creates teams where necessary.
Tasks, roles and responsibilities given to nurses should be clearly defined in regulations. 27 18.5 71 51.8
One cause of mortality after a disaster is cardiac arrhythmias. 95 65.1 69 50.4
The purpose of decontamination is to protect personnel and medical services from
50 34.2 55 40.1
contamination.
In disasters, limited and insufficient responsibilities are given to nurses. 23 15.8 64 46.7
There is a disaster management system in which a nurse actively and effectively participates. 10 6.8 50 36.5
The system used in disasters is generally the START system. 15 10.3 37 27
IV fluids which are provided during interventions performed after a disaster should contain
23 15.8 29 21.2
potassium.
This study determined that the participating students’ disaster nursing knowledge scores
generally varied between 5 and 95, and their arithmetic mean was found to be 50.49 ± 19.77.
Students’ disaster nursing knowledge scores varied by their universities, whether they had
received education on disasters and disaster nursing, and their genders (Table 5).
Table 5 Comparison of nursing students’ characteristics and their disaster nursing knowledge levels
Disaster Nursing Knowledge Scores: 50.49 ± 19.77 X ± SS t df p

University
A University 39.18 ± 15.13
-12.316 281 0
B University 62.56 ± 16.79
Gender
Female 51.63 ± 19.89
2.371 281 0.018
Male 43.78 ± 17.78
Effected Disaster Events Before
Yes 51.07 ± 19.86
0.519 281 0.604
No 49.85 ± 19.72
Taking Disaster Training Before
Yes 52.75 ± 19.59
3.405 281 0.001
No 43.64 ± 18.80
Taking Disaster Nursing Training Before
Yes 63.79 ± 15.80
10.042 281 0.00
No 42.77 ± 17.63
Worked as a Volunteer at any Disaster
Yes 42.50 ± 21.15
-1.001 281 0.317
No 50.67 ± 19.74
Want to Work as a Disaster Nurse
Yes 51.13 ± 19.67
0.698 281 0.486
No 49.43 ± 19.98
Need for Disaster Nursing Training
Yes 50.49 ± 19.47
-0.009 281 0.993
No 50.56 ± 28.98
DISCUSSION
Turkey is a country that very frequently experiences disasters due to its geologic, morphologic,
and climatic characteristics, predominantly earthquake, flood, and avalanche [9-13]. This study
showed that more than half of the students had experienced a disaster once before (University A
52.7%, University B 52.6%) and that almost all disasters experienced were earthquakes
(University A 91.5%, University B 93.4%). Similarly, in a study by Ulas and Uncu in 2015,
55.6% (n=880) of 1267 adults reported that they had directly suffered from a disaster.
According to the data of the disaster awareness and preparedness to disasters research study
conducted in Turkey, 23% of Turkey’s population had directly experienced a disaster, and 65%
of this study’s participants reported that the disaster they experienced had an effect on their
disaster awareness [10-29]. Similarly, in the study by Ulas and Uncu in 2015, the rate of disaster
exposure was found to be higher than in the Turkey Disaster Research study. It was thought that
the difference was because the participants may have lived in earthquake zones. In this study,
67.8% of University A nursing students and 83.2% of University B nursing students reported
that they had received education about disasters. A statistically significant difference was found
between those who had education about disasters by universities (p<0.05). According to the
Turkey Disaster Research study results, 33.5% people think they have disaster awareness [15-
29]. Based on the fact that disaster awareness is low in society, it can be stated that health
professionals play a key role in increasing social awareness and consciousness, and that it is
highly important for them to gain the necessary knowledge and experience during their
undergraduate education. Concerning disaster nursing, only 6.8% of University A students
reported that they had received education, while 68.6% of students studying in University B had
received disaster nursing education. This study’s findings showed that there was a statistically
significant difference (p<0.05) by universities between those who had received disaster nursing
education and knowledge scores by universities. In the literature, it has been stated that nurses
have knowledge gaps on disaster management and a great majority of nurses have inadequate
preparedness for disaster events [8,14,15]. A study by Hisar and Yurdakul in 2015 determined
that of 440 nursing students, 24.6% had received education for disaster and emergencies, and
21.1% had received education before, after and during disaster and emergencies. The study also
found that nurses had inadequate knowledge on issues on which they are expected to give
service during disasters such as triage, decontamination, field hospitals in the aftermath of
disaster, and materials needed after disasters [16].
According to this study, the number of University A nursing students who received education
about disaster nursing was extremely low (6.8%). Disaster nursing education is given in some
universities without a standard terminology or a common curriculum, demonstrating continuing
need in this area. This necessity for education on disaster nursing has also been indicated in
foreign literature. A study in Hong Kong examined nurses’ disaster preparedness (n=164) and
showed that almost all participants (97%) did not feel adequately prepared for disasters and that
all participants were in agreement on the fact that nurses should receive courses for disaster
preparedness [8]. In this study, the disaster nursing need rate was found to be 97.1%, showing
that students, including those who had received prior education, needed more comprehensive
education. Another remarkable finding of this study was that the those who regarded themselves
as being “less effective” was 30.7% in University B nursing students, where 68.6% of
participating students had already received disaster nursing education, and 19.2% in University
A nursing students where 6.8% of participating students had previously received disaster
nursing education. The lower rate of students, who had not received prior education, on
regarding themselves as being “less effective”, led researchers to conclude that students did not
have sufficient awareness about disaster nursing.
A study by Inal, et al. in 2012 determined that 74% of 291 vocational high school students had
received basic education for disaster awareness and 42.5% of them had received this education
in school [12]. Celik in 2010 conducted a study with 204 nurses who worked in the Turkish Red
Crescent and found that they regarded their basic competence skills at the level of “being able to
do with help, and being able to do,” and they mostly participated in first-aid (74.0%) and basic
life-support (48.5%) courses.
Courses in which nurses wanted to participate for disaster preparedness included mental care
after trauma, communication in a state of crisis and disaster, field triage, first-aid, infection
control, basic life support, and advanced life support (trauma, children, cardiovascular) courses
[6,8].
It is possible to predict the development of disasters and to prevent the losses related to them.
Providing necessary support and incentive for taking these precautions are part of nurses’
professional responsibilities and nurses have a role of first-aid specialist not only after, but also
before disasters. Therefore, it is important for nurses to receive education on issues such as
disaster prevention, first-aid during disasters, and rehabilitation after disaster.
Although disaster education has come into prominence in recent years, disaster nursing
knowledge is defined as “inadequate” in many countries [17-24]. The disaster knowledge score
in this study was found to be 50.49 ± 19.77, while it was 66.3% in the study of Jiang, et al. in
2013. Increase in nursing students’ knowledge, attitude and behaviors will enable them to
develop disaster awareness and self-sufficiency.
In this study, the statement, “During disasters, triage is done by specialized physicians” was
answered correctly by 39% of University A students and by 83.9% of University B students. The
meaning of triage is to select and sort, and it is used to group patients according to their needs
for emergency and primary treatment in medicine [25]. The important issue here is that nurses
should have an ability to determine triage in emergency and primary care situations, such as
disaster, where physicians are not available or are insufficient [26]. Only 37.7% of University A
and 80.3% of University B nursing students correctly answered the statement, “In disasters,
triage is related to the needs of physicians or the institution”.
Similarly, the statement, “In triage, the color code of patients with extremely low chances of
survival is green,” was answered correctly by University B students at higher rates than
University A students (University A 19.9%, University B 64.2%). However, it was seen that the
rate of nursing students in both universities who correctly responded to the statement, “The
system used in disasters is generally the START system,” is low (University A 10.3%,
University B 27.0%). A study with 260 employees from 112 emergency health services stations
reported that among disaster management issues, the one most correctly answered was
“coordination/communication/command” (84.6%), and the least correctly answered issue was
“triage” (40.0%). According to results of another study which aimed to measure knowledge level
of nurses on triage that was conducted with 86 nurses in nine hospitals, 67.6% of participants
correctly responded to the question, “What is triage?”, and 68% correctly responded to the aims
of triage [10].
As most regions in Turkey are located in seismic belts, in all these crisis situations, health care
professionals, and even rescue teams should have already been informed about both basic
knowledge necessities, such as emergency care services, triage and first-aid, treatment and care
of crush syndrome, and acute kidney failure. In addition, it is also important for health
professionals to perform their clinical responsibilities properly after patients arrive at health
centers [27].
In accidents, including the mine accident in Turkey in 2014 that led to the death of 301 miners,
train accidents, huge earthquakes such as the 2015 Nepal earthquake that killed at least 8,000
people and injured 19,000, ongoing wars with death tolls exceeding 220,000 by January 2015,
according to United Nations data people face preventable or remediable complications and early
medical intervention can be life-saving for many injured people [28].
To minimize health hazards that can occur in disaster situations and life-threatening injury,
nurses take roles in health management, assistance, and care provision during disasters [29,30].
Nurses have special knowledge about groups at risk in society because they are health
professionals who are in close touch with society. Therefore, they can immediately use this
knowledge during disasters and can diagnose the physical and psychosocial effects of disaster on
the well-being of individuals, families, and society [31,32]. In disaster situations, nurses support
and help individuals to believe in themselves, while experiencing difficult times and
restructuring their lives.
CONCLUSION AND RECOMMENDATIONS
This study showed that more than half of the participating students had experienced a disaster,
and almost all disasters experienced were earthquakes. There were significant differences
between students in both universities in terms of whether they had received education about
disasters and disaster nursing, and knowledge scores on disaster nursing. Disaster nursing
knowledge scores varied by students’ universities, and whether they had received education
about disasters and disaster nursing. Disasters affect millions of people’s lives in all geographic
regions, they cause economic losses, as well as having negative effects on the people’s health
and quality of life. Improved awareness and consciousness about disasters can be life-saving,
and local and national education programs are required to ensure this. The education of health
staff is particularly important in regions where disasters are experienced severely and intensely.
Thus, health staff who are active and professional in their fields can prevent many mistakes and
incorrect health care practices. In Turkey, there is no defined standard for nursing student’s
education and training, at the same time there are significant differences in courses included in
university curricula and in their contents. While in some universities, disaster nursing can be
selected as a separate course, it can be discussed in a limited way as part of the community
health nursing course in other universities.
It would be effective for teaching nurses, who have full knowledge of the field, are aware of
their tasks and responsibilities before, after and during disaster, and who can properly display
their professional proficiencies, to organize in-service training programs for healthcare staff. It
should also be mandatory for nurses to periodically complete a certain number of hours training,
to minimize curricula differences between universities, and to include disaster nursing as a
compulsory course in all nursing schools.
DECLARATIONS
Conflict of Interest
The authors have disclosed no potential conflicts of interest, financial or otherwise.

