work

WIDENER UNIVERSITY – SCHOOL OF NURSING

COURSE OUTLINE

Syllabus Fall 2022 updated with May 2022 policy updates

I. TITLE: Elective # 480 Role of the Disaster Nurse

II. CREDIT/TIME ALLOTMENT: 3 Credit Hours, Class Hours 42 hours

III. PLACEMENT SEMESTER: Fall 2021

Time: Friday 1200 – 1500

Location:

Academic Center North, Room 101

Dr. Evans Zoom link for synchronous virtual classes

Independent study to complete planned online course asynchronous requirements (FEMA IS- 100, NCDMPH Core Competencies, NDLSF Salt)

IV. FACULTY: Cathleen Evans, PhD, RN, CEN, CNE, NHDP-BC

Founders Hall Office 305

[email protected]

619-499-1131

Office Hours Virtual by Zoom

V. PRE-CO-REQUISITES: None

VI. COURSE OVERVIEW:

The role of the nurse is examined through planning, response, and recovery phases for emergencies and disasters. The course stresses the nurse’s role functioning with other healthcare professionals and agencies in the management of biological/hazmat agents, blast and burn situations, natural and man-made emergencies and disasters with an all-hazard approach. The service-learning experiences require students to use disaster nursing concepts learned in the course to benefit their professional growth as entry-level nurses through the use of disaster education and interventions for the generalist nurse, individual(s), family or community. This course is a writing enriched course with activities to aid students with writing skills using evidence-based research and concepts learned during the course.

VII. COURSE OBJECTIVES:

At the completion of the course, the student will be expected to:

1. Examine the role of the entry-level generalist nurse, as a first receiver partnered with other agencies in the management of disasters, with biological/hazmat agents, blast/burn situations, and natural, or man-made incidents, using an all-hazard approach through the preparedness, response and recovery phases of disaster and emergency care.

2. Identify all hazard situations by level of risk to human populations.

3. Compare information sources, current research, and assess the risks to public health from an all-hazard approach.

4. Define an all hazard and develop a plan for the prevention, and/or of response and/or recovery care for the public as first receivers.

5. Demonstrate the use of risk communication in the dissemination of information following an emergency or disaster incident.

6. Formulate generalist entry-level interventions and resource utilization recommendations for emergency or disaster plan components for development and use for communities and patient care in the event of a disaster requiring management, decompression, triage (primary, and/or secondary and/or disaster [mass casualty]), evacuation, quarantine, or sheltering in place.

7. Use disaster nursing concepts during service learning opportunity(ies) with a focus on the role of the nurse during the phases of emergency and disaster care for the individual, family and community. Activities will relate to increasing knowledge and capabilities for all-hazard readiness for the student as an entry-level generalist nurse, and individuals and families within communities.

8. Use disaster nursing concepts for a sustained writing focus throughout the course demonstrated through a variety of assignments. Students will receive actionable feedback on their writing from the course instructor and incorporate in subsequent writing.

VIII. METHODS OF INSTRUCTION:

The course faculty reserves the right to alter the lesson schedule r/t learning needs and the unforeseen. This is a hybrid course with the class schedule with face to face classes including synchronous, asynchronous online education. Students are to use provided independent class time (Friday 12-3 on scheduled days for independent online education (ICS 100, SALT Triage, NCDMPH Core Competencies).

Assigned readings Lecture and discussion

Asynchronous completion of online disaster related education (FEMA IS-100, NCDMPH Core Competencies, NDLSF Salt)

APA Paper with Outline, First and Final Edition Paper Submissions

APA topic Presentations

Case Studies

Group Work

Instructional media with post-education quizzes

Peer to Peer Teaching as Service Learning

Reflective Journaling

Role Playing developing new knowledge, skills, and attitudes

Role Demonstrations using expected knowledge, skills, and attitudes

Tabletop Exercises

IX. METHODS OF EVALUATION:

The role of the Disaster Nurse is a writing enriched and service-learning course.

