NCM 121 DISASTER NURSING
earthquakes?
TOPIC 1
Personal Roles and Functions for Disaster
Preparedness and Responses Plans
 The World Health Organization (WHO, n.d.) defines
disaster as “a situation or event, which overwhelms local
capacity, necessitating a request to the national or
international level for external assistance.”
 The United States Department of Homeland Security
(USDHS) defines it as an emergency that “requires
responsive action to protect life or property” (USDHS,
2008, p. 138)
 Hammond, Arbon, Gebbie, & Hutton (2012) summarize
these definitions in their statement that A disaster is a
serious disruption of the functioning of a community or a
society involving widespread human, material, economic or
environmental losses and impacts, which exceeds the
ability of the affected community or society to cope using
its own resources.” (p. 236)
 Natural disasters such as tornadoes, earthquakes, floods,
and extreme winter conditions occur more frequently than
anthropogenic disasters such as civil unrest, terrorism, and
armed conflict
 In 2015, there were 376 naturally triggered disasters
registered
 Disasters are typically considered “low probability, high
impact” events
PERSONAL ROLE IN DISASTER PREPAREDNESS
Every day, millions of people wake up, go to work, drop their
children off at school, and enjoy leisure time with family and friends,
following daily routines and schedules.
However, when the unexpected does happen, routines change
drastically, and people are suddenly aware of how fragile their lives
can be
The question is: ARE YOU PREPARED FOR A DISASTER?
A flood scenario will demonstrate the sudden and devastating effect a
disaster can have on individuals, families, and the communities in
which they live
What people do before a disaster can make a dramatic difference in
their ability to cope with and recover from a disaster, as well as their
ability to protect other household members and family possessions
from avoidable losses.
Households that are prepared can reduce the fear, anxiety, and losses
that surround a disaster.
They can be ready to evacuate their homes, survive a period of
confinement to the home, make their stays in public shelters more
comfortable, and take care of their basic medical needs.
They can even save each other’s’ lives.
PERSONAL ROLES AND FUNCTIONS ON DISASTER
PREPAREDNESS
1. FINDING OUT WHAT COULD HAPPEN
The first step in preparing for any disaster is to find out
which hazards could strike the community.
Is the community susceptible to storms, tornadoes or
If possible, home buyers should avoid buying in areas that
are prone to floods and hurricanes.
2. PROTECTING AGAINST FINANCIAL LOSS
As a protection against financial loss, homeowners should
purchase insurance on their home and its contents.
At a minimum, coverage should provide full replacement or
replacement cost coverage
3. KNOWING THE WARNING SYSTEM
To warn their citizens in time of an emergency, some
communities use sirens or loudspeakers; others rely on
officials going door-to-door or on messages delivered by
local TV or radio stations.
The local emergency management office can provide
information on what warning signals are being used in the
community
It is important to know what alarms sound like, what they
mean, and what action should be taken when they are
heard.
4. PREPARING TO EVACUATE OR STAYING AT
HOME
The amount of time available to evacuate a home or
community depends on the hazard.
It is important to plan a meeting place for family members.
Identify where to go if an evacuation is necessary.
Locate the safe spots in the home for each type of disaster.
Once a disaster is in progress, there will be no time to shop
or search for supplies, therefore, disaster supply kits should
be readily available.
Include the following supplies:
1. A 3-day water supply (1 gallon per person per day)
2. A 3-day supply of non-perishable food
3. Clothing and blankets
4. A first aid kit
5. Adequate supply of prescription medications
6. Battery-operated radio
7. Flashlights and batteries
8. Credit card (if available), cash, or checks (if available)
9. An extra set of car keys and a full tank of gas in the car (as
applicable)
10. Sanitation supplies for washing, toileting, and for disposing of
trash
11. An extra pair of eyeglasses (if available)
12. Special items for infants, the older persons, or the disabled
13. Important documents in a water-proof case
14. Items needed for a pet such as food, water, and leash (as
applicable)
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The supplies should be stored in an easy to-carry container such as a
duffel bag, backpack, or covered plastic container.

The kit should be kept in a convenient place near an exit door at a

location known to all household members.