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DOI: 10.9790/0853-1701093647 36 |
IOSR Journal of Dental and Medical Sciences (IOSR-JDMS)
e-ISSN: 2279-0853, p-ISSN: 2279-0861.Volume 17, Issue 01 Ver. IX January. (2018), PP 36-47
www.iosrjournals.org
Analysis of Factors Related to Preparednessof

Puskesmas(Community Health Center) Nurse in
Facing Flood Disaster in Kendari City of Southeast
Sulawesi, Indonesia
1*
Adi Try Wurjatmiko, Lilik Zuhriyah2, Mukhamad Fathoni3
1
Master’sProgram of Nursing, Faculty of Medicine, Universitas Brawijaya, Indonesia
2,3
Faculty of Medicine, UniversitasBrawijaya, Indonesia
Corresponding Author:Adi Try Wurjatmiko
Abstract
Background: The incidence of disaster in Indonesia is dominated by hydrometeorological activity, and 75% of
total disaster is the flood. Preparedness is the critical phase in the range of disaster management because this
phase will determine the independence, success of responsive response, level of suffering the victim, and the
safety of the victim’s life in the event of the disaster.
Purpose: to analyze factors related to the preparedness of Puskesmas nurse in facing flood disaster in Kendari
City of Southeast Sulawesi.
.Method: This research uses descriptive analytic design with Cross-sectional approach. The number of
respondents in this research are 176 nurses of Puskesmas by using purposive sampling. This research
conducted in Kendari City of Southeast Sulawesi at Puskesmas located in flood-prone areas, namely,
Puskesmas Mata, Puskesmas Kandai, Puskesmas Lepo-Lepo, Puskesmas Benu-Benua, and Puskesmas Poasia.
Result: correlation test of Spearman Rank indicates that there is a significant correlation between knowledge
(p
=0.000), attitude (p =0.000), self-efficacy (p =0.000), government policy according to nurse perception (p
=0.000), and infrastructure (p =0.000) with the preparedness of Puskesmas nurse in facing flood disaster.
Logistic regression test indicates that self-efficacy is the most correlated factor with the preparedness of
Puskesmas nurse in facing flood disaster with Exp(B) value of 8.139.
Conclusion: Factor of knowledge, attitude, self-efficacy, government policy according to nurse perception, and
infrastructure facilities are significantly correlated with the preparedness of Puskesmas nurse in facing flood
disaster, but self-efficacy is the most correlated factor with the nurse preparedness compared to four other
factors.
Keywords: Knowledge, attitude, self-efficacy, government policy, infrastructure facilities, nurse preparedness
DOI: 10.9790/0853-1701093647 37 |
Date of Submission: 23-12-2017 Date of acceptance: 22-01-
2018
I. Introduction
Disaster is a phenomenon that can happen anytime, anywhere, and override anyone with
a sudden event process (Mitchel et al., 2015). Disaster occurs when the local resource is
unable to cope with the emergence of an event or threat, whether caused by human or nature.
The condition then has implication for human life and livelihood (Hodge et al., 2017).
Indonesia is one of the countries in the world with the very high incidence of disaster. Every
year the incidence of disaster ranges from 1.500-2.000 times (National Disaster Relief
Agency (BNPB), 2016). The incidence of disaster in Indonesia is dominated by
hydrometeorological activity, and 75% of total incidents are flood. In 2017-2018 the flood
disaster is predicted to still dominate the disaster in Indonesia (Indonesia Disaster Data and
Information (DIBI) -BNPB, 2017).According to BNPB (2016), Kendari City is one of the
areas in Southeast Sulawesi with high disaster risk index of 148.4. 80% of the disaster that
occurred in Kendari City is flood. The Regional Disaster Relief Agency (BPBD) of Kendari
City (2017) states that the flood disaster in Kendari City is caused by geographical condition
with the low land, high rainfall, and overflowing of the largest river in Kendari City, namely,
Wanggu river. This is in accordance with the statement of the National Meteorology,
Climatology, Geophysics Agency (BMKG) of Kendari City (2017), which states that Kendari
City has the trend of high rainfall and increased from 2013 to 2017 by 11-20%. BMKG
Kendari City (2017) also predicts that in 2018 it will still experience an increase in rainfall of
1-2%, so it is still at risk for flood disaster.The disaster has a negative impact both partially
and universally. Disaster impacts can disrupt and exacerbate the stability of various aspects of
life (Shannon, 2015). Disaster can also cause deterioration of health condition both physically
and psychologically (Pourvakhshoori et al., 2017). According to BPBD Kendari City
(2017), the flood victims that occurred in Kendari City in 2016 as many as 7.106 people,
and
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Analysis of Factors Related topreparednessof Puskesmas(Community Health Center) Nurse In ..
57.3% of suffering health problems both physical and psychic. The flood victims that
occurred in July 2017 is 7.311, and 59.8% of suffering health problems. Preparedness is the
most important part of disaster management that can be used as a strategy to face and
mitigate the disaster. (Labrague et al., 2016). The International Council of Nurse (ICN) and
the World Health Organization (WHO) (2009), also emphasize that preparedness is critical
phase in the range of disaster management because this phase will determine the
independence, success of responsive response, the level of suffering the victim, and the safety
of the victim’s life in the event of disaster.
United Nations International Strategy for Disaster Reduction (UNISDR) (2014) &
United States Agency for International Development (USAID) (2013) become disaster
preparedness as the main priority in disaster management program. Preparedness of health
personnel contributes greatly to the efforts to suppress the worsening health condition of