Online Education – Completion of all with passing grades……………………. 25%

FEMA Disaster Education: IS100 Incident Command*

https://training.fema.gov/is/courseoverview.aspx?code=is-100.c

will need to establish an account. Keep your Student Identification number SID because this site will create a transcript and you can use for future CE opportunities.

Complete before ICS for a Holiday Dinner activity

NCDMPH Core Competencies

https://ncdmph.usuhs.edu/education/disaster-health-competencies

Click on Core Curriculum

Will need to establish an account

National Disaster Life Support Foundation (NDLSF) Sort, Assess, Live Saving Interventions, Treatment/Transfer (SALT)

https://www.ndlsf.org/salt

click access the Salt Course

will need to establish an account

Complete before Triage lesson

* If you already have IS100 then

· * Select and complete another EMI course of your choosing for IS100 course % if IS100 completed already. EMI is a resource for Disaster Education (keep your student ID). All EMI courses can be placed on your resume and used for continuing education requirements for license renewal. FEMA IS907 Active Shooter, IS 26 Points of Distribution Use are examples of other offering if IS100 for ICS is completed.

Paper Student Choice of Topic for Role of the Disaster Nurse (generalist)

FIRST READING 15%, FINAL READING 10%. If over max page points deducted……………………………………………………………………Total 25%

Topic/Approach (General or Specific Incident) dependent will determine need to focus on a vulnerable population, specific disaster context, CRBNE or Mass Casualty Incident. Joint Trauma Clinical Guidelines also helpful to focus topic (Available on N480 Canvas).

Focuses:

General or Specific

Can focus on one care environment (at scene, community, healthcare facility)

Can focus on one disaster context

Can focus on one vulnerable population

Pick a disaster phase to help organize your paper and use APA headings

Disaster Phases (Preparedness, Response, Recovery, Mitigation)

Suggested Topic Questions:

General:

The Role of Triage and Prioritization in the Context of Disaster

The Role of Incident Command System and Teams during a Disaster

Specific:

The Role of Triage and Prioritization in… for…

Examining Incident Command Roles and Concepts during (Disaster Context) Disasters.

Examining the Role of Teams during a (Pick Specific Disaster Context)

Examining the Role of Teams during management of (vulnerable pop) during a (disaster context) in (care environment).

Examining the Role of the Professional Nurse during management of (vulnerable pop) during (disaster context) in (care environment)

Outline: Topic, context, vulnerable population, disaster phase, topic/concept headers & at least 2 references submitted by due date. Marked as complete or incomplete),( if not completed by due date on schedule a 5 point deduction will occur on both first reading and final paper. )

APA formatted 8 max pages (1-Title page, 4-6 Body, 1 References Page) + separate 1 page summary (submit only with final edition paper)

Paper

8 pages maximum: Title page (1), Body (4-6), (1) References, APA (7th edition) formatting. Read and reflect on topic and how to write this paper BEFORE beginning work on paper. (Rubric is available on Canvas) A minimum of 5 references is required. (paper template for APA available on Canvas)

Final paper will also include a 1-page Summary that includes:

Situation

Background

3 key facts

This will help you develop individual or panel presentation.

Questions are welcome to develop outline and then- first edition paper. First Read 15%

Questions are welcome to improve final edition paper - Final Read 10%

Individual student first or final edition papers submissions will not be proofed or edited in total by course faculty prior to submission for grading. Class time and individual appointments to address specific questions for the paper are welcome and expected. Questions are regarding searches, how to approach, APA formatting, grammar, sentence structure and readability of professional writing are encouraged.

Resources for questions include APA 7th text, course faculty, Wolfgram Library resources and faculty, Widener Writing Center faculty, and course provided resources.

· NOTE: Assistance is available – time allowing during class and as zoom or face to face appointments with faculty.

· Students are encouraged to ask questions and faculty is available for paper questions during office hours or contact to determine a mutual time when a zoom can be scheduled.