Replace water supply every 3 months and food supply every 6

months.

5. REUNITING AFTER A DISASTER

To prepare for a fire in the home, the family should identify

a neighbourhood rendezvous point located a safe distance
9. Just as a home may have hazardous areas, it will also have safe
from the house. If household members meet at the same
areas in which to seek shelter.
spot, fire fighters do not unnecessarily risk their lives trying
to rescue someone who is already safe. Response is the first stage of the disaster management cycle when
After a disaster, separated family members should call the a disaster has occurred or is imminent.
family contact to let him or her know where they are.

6. CONDUCTING PREPAREDNESS ACTIVITIES Steps for Developing the Emergency Response Plan

A number of basic preparedness activities can make a 1. Conduct a risk assessment to identify potential
dramatic difference in a family’s readiness to survive and emergency scenarios
cope with a disaster
An understanding of what can happen will enable you to
determine resource requirements and to develop plans and
1. Responsible household members should know where, when, and procedures to prepare your business, for example.
how to shut off electricity, gas, and water at main switches and valves
and have the tools required to do this (usually a pipe and crescent or
adjustable wrench)

Know how to turn off the cylinder tank or LPG cylinder tank.

Taking this step can prevent dangerous leaks, explosions, and other
unnecessary damage to the home.

2. Each family member should know how to use an ABC-type fire

extinguisher. The local fire department can demonstrate the proper
use of extinguishers. It should be tested regularly.

3. Smoke alarms should be installed on each level of the home,

especially near bedrooms.

4. It is important to plan and practice alternate escape routes

For example, is there a balcony or window in each room that could be
equipped with a nearby ladder?
Children need to know what to do on their own.
5. A “home hazard hunt” should be conducted to identify objects that
could block escape or cause injury if they become dislodged in an
emergency.
2. Develop protective actions for life safety (evacuation, shelter,
shelter-in- place, lockdown)
This includes building evacuation (“fire drills”), sheltering from
severe weather such as tornadoes, “shelter-in-place” from an exterior
airborne hazard such as a chemical release and lockdown. Lockdown
is protective action when faced with an act of violence.

6. Everyone should be encouraged to take a course on first aid and

cardiopulmonary resuscitation (CPR) from the American Red Cross
or other qualified sources.

7. Families should also consider FEMA’s Community Emergency

Response Team (CERT) program.

It helps train people to be better prepared to respond to emergency

situations in their communities.

When emergencies happen, CERT members can give critical support

to first responders, provide immediate assistance to victims, and
organize spontaneous volunteers at a disaster site.

8. Each member of the household— even children— should know

how to summon help if an emergency occurs.