disaster victims (Loweri et al., 2017). According to BNPB (2016), the power of health
personnel resources can be obtained from the community of volunteers and the local
government. The health personnel in the government group consists of all medical
professions scattered throughout the hospital and Puskesmas. Puskesmas as primary health
care facility is the spearhead of public health service in the respective working areas
(Department of Health the Republic of Indonesia (Depkes RI, 2012). According to BNPB
(2016), Puskesmas is also one of the resources in disaster management responsible for health
cluster at the village level based on the working area.The nurse is the profession with the
largest population in Puskesmas, and most often interacts with the community (Depkes RI,
2012). According to Loweri et al. (2017), when the nurse has a good level of disaster
preparedness, the community has a chance to improve the health condition that is disrupted
by the disaster, so that the mortality rate may be reduced.The nurse preparedness in facing
disaster is influenced by many factors. The results of research conducted in Israel by
Menilkov et al. (2014) shows that good knowledge of disaster management, realistic
assessment of disaster, and self-efficacy can improve the level of nurse preparedness in
facing disaster. The study conducted in Sweden by Phetricco & Loerzus (2016) finds that the
government policy factor and the completeness of detention infrastructure facilities are
directly proportional to the level of nurse preparedness in facing disaster. Other research also
mentions that in principle the determinant factor of nurse preparedness level is grouped into
two: 1) individual factor that consists of knowledge and attitude; 2) organizational factor such
as facilities and infrastructure (Veenema et al., 2016).The level of health personnel
preparedness including nurses in facing disaster in central and eastern Indonesia is still
relatively low (BNPB, 2013). Data on health personnel preparedness including Puskesmas
nurse in Kendari City also shows the low level of preparedness that is at index 37.98 (BPBD
Kendari City, 2016).The preliminary study at the Department of Health of Kendari City
shows that there are five Puskesmas located in flood-prone areas, namely, Puskesmas Lepo-
Lepo, Puskesmas Mata, Puskesmas Kandai, Puskesmas Benu-Benua, and Puskesmas Poasia.
The interview results of the researcher towards 10 nurses at five Puskesmas prone to flood
show that 70% of nurses state that the availability of supporting infrastructure facilities for
flood preparedness is still lacking. 60% of nurses say that the local government policy has not
provided maximum space for the Puskesmas nurse to do the flood disaster preparedness. In
addition, only 40% of nurses are able to answer correctly regarding the understanding and
objectives of preparedness in disaster management that the researcher asks. Based on these
phenomena, the researcher is interested to conduct research and analyze what factors are
related to the preparedness of Puskesmas nurse in facing flood disaster in Kendari City of
Southeast Sulawesi.
II. Research Method

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Analysis of Factors Related topreparednessof Puskesmas(Community Health Center) Nurse In ..
This research uses descriptive analytic design with Cross-sectional approach.
Respondents in this study are 176 nurses of Puskesmas by using purposive sampling. This
research conducted in Kendari City of Southeast Sulawesi at Puskesmas located in flood-
prone areas, namely, Puskesmas Mata, Puskesmas Kandai, Puskesmas Lepo-Lepo,
Puskesmas Benu-benua, and Puskesmas Poasia. The research carried out from November 6,
2017, to December 6, 2017. The instrument used in this research is the questionnaire. The
bivariate analysis uses Spearman rank test to see the relationship of knowledge, attitude, self-
efficacy, government policy according to nurse perception, and infrastructure facilities with
the preparedness of Puskesmas nurse in facing flood disaster. While multivariate analysis
uses logistic regression test to find out the most related factor with the preparedness of
Puskesmas nurse in facing flood disaster.
III. Research Result
Based on the research that has been done obtained the following results:
Table 1. Characteristic of Respondents by Age and Length of Work
N Minimum Maximum Mean Standard of
Deviation (SD)
Age (year) 176 22 54 32.22 7.077
Length of Work (year) 176 1 20 7.41 5.266
Source: Primary Data (2017)
DOI: 10.9790/0853-1701093647 38 |
Distribution of respondents shows that the average age of respondents 32.22 years,
where the youngest age is 22 years old and the oldest age is 54 years with the distribution of
data 7.077. Distribution of Average work duration for 7.41 years, where the minimum length
of work for 1 year and maximum 20 years with the distribution of data 5.266
Table 2. Characteristic of Respondents by Sex, Education, Experience of Disaster Training,

and Source of Disaster Training
Characteristic Frequency Percentage
(n) (%)
Sex
Man 43 24.4
Woman 133 75.6
Total 176 100.0
Education
SPK (School of 16 9.1
Nurse) Diploma-III 90 51.1
Diploma-IV 7 4.0
Bachelor 32 18.2
Ners 31 17.6
Total 176 100.0
Experience of disaster training
Never 113 64.2
1 time 52 29.6
>1 time 11 6.2
Total 176 100.0
Source of disaster training
Government program 25 39.7
Non government program 38 60.3
Total 63 100.0
Based on table 5.2 found that the majority of female respondents are 133 respondents
(75.6%). Some of D-III Nursing is 90 respondents (51.1%). Almost all respondents never
attend disaster training, namely, 113 respondents (64.2%). Most of the respondents who
haveattended the training are not training sourced from the government program, namely, 38
respondents (60.3%).
Table 3. Distribution of Respondents Based on Knowledge, Attitude, Self-efficacy,