· Important Note: Requests for course faculty to proof and review your entire paper individually before submission will be denied since this cannot be offered to all students in the class.

Service Learning and Presentations (12 hours minimum requirement by Widener University) ……………………………………………………………..25%

Participation with leadership roles in student MCI Tabletop Exercise 11/22/2022, 1300-1600. Marathon Date 9/18, Location will be posted as course announcement as soon as details known.

Individual or Panel Presentations …………………………….………………...10%

See posted rubric on Canvas. Peer and faculty average generates points. Panel is marked as the collective group and not the individual within the group.

Weekly Reflection Journal (includes attendance and class engagement).……….15%

Available as a survey on Canvas and each worth 1 point per week (marked as complete or incomplete). Due date for complete journal will be mutually agreed to on first day of class.

· Reflection Journal is a weekly journal to be completed based on class activities. The journal is available on Canvas assignments as a survey. This document does not need APA page formatting but must adhere to APA basic grammar rules (no phrases, full sentences that make sense). The journal is a reflection of your engagement, learning, learning transfer from other coursework in view of the course objectives. It is not only a recount listing of the weekly/day activities. Think reflect on class activities. To receive full points for the journal is it expected that students are reflective to their learning, or why the experience lacked that opportunity (what worked, what did not). Comments and suggestions are taken seriously and those sourced from this journal aid to make this course better every year and develop new activities for learning.

· Attendance:  Attendance at class is required and will be monitored. This is a class activity-based course. Class absences affects both your and your peers’ learning transfer. If a class is missed, you are responsible for the material covered. A student who misses more than 2 classes may be at risk of failure subject to the attendance policy stated in the Widener University Student Handbook. 

· At the end of the semester a special assignment (available with the weekly reflections) is available to self-evaluation your attendance and participation in the course. Faculty reserves the right to adjust with evidence of absence or incomplete assignments. This will be factored into Reflection Journal Percentage.

· Late course work will result in a reduction in points/percent for the assignment. There are no date and time extensions. Written (Paper & Journal) assignments will be submitted through Canvas on the due date listed on the course schedule. Submission of independent FEMA certification are due as listed on course syllabus and class schedule. Late submission will result in a reduction of points for the assignment. (1 point for each day late).

· Please have your Wi-Fi enabled electronic device available during class. However, personal use of computer or hand-held during class time is prohibited and if occurs expect to be dismissed from class which will influence your participation grade. It is not acceptable to be studying for another class while this course is in session. Needing to make or receive emergency phone calls are the exception to not being engaged in classwork and if this need arises please communicate to the course faculty and remove yourself from the classroom to manage your affairs.

· Service-Learning Activities – attendance and participation of service learning is a requirement of this course. Students who do not attend will have a reduction in points. These activities have no makeup since they are a one-time scheduled occurrence. However, a time on task replacement assignment will be available. If absent, please contact Dr. Evans as an accountable professional nurse. * If any activities is officially cancelled, no student will lose service learning points.

· Service-Learning activities:

· have the purpose to enhance the development of each student’s sense of individual civic responsibility as a professional nurse caring for individuals, patients, and groups within communities (as a disaster would require). Nurses are lifelong learners and learning is a professional nursing standard (see standards 7 to 17) (ANA, Scope and Standards of Nursing Practice, 2015, 2021).

· are community based and include basic disaster readiness activities for students, individuals, and/or groups within communities.

· are mandatory and require attendance of the one-time schedule opportunity to provide the service. Absences (or lateness) influence the outcome of the service learning. Service learning requires being involved with the planning as well as being present during the activity.

· are opportunities where the student will demonstrate:

· Knowledge, skills, and scholarship from content gained from this course and other nursing coursework.

· Critical thinking and communicate about course topics through written and/or verbal methods for self, individuals, and groups within the community.

· Professional and civic leadership attributes through individual basic disaster readiness to be an entry-level professional nurse.

· Self-disaster basic readiness to be able to act as role model for individual, family, and groups in the community.

2022 Service Learning

Peer with Peer Activity – Tabletop Exercise – MCI requiring Healthcare Facility Reverse Tuesday 11/22/22 1-4

Philly Distance Marathon – Date TBD.

Any drill or EP opportunities that I hear and can logically get students involved.

Excused absence for scheduled service learning (documented illness, family death, court) will complete EMI IS235. Unexcused absence will receive a zero for that portion of the total points. (i.e. miss one activity loss of 12.5 points, miss two activities loss of 25 points)

X. GRADING SCALE:

Letter grades are awarded for performance as listed below:

A 93-100 B- 80-82.9 Failing:

A- 90-92.9 C+ 77-79.9 C- 70-74.9

B+ 87-89.9 C 75-76.9 D 60-69.9

B 83-86.9 F <59.9

XI. REQUIRED TEXTBOOKS

Phone Apps: PFA Mobile, Mobile REMM Emergency Response Guidebook Quick Triage (as available), Federal Emergency Management Agency

Current Medical-Surgical Textbook

Emergency Management Institute (FEMA/Homeland Security)

American Psychological Association, (20120). Publication manual of the American psychological association (7th ed). Washington, DC: Author.

Additional articles/references/resources are/will be available on Canvas.

XII. COURSE CONTENT:

See Weekly Schedule at end of this syllabus.

Class topics include but are not limited to:

· Chemical Biological, Radiological, Natural, and Blast situations (CBRNE) and why these matter to health professionals. (Biological, Chemical and Radiological agents are often called Hazmat agents)

· CBRNE situation preparedness and response

· Quarantine, shelter-in-place, evacuation

· Assessing, Planning, Outcome Identification, Implementing and Evaluation

· Team formation, functioning

· Public Education

· Triage all types

· Priority setting

· Assessing and Managing Risk, Uncertainty

· Decision-making

· Role of Professional Medical Surgical Nurse in biological/hazmat agent, blast, burn situations during disasters

· Introduction to the Role of the Disaster Nurse in CBRNE situations during disasters

· Disaster Prevention, Preparedness, Planning, Response, Recovery and Mitigation

· Other topics as related to emergency preparedness, such as community planning, leadership, decision-making, and hospital management.

XIII. COURSE POLICIES:

This course is a web-supported course that Canvas. A course of this kind includes on-line materials that support the weekly classroom lessons. All course document materials are available in Canvas or will be provided as needed for class lessons. Student questions are welcomed in this course. If you don’t feel comfortable asking in person during class, email or making an appointment are other options to ask questions. As a subject matter expect my role is to facilitate your learning and transfer previous and concurrent learning to the disaster context through class discussions, class activities, professional writing, student presentations and service learning. Students must have and use their email account as provided by the Technology office. Professors will not use commercial email accounts for academic communications. Emails should include a subject line with Course, Course Section and a topic. If this format is not followed the email may not have a response due to the risk of SPAM and infected emails. Faculty will respond to emails within 24-48 hours except Saturdays, Sundays or Holidays. Students should identify the course N480 and a topic in the email subject line. This information helps me triage emails and responses. Make sure your Canvas notifications include receiving announcements as emails. This course adheres to the policies of the current Undergraduate School of Nursing Handbook.

XIV. STUDENT CODE OF CONDUCT AND ETHICS

All students are expected to be honest, mature, and responsible and to respect the rights and property of others. The purpose of the Student Code is to promote, preserve, and protect the educational mission of the university.