Government Policy According to Nurse Perception, Infrastructure Facilities, and Nurse
Preparedness
Variable Objective Criteria Frequency Percentage
(f) (%)
Knowledge Less 93 52.8
Good 83 47.2
Total 176 100.0
Attitude Less 106 60.2
Good 70 39.8
Total 176 100
Self-efficacy Less 95 54.0
Good 81 46.0
Total 176 100.0
Government Policy According to Less 97 55.1
Nurse Perception Good 79 44.9
Total 176 100
Infrastructure Less 104 59.1
Good 72 41.9
Total 176 100.0
Nurse Preparedness Less 116 65.9
Good 60 34.1
Total 176 100.0
Table 3 found that the most of respondents have less knowledge about disaster
preparedness, namely, 93 respondents (52.8%), less attitude are 107 respondents (60.2%),
less self-efficacyare 95 respondents (54.0%), less government policy according to nurse
perception are 97 respondents (55.1%), less supporting infrastructure facilities of disaster
preparedness are 59.1%, and the most of respondents have less preparedness in facing flood
disaster are 116 respondents (65.9%).
Table 4. Analysis Result of Bivariate Spearman Correlation Test Between Knowledge,
Attitude, Self-efficacy, Government Policy According to Nurse Perception, and
Infrastructure Facilities with Preparedness of PuskesmasNurse in Facing Flood Disaster in
Kendari City of Southeast Sulawesi
Nurse Preparedness
Knowledge Correlation Coefficient (r) 0.713

Sig. (2-tailed) (p) 0.000
N 176
Attitude Correlation Coefficient (r) 0.665
N 176
Self-efficacy Correlation Coefficient (r) 0.707
N 176
Government Policy Correlation Coefficient (r) 0.580
According to Nurse Sig. (2-tailed) (p) 0.000
Perception N 176
Infrastructure Facilities Correlation Coefficient (r) 0.572
N 176
Table 4 shows that knowledge, attitude, self-efficacy, government policy according to

nurse perception, and infrastructure facilities have p-value = 0.000 <α (0.05), so H0 is
rejected which means there is significant correlation between knowledge, attitude, self-
efficacy, government policy according to nurse perception, and infrastructure facilities with
preparedness of Puskesmas nurse in facing flood disaster in Kendari City of Southeast
Sulawesi. The relationship value of each variable is 0.713, 0.665, 0.707, 0.580, and 0.572
which means the nature of the relationship is strong with the direction of the positive
relationship..
Table 5. Analysis Result of Multivariate of Knowledge Relation, Attitude, Self-efficacy,

Government Policy According to Nurse Perception, and Infrastructure Facilities with
Preparedness of PuskesmasNurse in Facing Flood Disaster in Kendari City of Southeast
Sulawesi
Variable p Value Exp(B) R Square
Knowledge 0.042 6.644
Attitude 0.033 3.732
Self-efficacy 0.010 8.139 0.749
Government Policy According to Nurse Perception 0.034 3.500
Infrastructure Facilities 0.013 4.032
Based on table 5.10 found that logistic regression analysis in this research uses enter
method. The value of R Square shows the value of 0.749 approaching the value 1, so the
multivariate analysis has good quality and feasible to use. The p-value on all variables are < α
(0.05), which means that there is the relationship between knowledge, attitude, self-efficacy,
government policy according to nurse perception, and infrastructure facilities with the
Sulawesistrength of relationship of the independent variable can be seen in the value of
Exp(B). The calculation result is obtained value of Exp(B) knowledge is 6.644, value of
Exp(B) attitude is 3.732, value of Exp(B) self-efficacy is 8.139, value of Exp(B) government
policy according to nurse perception is 3.500, and value of Exp(B) infrastructure facilities is
4.032. Based on the results of the analysis, the self-efficacy variable is the independent
variable that is the most related to the dependency variable of preparedness compared with
the variable of knowledge, attitude, government policy according to nurse perception, and
infrastructure facilities.
IV. Discussion
4.1 Knowledge relationship with Preparedness of PuskesmasNurse in
Facing Flood Disaster In Kendari City of Southeast Sulawesi
The result of the bivariate analysis shows that the knowledge of Puskesmas nurse on
the disaster preparedness is significantly related to the preparedness of Puskesmas nurse in
facing flood disaster in Kendari City of Southeast Sulawesi. The result of this research is
supported by the research conducted on 243 nurses in Israel with the result that there is a
relationship between nurse knowledge with preparedness in facing disaster (Melnikov at al.,
2014). Mondargue & Lircones (2015) through the result of their research state that
knowledge is one of the factors that affect the level of nurse preparedness in facing and
tackling disaster. Another research conducted at Sidrap South Sulawesi also emphasizes that
the factor that the most closely related to the
preparedness of health personnel including the nurse in facing disaster is knowledge factor
(Mustamin, 2015).Veneema et al (2016) state that the less nurse knowledge on the disaster
preparedness is one of the obstacles for a nurse to achieve the good level of preparedness in
facing disaster. According to Mondargue & Lircones (2015), knowledge is the foundation
that strongly determines the nurse’s ability regarding appropriate decision-making in
preparation, patient, and society to cope with disaster. If the nurse’s knowledge is lacking, the
nurse will have difficulty in making an appropriate decision about what actions should be
planned and undertaken in the event of the disaster. The International Council of Nurse
(2009) also emphasizes that cognitive knowledge or ability on disaster is a very important
thing to disaster management both in the mitigation, preparedness, responsive response, and
rehabilitation stages. Good cognitive or knowledge will be able to support the nurse’s
competence in preparing for disaster management.The result of the field research shows that
the knowledge of Puskesmas nurse in Kendari City about disaster preparedness is still in the
less category, especially on the aspect of action or effort that must be done in facing flood
disaster. According to Arsenljevlc et al (2017), good and lack of knowledge of a person is
influenced by several factors such as education, age, and experience.Knowledge and
education are two things that can not be separated, it is expected that the higher one’s
education the knowledge will be wider or better. According to Baker (2013), education
contributes to the knowledge that influences one’s attitude and behavior to participate in
disaster preparedness. The same is also pointed out by Chen et al (2016), that education can
facilitate nurse to increase or improve knowledge about the disaster, which will encourage the
creation of disaster preparedness behavior. The result of the field research obtained that there
are five educational backgrounds of Puskesmas nurses in flood-prone areas in Kendari City,
namely: Health Nurse School (SPK), Diploma III in Nursing (D-III), Diploma IV in Nursing
(D-IV), Bachelor of Nursing (S-1), and Ners (Ns). From the fifth education level, D-III
Nursing is the educational background that dominates Puskesmas nurse in Kendari City that
is 51.1%, while the education level of Ners nursing is only 17.6%. The nurse’s knowledge of
disaster preparedness is also influenced by the age factor (Mondargue & Lircones, 2015).
According to Raes et al (2015), age is directly proportional to the process of individual
mental development, where the increasing age of the individual, the process of individual
mental development will be the better, but at a certain age the individual memory will decline
and this greatly affects the ability of individual in receiving and managing information.
Notoatmojo (2012) states that the differences in the level of knowledge at each age level can
be reviewed from the knowledge domain that is knowing, understanding, application,
analysis, synthesis, and evaluation. The higher the level of the individual cognitive domain
the higher the individual's ability in processing and applying an information or knowledge
received. The result of the univariate analysis shows that the average age of Puskesmas nurse
in flood-prone areas of Kendari City is 32 years old with the oldest age is 54 years old.
Another factor that affects nurse knowledge about disaster preparedness is the experience in
conducting disaster preparedness and experience. According to Azwar (2010), the experience
can be used as an effort to gain knowledge by repeating experiences that have ever been
gained in solving the problems encountered. The experience of Puskesmas nurse in disaster-
prone areas related to disaster preparedness and mitigation efforts can also be seen in the
experience of disaster training. This is consistent with the statement of Melnikov et al (2014)
that the nurse can develop knowledge about disaster management through experience in
disaster training and seminar. The result of univariate analysis found that the most or 64.2%
of Puskesmas nurse in flood-prone areas in Kendari City have never attended training on
disaster management.Based on the above description, the researcher can conclude that
knowledge has relation to the preparedness of Puskesmas nurse in facing flood disaster. In
addition, the researcher also believes that the nurse knowledge on preparedness in facing
flood disaster is influenced by education, age, and experience of disaster training.
4.2 Attitude Relationship with Preparedness of PuskesmasNurse in Facing