All students must be aware of and conform to the Widener University “Student Code of Conduct” that is published online in all Widener University Student Handbooks. The Student Code of Conduct applies to all student behavior in class, lab, clinical settings, and public places. The Student Code of Conduct can be found at https://catalog.widener.edu/content.php?catoid=15&navoid=404&hl=%22code+of+conduct%22&returnto=search

Nursing is a profession requiring the highest level of ethical behavior. Students are held to the American Nurses Association Code of Ethics. This code is available online at:

https://www.nursingworld.org/practice-policy/nursing-excellence/ethics/code-of-ethics-for-nurses/coe-view-only/

Violating the Widener University Code of Conduct or the American Nurses Association Code of Ethics is a serious offense and may result in the student’s dismissal from the School of Nursing

XV. ACADEMIC INTEGRITY

All students are required to do their own work. The submission of a course assignment will constitute a student’s declaration that the work is the original work of that student. All students are required to be familiar with and conform to the Widener University “Academic Integrity Policy” for undergraduate students which can be found at https://catalog.widener.edu/content.php?catoid=13&navoid=357&hl=%22academic+integrity%22&returnto=search

Any violation of the Standards for Academic Integrity is taken very seriously and may result in dismissal from the University.

XVI. MOBILE TECHNOLOGY DEVICE POLICY

The Mobility Technology Device Policy defines Mobile technology devices include but are not limited to: Smart phones and other portable devices such as laptops, I Touch and/or I Pads. The Mobile Technology Device Policy can be found at

https://catalog.widener.edu/content.php?catoid=18&navoid=467#mobile-tech-policy

The use of mobile technology devices may be used in the clinical, classroom, and simulation experience if permitted by the agency or faculty. Cell phones, instant messaging/texting, or camera features are NOT ALLOWED to be used in any of these settings. The use of the internet through the use of these devices in these settings is limited to educational purposes ONLY.

Students are expected to comply with the Health Insurance Portability and Accountability Act (HIPPA) regulations. All patient information (simulated and/or real) is confidential. The HIPPA act of 1996 can be found at https://aspe.hhs.gov/report/health-insurance-portability-and-accountability-act-1996

Students who do not comply with this policy will be subject to possible consequences as stated in the SON Undergraduate Handbook.

XVII. RECORDING POLICY

Unauthorized student recording of classroom or other academic activities (including advising sessions or office hours) is prohibited. Unauthorized recording is unethical and may also be a violation of University policy and state law. Students requesting the use of assistive technology as an accommodation should contact the Office of Accessibility Services. Unauthorized use of classroom recordings – including distributing or posting them – is also prohibited. Under the US Copyright law, faculty own the copyright to instructional materials – including those resources created specifically for the purposes of instruction, such as syllabi, lectures and lecture notes, and presentations. Other than for their own course uses, students cannot copy, reproduce, display, or distribute these materials. Students who engage in unauthorized recording, unauthorized use of a recording, or unauthorized distribution of instructional materials will be referred to the appropriate Associate Dean.

These Guidelines are effective as of June 30, 2022, and may be amended, revised or revoked by the University or School of Nursing in either’s sole discretion at any time.

XVIII. RECREATIONAL MARIJUANA USE

As a Widener University nursing student, a commitment to the highest professional standard and

the solemn contract we hold with society to be safe, competent caregivers is expected. Our legal

contracts with clinical agencies require clean substance screens. State laws that legalize recreational marijuana do not change our standard and our commitment to a drug-free life style, both during the school year and during breaks. Use of recreational marijuana, even though legal in other states, will not be permitted in the SON. Violations of the SON substance abuse guidelines will result in disciplinary action up to and Including dismissal.

This policy is effective as of June 30, 2022, and may be amended, revised or revoked by the School of Nursing in its sole discretion at any time.

XIX. CONFORMITY WITH NURSING PRACTICE STANDARDS

All students must adhere to the AACN Essentials for Baccalaureate Education for Professional Nursing Practice (2008), the Code of Ethics for Nurses with Interpretive Statements (ANA, 2015), Nursing: Scope and Standards of Practice (ANA, 2021) and Nursing’s Social Policy Statement (3nd ed.) (ANA, 2010), Guide to Nursing’s Social Policy Statement: Understanding the Profession from Social Contract to Social Covenant (ANA, 2015) and The Guide to the Code of Ethics for Nurses (2015). Each student is responsible and accountable for knowing, understanding, and meeting the standards of clinical nursing practice.