Flood Disaster in Kendari City of Southeast Sulawesi
The result of the bivariate analysis shows that the attitude has the significant
relationship with the preparedness of Puskesmas nurse in facing flood disaster in Kendari
City of Southeast Sulawesi, with p= 0.000
< α (0.05). While the result of the univariate analysis shows that 107 (60.2%) nurses of
Puskesmas in flood- prone areas in Kendari City have less attitude and concern related to
preparedness in facing flood disaster. The field research also found that there is still
Puskesmas nurse who considers that preparedness planning in facing flood disaster such as
disaster risk assessment, community education, early warning and disaster training in the
work area is necessary to be done because it is the responsibility of BPBD completely.The
result of this study is consistent with the result of the research conducted in Saudi Arabia
which states that attitude is one of the factors that determines the level of nurse preparedness
in facing disaster (Ibrahim, 2014). The result of Mondargue & Licornes (2015) states that the
nurse attitude toward disaster preparedness is related to the level of nurse preparedness in
coping with and overcoming the disaster. This is then confirmed by the result of the research
of Magnaye et al (2011) which states that the nurse attitude towards disaster preparedness is
directly proportional to the level of nurse preparedness in facing disaster. Particularly
attitude to their respective roles
when disaster strikes, emergency stance, and attitude in serving disaster victims in the
different situation and cultural background. According to Mondargue & Licornes (2015), the
nurse attitude towards disaster preparedness is divided into two namely the attitude of refusal
and acceptance. Both of these types of attitudes greatly determine the awareness and
willingness of nurse to participate in making preparedness and planning efforts of disaster
management. A good attitude or accepting attitude, not only making the nurse has the
willingness to perform disaster preparedness, but it will also encourage nurse to always
improve his/her knowledge of disaster preparedness.Giesen (2015) states that a good attitude
towards an object begins with acceptance and interest in the object, by providing a response
followed by completion or problem solving with full of responsibility. This is in accordance
with what is said by Notoatmojo (2012), that the individual attitude has four levels namely
receiving, responding, valuing, and responsible. The receiving stage means that the nurse has
an interest in preparing for disaster preparedness by finding out and paying attention to any
information on disaster preparedness. Responding that the nurse wants to explain and discuss
disaster preparedness to the community or colleagues who need the information. Valuing
means that proactive nurse invites others to improve preparedness in the form of socialization
and training to the community about disaster management preparedness. While responsible
means that nurse pursues and does seriously preparedness efforts in dealing with disaster
starting from disaster risk assessment and health problem due to disaster, the compilation of
disaster nursing plan, early warning, community education, training and simulation, resource
readiness data collection, and evaluation of preparedness component.According to Ondulana
(2014), person’s attitude towards an object is influenced by several things namely education,
knowledge, and experience. This is supported by Tuhusetya (2012) which states that
education and knowledge are two things that determine the formation of a person’s attitude. It
is further said that one of the purposes of disaster education is to instill a standby, responsive,
and responsive attitude to disaster. With a good attitude toward disaster preparedness, the
nurse not only knows and understands the concept of disaster but able to give the responsive
response in facing and tackling the disaster so that the impact in health sector due to disaster
can be suppressed (Ibrahim 2014). In addition to education and knowledge, the experience is
also one of the factors that contribute to the creation of good attitude towards an object
(Odulana, 2014). According to Ibrahim (2014), the experience of nurses in disaster
management and training on disaster management greatly determines the nurse attitude on
preparedness. The existence of such experience will make the nurse has a memory of
preparedness in facing disaster, and know the advantages if the preparedness is done vice
versa. The result of univariate analysis shows that 51.1% nurses of Puskesmas in disaster-
prone areas in Kendari City have education background of D-III Nursing, 52.8% have less
knowledge about flood disaster preparedness, 64.2% have never participated in disaster
training, and 60.2 % Puskesmas nurses have less attitude toward preparedness in facing flood
disaster in Kendari City. Based on the above description, the researcher can conclude that the
attitude related to the preparedness of Puskesmas nurse in facing flood disaster in Kendari
City of Southeast Sulawesi. Besides, the researcher believes that nurse attitude toward
preparedness in facing flood disaster is influenced by education factor, knowledge, and
disaster training experience.
4.3 Relationship of Self-efficacy with Preparedness of PuskesmasNurse in