Each student is responsible and accountable for knowing, understanding, and meeting the objectives for this course based on the ANA Standards of Nursing Practice.

American Nurses Association, (2015). Nursing Scope and Standards of Practice 3rd ed. American Nurses Association. (The 2021 4th edition nursing process remains unchanged from 3rd ed. However, a new standard Advocacy has been added.)

https://anayearofthenurse.org/nurses-month-webinar/?utm_campaign=303352_2021%20YON%2C%20Nurses%20Month%2C%20and%20ANA%2FANCC%20Anniversary&utm_source=facebook&utm_medium=paidsocial&utm_content=NursesMonthWebinar&hsa_acc=10200493599419792&hsa_cam=6173192843230&hsa_grp=6173192845230&hsa_ad=6173192855230&hsa_src=fb&hsa_net=facebook&hsa_ver=3&fbclid=IwAR1f3LfiYA7wIffLmSTZ31Xr0s7Ws6jSN2S1VCpuD2TpRaoHoTD70202asg

Note Nursing Process is standards 1-6 and Nursing professional performance are standards 7 -18.

Standard 1. Assessment The registered nurse collects pertinent data and information relative to the healthcare consumer’s health or the situation.

Standard 2. Diagnosis The registered nurse analyzes the assessment data to determine actual or potential diagnoses, problems, and issues.

Standard 3. Outcomes Identification The registered nurse identifies expected outcomes for a plan individualized to the healthcare consumer or the situation.

Standard 4. Planning: The registered nurse develops a plan that prescribes strategies to attain expected, measurable outcomes.

Standard 5. Implementation The registered nurse implements the identified plan.

a. Coordination of Care The registered nurse coordinates care delivery.

b. Health Teaching and Health Promotion The registered nurse employs strategies to promote health and a safe environment. Scope of Nursing Practice Nursing: Scope and Standards of Practice, 3rd Ed.

Standard 6. Evaluation The registered nurse evaluates progress toward attainment of goals and outcomes.

Standards of Professional Performance

The Standards of Professional Performance describe a competent level of behavior in the professional role, including activities related to ethics, culturally congruent practice, communication, collaboration, leadership, education, evidence-based practice and research, quality of practice, professional practice evaluation, resource utilization, and environmental health. All registered nurses are expected to engage in professional role activities, including leadership, appropriate to their education and position. Registered nurses are accountable for their professional actions to themselves, their healthcare consumers, their peers, and ultimately to society.

Standard 7. Ethics The registered nurse practices ethically.

Standard 8. Culturally Congruent Practice. The registered nurse practices in a manner that is congruent with cultural diversity and inclusion principles.

Standard 9. Communication The registered nurse communicates effectively in all areas of practice.

Standard 10. Collaboration The registered nurse collaborates with healthcare consumer and other key stakeholders in the conduct of nursing practice.

Standard 11. Leadership The registered nurse leads within the professional practice setting and the profession.

Standard 12. Education The registered nurse seeks knowledge and competence that reflects current nursing practice and promotes futuristic thinking.

Standard 13. Evidence-based Practice and Research The registered nurse integrates evidence and research findings into practice.

Standard 14. Quality of Practice The registered nurse contributes to quality nursing practice.

Standard 15. Professional Practice Evaluation The registered nurse evaluates one’s own and others’ nursing practice.

Standard 16. Resource Utilization The registered nurse utilizes appropriate resources to plan, provide, and sustain evidence-based nursing services that are safe, effective, and fiscally responsible.

Standard 17. Environmental Health The registered nurse practices in an environmentally safe and healthy.

Standard 18 Advocacy – respect as treating someone how they and you want to be treated.

The American Association of Colleges of Nursing (2021). The essentials. Washington, DC: AACN.

XX. LEARNING ACCOMODATIONS

In accordance with the Americans with Disabilities Act, any student has the right to request reasonable accommodation of a disability. Accommodations can be requested through the Academic Support Services, Student Accessibility Services Office (520 E. 14th St., 610-499-1266); the program that authorizes all accommodations on campus. Please note that you will need to present documentation of your disability to the Student Accessibility Services Office. It is important to make this request as soon as possible so that there is time to make any necessary arrangements

Schedule or content adjustment may occur for unforeseen circumstances & learning priorities.

N480 Class Schedule Fall 2022

Service Learning – Marathon, Tabletop Exercise with 1222 Cohort, demo at Widener Day?

Week	Class topic	Face to face (FTF) or Independent Time for online assignment (ITFOL)	Assignment / Service Learning
1 Friday 8/26	Syllabus Orientation Apps Service Learning Survey (Widener) Background Survey (Course) See Posted QR CODE on Canvas Home Page PrepTalks David Kaufman Our changing World (25 minutes). Define Risk Overview of Leadership (Mann Gulch/ICS) Activities: Who’s a vulnerable population? BOO Exercise (organizing supply resources)	FTF	Reflection journal Begin selection of paper topic
2 Friday 9/2	FEMA EMI ICS IS100 2 hours On site helpful to download PDF so you have slides as you progress during education and for testing at end of education. SALT https://www.ndlsf.org/salt	ITFOL	Reflection journal Submit rough outline
3 Friday 9/9	Using ICS-exercise Hostile/Crisis Actions -content Stop the Bleed -skills Complete this education before class - time demand approx. 30 minutes. https://www.stopthebleed.org/training/online-course/ .  A mobile-friendly version can be found here:  https://www.stopthebleed.org/training/online-course/mobile/ Standard, Sufficiency and Crisis application	FTF	Reflection journal
4 Friday 9/16	My Zoom https://widener.zoom.us/j/9663625513 Blast Injuries This is an active learning program only accessible by internet. (Tried as I have, it does not work on campus- blocked.) Online available on Zoom for paper consults Independent Time to work on paper	IT available on zoom for paper consults	Reflection journal
5 Friday 9/23	Community Exercise FEMA Prep Talk Radiation -content / discussion (select)Environmental Emergencies – activity or Blast Injuries program	FTF	Reflection journal
6 Friday 9/30	NCDMPH Core Competencies Modules 1-5 https://ncdmph.usuhs.edu/education/disaster-health-competencies	ITFOL	Reflection journal Submit first edition paper
7 Friday 10/7	Triage/Conventional, Disaster, ESI, Reverse Triage (Hospital Decompression) Activity exemplars for Triage, Disaster Triage, Reverse Triage (ER/ICU) FEMA Talk Dr. Fink – content discussion (review your endocrine content from MS -)	FTF	Reflection journal
8 Friday 10/14	NCDMPH Core Competencies at least 5-9 begin 10 https://ncdmph.usuhs.edu/education/disaster-health-competencies	ITFOL	Reflection journal
9 Friday 10/21	NCDMPH Core Competencies 8-complete 10&11 https://ncdmph.usuhs.edu/education/disaster-health-competencies	ITFOL	Reflection journal
Fall break 10/24-25
10 Friday 10/28	MCI Disaster Triage exercise Team Steps Intro, PODS, PUSHES, Strategic Stockpile – content,	FTF	Reflection journal Submit final papers
11 Friday 11/4	Team Formation – just in time leadership exercise (finish Blasts (9/9) if not completed earlier) or any other activities not complete if time ran short.	FTF	Reflection journal
12 Friday 11/11	Presentations/Panels – Paper	FTF	Reflection journal
13 Friday 11/18	Presentations/Panels – Paper	?	Reflection journal
11/22/ 2022 Tuesday	Service Learning with AC 1222 N475 Community Disaster Tabletop Exercise 1:00 to 4:00 PM Location Latham Hall	FTF
14 Friday 11/25	Friday No Class Service Learning Tuesday 11/22 with 1222 Cohort Tabletop Exercise MCI with Reverse Triage (MS) 1-3:50	FTF	Reflection journal
15 Friday 12/2	Independent Class Time