Facing Flood Disaster in Kendari City of Southeast Sulawesi
The result of bivariate analysis states that there is a significant relationship between
self-efficacy and preparedness of Puskesmas nurse in facing flood disaster in Kendari City of
Southeast Sulawesi, which is shown with p= 0.000 < α (0.05). The result of this study is in
accordance with the research conducted in Israel by Melnikov at al (2014), which states that
personal factor such as self-efficacy is more important for Israel nurses to shape disaster
preparedness compared to organizational factor.Self-efficacy is an individual’s judgment
about the ability to behave and do something to achieve a particular goal. Or in other word
self-efficacy is an individual's belief that it has the ability to perform certain tasks well
(Bandura, 1997). According to Alwisol (2009) self-efficacy of a person is divided into two
namely open or good self-efficacy and closed or less self- efficacy. A person with closed or
less self-efficacy will tend to give up easily, while someone with open or good self-efficacy
will always try to diligently carry out the duties and responsibilities and overcome the
existing challenges. In preparedness of disaster management, self-efficacy is one of the
factors affecting disaster preparedness (Ansthobar & Miellen, 2013). Nurses who have a good
self-efficacy will make them able to respond and do something to change and improve the
bad condition around in the event of a disaster. While nurses who have less self-efficacy tend
to consider themselves unable to do everything and will produce a passive or pessimistic
attitude so that preparedness effort in facing disaster is not done seriously and full of
responsibility (Melnikov at al., 2014).The above description is reflected in the result of
univariate analysis which shows that the most of Puskesmas nurses namely 54.0% have less
self-efficacy related to preparedness in facing flood disaster in Kendari City. It is also
followed by the high percentage of the number of Puskesmas nurse with poor preparedness in
facing flood disaster in Kendari City of Southeast Sulawesi namely 65.9%.In general, the
good and bad individual self-efficacy on the subject is influenced by several things such as
mastery
experiences, vicarious experiences, social persuasion, and physiological and emotional states
(Bandura, 1997). Meanwhile, according to Feist & Feist (2010), factors that affect the Self-
efficacy of a person that is the level of education, gender, experience, and culture. This is in
line with the statement of Ansthobar & Miellen (2013), that self-efficacy of nurses related to
preparedness in facing disaster can develop, increase, and even decrease due to the level of
education, gender, experience, and value and culture.The level of education determines self-
efficacy of a person as ell as the nurse. Nurse with the high level of education than the insight
and knowledge of nursing will also be better, it will then make the nurse more confident and
self-confident in making the decision to do something including preparedness in facing
disaster. According to Melnikov at al (2014), the higher the education level of a nurse, the
belief in the ability to perform preparedness activity in facing disaster will also improve
otherwise. This is seen in the result of univariate analysis where the most of Puskesmas
nurses in flood- prone areas in Kendari City have education background of D-III Nursing,
followed by 54.0% nurses of Puskesmas have less self-efficacy related to preparedness in
facing flood disaster in Kendari City of Sulawesi Southeast.According to Feist & Feist
(2010), self-efficacy of a person is also influenced by gender factor, where women have a
higher self-efficacy in managing their roles in both the family and the work environment.
Bandura (1997), also states that women have better self-efficacy in performing their duties
and responsibilities in the workplace than men. the statement is in contrast to the result of
univariate analysis in this study, where the most of Puskesmas nurses in flood-prone areas in
Kendari City of female sex is equal to 75.6%, but the percentage of preparedness of
Puskesmas nurse in facing flood disaster in Kendari City which is in low category is even
greater that is 65.9%.Another factor that affects self-efficacy of a person in doing something
is the experience. According to Bandura (1997), the experience can form a person’s beliefs to
behave and act either the experience of him/herself and the experiences of others who are in
conformity with what he/she will do at the time. According to Feist & Feist (2010), in general
experience related to success in doing something can certainly improve self-efficacy of a
person, whereas failure experience in doing something can give two effects that are
decreasing self-efficacy in doing something and increasing self-efficacy due to feel ready to
do something by knowing things that are not necessary to be done through previous failure
experiences. Ansthobar & Miellen (2013) explain that experience becomes one of the
determinants of nurse self-efficacy in disaster management, including when conducting
preparedness activity in dealing with and tackling disaster. Melnikov at al (2014) further
explains that experience that can improve self-efficacy of the nurse in performing disaster
preparedness is the training experience in disaster management. With the training experience,
the nurse will be more confident and feel to have the ability in doing disaster preparedness.
This is in accordance with the result of univariate analysis which found that the most of
Puskesmas nurses in flood-prone areas in Kendari City do not have training experience or
never followed the disaster training as many as 64.2%, and the most of Puskesmas nurses
have poor preparedness in facing flood disaster in Kendari City of Southeast Sulawesi
namely 65.9%.
Value and culture are also factors that determine both the lack of self-efficacy of
nurses in performing disaster preparedness (Ansthobar & Miellen, 2013). It is also asserted
by Suk et al (2015) which state that culture is a factor affecting self-efficacy of the nurse in
carrying out its various tasks and roles. According to Melnikov at al (2014) the values of
beliefs prevailing in the environment where nurses work will have an effect on the optimism
and pessimism of nurses in conducting activities or programs of disaster preparedness. The
people of Kendari City have confidence value called Pombadoa which means that by making
a disaster-related preparation that uncertainly happens, it will bring about a real disaster. This
can be one of the obstacles of nurses in performing disaster preparedness especially at the
time of socialization and disaster training to the community, which has an impact on
pessimism about the implementation of disaster preparedness activities. This is followed by
less preparedness in facing flood disaster in most or 65.9% nurses of Puskesmas in Kendari
City of Southeast Sulawesi.Based on the above description it can be concluded that self-
efficacy has the relationship with the preparedness of Puskesmas nurse in facing flood
disaster. The researcher also believes that self-efficacy of the nurse in conducting disaster
preparedness is influenced by the level of education, disaster training experience, and value
and culture of the nurses work.
4.4 Government Policy Relation According to Nurse Perception With

Preparedness of PuskesmasNurse in Facing Flood Disaster In Kendari
City of Southeast Sulawesi
The result of the bivariate analysis shows that there is a significant correlation
between government policy according to nurse perception with the preparedness of
Puskesmas nurse in facing flood disaster in Kendari City of Southeast Sulawesi, which is
shown with p-value = 0.000 < α (0.05). The result of this study is consistent with the research
result of Phetricco & Loerzus (2016) which state that government policy is the most
important factor in nurse preparedness in facing disaster. Furthermore, it is said that
government policy can give space for nurses to prepare in anticipation of disaster.Veneema et
al (2014), through the result of their research state that the government policy is impartial to
the role of nurses in disaster management, is one of the factors that inhibit the achievement of
good nurse preparedness in facing disaster. The nurse will also experience
difficulties and confusion in conducting disaster preparedness at work if local government
policy is not supportive (Phetricco & Loerzus, 2016). According to Labrague et al (2016),
government policy can be a clear guide for nurses in making preparedness and planning
efforts of disaster management, so that the disorientation of disaster management in their
work areas can be avoided. This is reflected in the result of the univariate analysis that has
been done by the researcher found as many as 55.1% of Puskesmas nurses in flood-prone
areas in Kendari City have a perception that government policy that supports the
preparedness of Puskesmas nurse in facing flood disaster is still lacking. The government
policy that is less according to the nurse perception is also followed by the less nurse
preparedness in facing flood disaster in Kendari City of Southeast Sulawesi with the
percentage of 65.9%.The disaster mangement system in Indonesia, especially in the health
cluster, has actually been stated in Permenkes No. 1653 the year 2008, which affirms that
each regency and city is obliged to form the task force (Satgas) in its working area in an
integrated and coordinated manner with Disaster Management Implementation Unit (Satlak
PB). Caretaker for regency and city health management is Head of Regency/City Department
of Health under the coordination of disaster management unit. While at the level of district
and village the implementation of health service duties under the leadership of the Head of
Puskesmas that is responsible to the Head of Regency/City Department of Health.Ideally the
government policy of the Regency/City Department of Health interpreted by the Heads of
Puskesmas in disaster-prone areas should support disaster management programs in the level
of district and village as set out in Permenkes No. 1653 the year 2008 namely: Creating
geomedical map, evacuation route, training and simulation disaster, resource inventory,
accepting and responding to early warning system, formation of field health team, and
coordination in disaster planning formulation. The result of the field research shows that only
two Puskesmas that are Puskesmas Poasia and Puskesmas Benu-Benua that have the
geomedical map and flood evacuation route, but the socialization of geomedic map and
evacuation route to all nurses at the Puskesmas have not been done optimally. Puskesmas
Lepo-Lepo has evacuation route but it has no geomedical map, while Puskesmas Kandai and
Puskesmas Mata have no geomedic map and evacuation route. In addition, the average
training of nurses on disaster management is still lacking, limited, never even. This is seen in
the result of univariate analysis where most or 64.2% of Puskesmas nurses in flood-prone
areas in Kendari City never attended disaster training, 29.5% of Puskesmas nurses ever
participated in disaster training once, and only 6.2 % of Puskesmas nurses who have attended
disaster training more than once. From the total nurses who have attended disaster training, it
is found that 60.3% of nurses have attended disaster training that is not sourced from the
government program.The result of univariate analysis conducted by the researcher shows that
government policy that supports nurse preparedness in facing flood disaster in Kendari City is
still not optimal. Therefore, the policies that support the preparedness of Puskesmas nurse in
facing flood disaster in Kendari City such as development programs of insight, knowledge,
and skill of disaster management through the provision of training, seminar and workshop are
very important to be considered and improved. According to Magnaye et al (2011), the
reparation and improvement of nurse preparedness in facing disaster will be more effective if
the personal factor owned by the nurse is supported by an external factor such as government
policy through sustainable and integrated disaster management programs.
4.5 Relation of Facilities and Infrastructure with Preparedness of

PuskesmasNurse in Facing Flood Disaster In Kendari City of Southeast
Sulawesi
The result of the bivariate analysis shows that the infrastructure of supporting
preparedness is significantly related to the preparedness of Puskesmas nurse in facing flood
disaster in Kendari City of Southeast Sulawesi. The result of this study is consistent with the
research result of Phetricco & Loerzus (2016) which state that infrastructure facilities have
the relationship with the level of nurse preparedness in facing disaster. Veneema et al (2014)
through the result of the research also confirms that the infrastructure facilities are one of the
factors that contribute to both determining and the lack of nurse preparedness level in facing
disaster.According to UNISDR (2014), the components of infrastructure facilities that
support preparedness in facing disaster consists of 4 things, namely the availability of
adequate infrastructure facilities, the mechanism of proposing facilities and infrastructure, the
feasibility of infrastructure facilities, and the compliance of infrastructure facilities.
Meanwhile, according to Phetricco & Loerzus (2016), supporting infrastructure facilities of
nurse preparedness in facing disaster in the form of evacuation or transportation equipment
during disaster, tool or media of delivery of information or disaster education to the society,
medical devices for healthcare and service during disaster, communication for coordination
with the parties involved in disaster management, and infrastructure such as room, electricity,
and network.The result of univariate analysis finds out that the supporting infrastructure
facilities of preparedness of Puskesmas nurse in Kendari City are still less that is 59.1%. The
result of the field study also found that five Puskesmas surveyed have room, tissue, and
electricity, and sufficient medical devices for the needs of health services during the disaster,
but other infrastructure facilities such as rubber boat for transportation during flood, or media
for socialization and disaster training, and communication tools for cross-sectoral
coordination in the event of disaster are lacking. From 5 Puskesmas,
only 2 Puskesmas have the clear mechanism of infrastructure and facilities, those are by
always collecting data of requirement of infrastructure facilities of nurse preparedness
support routinely namely Puskesmas Poasia and Puskesmas Benua-Benua. The average
infrastructure facilities owned by Puskesmas in Kendari City is still feasible for use in
preparedness of flood disaster management, but the accuracy of infrastructure facilities based
on disaster characteristic such as transportation means to do health service during flood
disaster is still lacking. Only 1 Puskesmas has the right transportation facilities such as rubber
boat to provide health services during the flood disaster that is Puskesmas Lepo-Lepo.
According to Alamsyah (2017), lack of supporting infrastructure facilities of preparedness
will have an impact on efforts to prepare themselves and others in facing disaster, even this
can lead to chaos in the process of disaster management which leads to delays and inability to
help, evacuate, and assist the needs of the victims in the event of disaster. Veneema et al
(2014) also state that nurse preparedness in tackling disaster will be hampered if the
supporting infrastructure facilities are lacking. This can occur because of all actions of nurse
preparedness starting from disaster risk assessment, disaster nursing planning, training and
simulation, community education, early warning, even data collection and evaluation of
preparedness components require good supporting infrastructure facilities. Based on the
above description it can be concluded that the infrastructure is one of the factors associated
with the preparedness of Puskesmas nurse in facing flood disaster, for that each Puskesmas
must have and equip infrastructure facilities that support nurse preparedness in facing
disaster.
4.6 Factor That the Most related to Preparedness of Puskesmas Nurse in

Facing Flood Disaster in Kendari City of Southeast Sulawesi
The result of the multivariate analysis shows that self-efficacy is a factor that the most
related to the preparedness of Puskesmas nurse in facing flood disaster in Kendari City of
Southeast Sulawesi, with the value of Exp(B) 8.139. The result of this study is consistent with
the statement of Ansthobar & Miellen (2013), which state that self-efficacy is one of the
factors that greatly affect nurse preparedness in facing and tackling disaster compared with
other factors. Further explained that self-efficacy can be determinant of the influence
effectiveness of other factors such as knowledge and attitude. Good self-efficacy will make
the nurses have the spirit and optimism in conducting disaster preparedness activities by
maximizing their disaster knowledge and being open and positive towards various things
about disaster preparedness.According to Samuel et al (2015), self-efficacy can produce and
instill great motivation in nurses to participate and act in accordance with their roles and
responsibilities. If the nurse has a great motivation to engage, participate, and respond to
disaster management, it will make the nurses always try to prepare themselves and the
community in facing disaster, so that the health impacts of the disaster can be prevented
(Melnikov et al. 2014). Motivation formed by strong self-efficacy will last a long time and
not easy to decline when the nurses find problems and obstacles to the process of preparation
in facing disaster (Adams & Berry, 2012). In addition to the spirit, optimism, and motivation,
self-efficacy is also able to shape and increase the commitment of nurses in the work. The
birth of strong nurse’s commitment to doing a job will have a positive effect on the output to
be generated (Tsai et al., 2014). In preparedness of disaster management, the nurse’s
commitment is needed, so the nurse is able to perform his/her roles and functions in disaster
management especially in the stage of disaster preparedness. A strong nurse commitment is
reflected in the implementation of the serious and responsible sense of preparedness activity
that is a projection of good nurse’s self-efficacy towards disaster preparedness in facing
disaster (Melnikov et al., 2014). According to Ansthobar & Miellen (2013), component of
nurse’s self-efficacy related to disaster preparedness is a belief in identifying disaster risks
and health care needs in the event of disaster, confidence can make disaster nursing planning,
confidence can do early warning to the community, coordination with all parties involved,
confidence can follow disaster simulation, and confidence can provide disaster education and
disaster training to the community. If the nurse already has all the components of self-
efficacy related to disaster preparedness, then this will make the nurses are able to prepare
themselves and the community in facing the disaster that will occur, so that indirectly can
reduce morbidity, disability, and death from disaster.
Based on the above description it is very important for Puskesmas nurse in flood-
prone areas in Kendari City of Southeast Sulawesi to have good self-efficacy related to
disaster preparedness because it can increase the preparedness of Puskesmas nurse in facing
flood disaster. Self-efficacy can be good if the three supporting factors are also good those
are the level of education, disaster training experience, and the value and social culture that
support preparedness in facing disaster.The majority of Kendari people still have a belief that
the disaster occurring in their area is a form of reprimand from the God for wrongness they
may have committed, besides that some of Kendari people also believe that when planning or
preparing before the disaster, the disaster will really happen which is called Pombadoa. These
belief values that can make the Puskesmas nurse pessimistic and have less faith to be able to
do preparedness in facing flood disaster by involving the community, such as the provision of
training and disaster education related to the things that must be prepared in facing flood
disaster.Nevertheless, the people of Kendari City dominated mostly by Tolaki Tribe,
also have other tradition that is rooted in ancestral culture and still practiced today. The
tradition is Mekombulu and Mepokoaso which can be interpreted as deliberation and mutual
cooperation. The tradition of Mekombulu and Mepokoaso appear as an instrument that can be
utilized by Puskesmas nurse to access the social network or to do preparedness in facing
flood disaster, especially preparedness activities involving the community. This cultural
tradition can also be a balancing of the social value of local community Pombadoa which can
hamper the preparedness activities of Puskesmas nurse in facing flood disaster.Mekombulu in
Indonesia Language is “assemble”. Mekombulu is one of the traditions of the community
which is done regularly to gather and discuss the problems faced by the local community
whether it is custom, health, a disaster that befalls other community members, a disaster that
threatens the local area, and others. Mepokoaso a kind of mutual help or mutual assistance in
the form of energy for the community members who get the accident or who are having a
celebration such as delivering the sick community members to Puskesmas or hospital, calling
health personnel to check on the sick community members, helping other community
members to save themselves and property during disaster, opening garden, moving the stage
house together, and other. With the tradition of Mekombulu and Mepokoaso of the local
community, the Puskesmas nurse does not need to feel pessimistic to do preparedness in
facing flood disaster especially programs which involve the community. Mekombulu and
Mepokoaso become cultural capital which can be utilized by Puskesmas nurse to conduct
preparedness activities in facing flood disaster so that it can improve self-efficacy nurse in
facing and tackling flood disaster in Kendari City of Southeast Sulawesi.
V. Limitation
Reference sources for nurse preparedness in facing disaster both from Indonesia and abroad
are still lacking, thereby reducing the freedom of researcher in conducting the discussion.
VI. Conclusion
There is a significant correlation between knowledge, attitude, self-efficacy,
government policy according to nurse perception, and infrastructure facilities with the
Sulawesi. Self-efficacy is the closest factor related to nursing preparedness compared to other
factors.
VII. Suggestion
7.1 For
Nurses
It is expected to increase preparedness in facing flood disaster through the
development of positive knowledge, attitude, and self-efficacy towards disaster preparedness.
The development of knowledge can be done by attending training, seminar or workshop on
disaster management both held by government and non- government. The development of
attitude can be done since nursesare in education so as early as possible they understand the
importance of disaster preparedness and understanding of the competence of disaster nursing.
While the development of self-efficacy, the nurses can use local wisdom or local culture that
can strengthen disaster preparedness activities such as Mekombulu and Mepokoaso tradition
in Kendari City of Southeast Sulawesi.
7.2 For the Government of Department of Health
It is expected to create policies that support the preparedness of Puskesmas nurse in
facing flood disaster. The policies such as regular training to Puskesmas nurse on disaster
management, scholarship policy to continue education for Puskesmas nurses who still have
educational background of SPK and D-III Nursing, and to provide and evaluate routinely the
need of supporting infrastructure facilities for preparedness of Puskesmas nurse which is
tailored to the disaster characteristic at risk in the working area of Puskesmas. Such as the
procurement of inflatable boat for the needs of medical services in the event of the flood
disaster. Local wisdom approach in the preparation of disaster management programs to the
health cluster is also important for consideration by the local government.
7.3 For Further Researcher
It is expected that this research can be developed with qualitative research such as
ethnography study to be more deeply explored about the pattern and community’s culture of
Kendari City that can affect either positively or negatively self-efficacy and preparedness of
Puskesmasnurse in facing flood disaster in Kendari City of Southeast Sulawesi.
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36-47