Service learning make up for excused service learning absences

https://training.fema.gov/is/courseoverview.aspx?code=IS-235.c&lang=en

5 hours

+

IS241 Decision making and problem solving 2 hours

2 hours

https://training.fema.gov/is/courseoverview.aspx?code=IS-241.c&lang=en

Or

IS700 Introduction to NIMS

https://training.fema.gov/is/courseoverview.aspx?code=IS-800.d&lang=en

3.5 hours

IS 800 Introduction to the National Response Framework

3 hours

https://training.fema.gov/is/courseoverview.aspx?code=IS-800.d&lang=en

CAE 2014,2015, 2016, 2017, 2018, 2019,2020, 2021, 2022

Topics/Concept/Activity Options

Care Standards – Standard, Contingency, Crisis

Active Shooter – Mob Management

Crisis Health – Stop the Bleed

Traditional Triage – Critical Thinking Frameworks

Leadership ethics and standards exercise

Psychological First Aid (course completed in Psy)

Functional Ability Management in Shelters

Hazmat exercise

Biological exercise

Managing Mental Health in Shelters.

Developmental Readiness for shelters

Pediatric exercise (developmental care environments)

Neonate exercise (not fully developed yet – but can be)

Decompression

Shelters, Alternative Care Sites, Review of PPE, Surge Capacity

Managing mental health in shelter

Environmental emergencies

POD/Push Leadership exercise

Who needs what kind of shelter (applying PPE to shelter needs)

Haiti Experience setting up a BOO

MCI

SALT, SMART Triage

ICS and policy development for Long Term Care facility

Burn Blast injury

Project Extreme – ventilator basics (sheltering skill for medical shelter)

Block Leadership exercise

Hospital Decompression Exercise (M/S, CC, ER)

Fire in a LTC facility

Ready.gov – are you ready?

Available case studies:

Fire

Chlorine

Radiological (3 different focuses)

Blast Bomb (Madrid, Oklahoma, IED) all different focuses

Nerve gas

Sarin

Setting up a shelter r/t TIC incident

Exercise wh goes where for shelter (clinical decision making)

Home care and evacuation/sheltering in place

Environmental emergencies

SARS

Oxygen and clinical decision making.

Strategic Priority CBRNEs (as identified by CDC and Homeland Security)

Burkholderia

Anthrax (inhalation)

Pneumonic Plague

Smallpox

Viral Hemorrhagic Fever (Ebola) as well as Lassa, Rift Valley Fever, Yellow Fever (some person to person some vector (mosquito bites)

Tularemia

Typhus

Pandemic Influenza

Q Fever (Query Fever)

Zika

Toxins – Ricin, Botulinum Toxin (Botulism)

Nerve Agents Tabun, Sarin, Soman Vx

Blood Agents Cyanide chloride

Choking agents phosgene, Chlorine

TICs (Toxic Industrial Chemicals) Andydrous Ammonia, Chlorine, Hydrogen Cyanide

Sulfuric Acid, Hydrochloric Acid

Decision making and reporting to work during a disaster ?

Does the type of disaster matter?

Disaster Triage Concepts

START

JumpSTART

PsySTART

SAVE

SALT

Patient Collection Areas

Or

Transport directly out of harms way.

SNS and Chem Packs (also state and local state assets)

Burn Blast Injury

Burn Blast Computer program activity

Risk Communication

(Long Term Care TTE)

CDC Common Health Terminology; Plain Language guide

Resource Setup Setting up a BOO

What resources do you need for:

Green Minor Care

Yellow Acute Care

Red Critical Care

Administration

Triage

Download Programs WISER National Library of Medicine

Download Emergency Response Guidebook

Mobile REMM

PFA Mobile

Quick Triage

Ready.gov

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