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PICOT JURNAL B.INDONESIA

4 Giving Extension Effect On Landslide education on disaster - By giving periodic Vol.2

PENGARUH PEMBERIAN METODE SIMULASI SIAGA BENCANA GEMPA BUMI

Fika Nur Indriasari

Departemen Keperawatan Anak/Akper Notokusumo Yogyakarta fheekha.nur@gmail.com

Keywords: Disaster Preparedness Training, The Readiness to deal with disaster,

Pendahuluan terjadi di Yogyakarta pada tanggal 27 Mei 2006.

Kemdikbud. (2013). Sunarto, N. (2012).

UNCRD. (2009). Mengurangi Kerentanan Anak-anak Sekolah

World Vision Indonesia.(2011). Sekolahku Siaga

Penelitian ini bertujuan untuk mengetahui pengaruh penyuluhan kesehatan terhadap

Jenis penelitian ini menggunakan Quasi

1. Distribusi Kesiapsiagaan Siswa Tabel 3.3

Berdasarkan Bumi Sesudah

8. Deutsche Humanitare, 2015. Kesiapsiagaan Bencana The Johanniter International Asisstance

PENGARUH SIMULASI TENTANG CARA MENGHADAPI

Kata Kunci: Simulasi, Cara Mengahadapi Bencana, Kemampuan Penanganan Bencana

Keywords: Simulation, How to Deal with Disaster, Disaster Management Ability.

kemampuan dalam penanganan bencana di lapangan. Dengan

Gambar Distribusi frekuensi karakteristik

2) Distribusi Karakteristik Responden Berdasarkan

Gambar Distribusi frekuensi karakteristik

Berdasarkan gambar menunjukkan

4) Distribusi Karakteristik Responden Berdasarkan

Gambar Distribusi frekuensi karakteristik

Berdasarkan gambar menunjukkan

1) Hasil identifikasi kemampuan penanganan

proses yang didesain sesuai sistem model mengkalisifikasikan, membuktikan,

www.bnpb.go.id/uploads/pubs/446.pdf dan www.dibi.bnpb.go.id/Deslnventer/

Garatwa Wolfgang. (2002). Disaster risk management. Eschborn: Deutsche Gesellsechaff.

PENGARUH LATIHAN OLAHRAGA REKREASI DAN KESEHATAN TERHADAP

Nia Sri Ramania1*, Rini Syafriani1, Tommy Apriantono1, Bagus Winata1,

Corresponding author. Email: nia@fa.itb.ac.id

Kata kunci: Bencana alam, kebugaran, wabah penyakit, preventif.

Keywords: Natural disaster, fitness, epidemic of disease, preventive.

PENDAHULUAN 2018; Santiago et al., 2013; Shalev, Liberzon, &

kesehatan dan rekresi, METODE waktu 5 tahun daripada ataupun bantuan

untuk mengetahui Wanita sudah atau pengukuran

pengaruh latihan belum menikah di anthropometry,

olahraga rekreasi dan rentang usia 30-50 pengukuran tekanan

kesehatan terhadap tahun, 2. Terkenan dan darah juga dilakukan.

karakteristik mengalami dampak Sesi wawancara

antripometri dan respon bencana alam, (3) sebelum treatment,

stres pada masyarakat masih berada dalam dilakukan setelah sesi

di Kecamatan Sumur, kondisi penanganan pengukuran

Kabupaten bencana (mendapatkan anthropometry

Pandegglang, Provinsi bantuan pengungsian, dilakukan. Sesi

pertanyaan yang di rekreasi)

tekanan antripometri dan Pandegglang, terkait tidak ada

DISKUSI signifikan terhadap bahwa, dikarenakan

serta di sisi lain belum terjadi melakukan olahraga hanya melakukan

treatment, dan konsep untuk berkomunikasi, melakukan wawancara fisiologi berdasarkan

BNPB. (2014). Petunjuk Teknis Pengumpulan Data dan Informasi Bencana.

PENGARUH METODE SIMULASI BENCANA BANJIR

(The Effect of Simulation Method For Flood Disaster Preparedness

Sufendi Hariyanto *, Kurniawati*

* Fakultas Ilmu Kesehatan Unipdu Jombang, Email: mazsufendi@gmail.com

Tingkat kesiapsiagaan bencana Mahasiswa Program Studi Ilmu Keperawatan FIK

Kata Kunci: metode simulasi, bencana banjir, kesiapsiagaan mahasiswa

Disaster preparedness level of nursing students increased after simulation of a

Keywords: simulation method, flood disaster, student preparedness, nursing student

PENDAHULUAN banjir tersebut mengganggu aktifitas

Sufendi Hariyanto , Kurniawati