Emergency telephone numbers should be posted by the phone (fire,

emergency medical services, police, ambulance, poison control, etc.)
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When an emergency occurs, the first priority is always LIFE
SAFETY
The second priority is the STABILIZATION OF THE INCIDENT
3. Coordinate emergency planning with public emergency services to
stabilize incidents involving the hazards at your facility.
4. Train personnel so they can fulfil their roles and responsibilities.
5. Facilitate exercises to practice your plan. Compile a site-plan and
plans for each floor of each building.
Plans should show the layout of access roads, parking areas,
buildings on the property, building entrances, the locations of
emergency equipment and the locations of controls for building
utility and protection systems.
Instructions for operating all systems and equipment should be
accessible to emergency responders
*duck, cover and hold
*trauma recovery team – trauma recovery session – we should not
only attend to the physical needs of the victims but also to their
psychological needs.
*video presentation
-survival kit –basic necessities
Emergency kit – food, water
First aid kit
Additional necessities such as flashlights, battery a, fully
charged cellphone, kandila, posporo, radio, consider the needs of
every member of the household such us in the case of babies, elderly.
*typhoon- is the most frequent to occur
-intense low pressure area with minimum sustained wind of 35kph
-strong winds and heavy rainfall that can cause flooding, flash
floods, storm surge and mudflows/mudslide
*Flood – the rise in the level of water from creek, lake, river, or
canal and other waterways
*Landslide – is the downward and outward movement of slope
materials composed of soil and rocks – triggered by
continuous heavy rains or by earthquakes
-may also be the result of weathering and fracturing of rocks, steep
configuration of slope, deforestation, slope overloading
(construction of heavy structures)
- run going to the side not going down
*Volcanic eruption – 23 active volcanoes in the PH
-PHIVOLCS
-be prepared for possible earthquake after volcanic eruption
*Earthquake – because of the subduction plates underneath the
surface where the archipelago lies
- find out if your house lies in active fault or liquefaction/landslide
-duck, cover and hold, stay calm, go to open area if you’re outside
-stay away from power line, posts and other structures that may fall
or collapse
-protect your body from falling debris by staying on stronger part of
the house or outside the elevator shaft
-use stairs not elevator
-be careful for aftershocks
-may cause fire due to damage of power lines or explosion of gas
-STOP, DROP AND ROLL – FIRE
*Tsunami – vertically displaced ocean floor
-caused by earthquakes under the sea
-series of small to giant waves, shaking of the ground, sudden retreat
of seawater and the numbling sound of the approaching waves are
the signs of impending tsunami.
TOPIC 2
LEADERSHIP ROLES AND RESPONSIBILITIES OF A
NURSE IN DISASTER RISK REDUCTION AND
MANAGEMENT
 Nurses have a continuous presence and crucial role in
response to disasters.
 During disasters, nurses apply specific knowledge and
skills to minimize victims’ health and life-threatening risks.
 Having nursing skills is vital for disasters. 
 The skills include identifying hierarchies, awareness of
emergency response plans, regular practice exercises,
proper use of emergency equipment such as personnel
protection equipment, following communication routes and
channels, participating in the evaluation of exercises, and
modification of response plan if needed.
 Every member of the nursing community should be
responsible for the crisis. 
 Studies conducted worldwide have shown that a nurse’s
presence in crisis can reduce the death percentage from 50
to 70 percent. 
 Nurses’ clinical skills in crisis include technical efficiency,
ability to use nursing techniques with specialized
equipment, ability to perform physical examinations,
clinical decision-making skills, triage and trauma skills,
flexibility skills, and the ability to perform tasks in non-
conventional roles.
 Clinical skills are also an essential component of individual
readiness to overcome crises. 
 These skills include autonomy, implementing care without
a physician order, triage, rapid action, using five senses in a
patient examination without high-tech equipment, and the
care of patients with various diseases in adverse crisis
environments.
 Preferred Reporting Items for Systematic Reviews and
Meta-Analyses for Scoping Review (PRISMA-ScR) is an
extended form of PRISMA used to conduct this study. 
 Web of Science, CINAHL, PubMed, Scopus, and Google
Scholar databases were searched to find relevant
publications. 
 Nurses’ role in crisis could be categorized into three stages
before, during, and after the crisis.
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 and determining roles and job descriptions of active personnel in the
area.

After crisis roles of nurses were a provision of care for individuals to

evacuation in specialized hospitals, reconstruction, and repair of
damaged facilities and equipment, evaluation and redevelopment of
disaster injury and death plan, psychological support for survivors
and dealing with valuation, restructuring and rehabilitation measures
along with other staffs.

BEFORE CRISIS

READINESS:

1.  Psychosocial

2.  Physical

3.  Practical

DURING CRISIS

1.  Activities in different units

2.  Essential therapeutic and caring

3.  Management skills

4.  Interact with other groups in field

AFTER CRISIS Crisis readiness is an important step which considers success at later
 Rehabilitation stages of the crisis.

Crisis readiness is defined as measures that ensure that the resources

Before crisis roles of nurses were as individual readiness which is
necessary for managing a crisis.
The readiness and skills were including training of physical
readiness, mental readiness, and familiarity with how to respond to a
crisis; clinical skills training including trauma, triage, and evacuation,
familiarity with procedures for managing injuries, clinical evaluation,
and work with equipment and unit; group training, operational
competence, mission type knowledge, leadership and management
skills, interacting with units, and area identification.
During crisis roles included providing emergency communication
(using field phones and personal portable radios), creating an area for
triage and acceptance of injured, providing good stretcher, designing
and linking different stages from injury admission to evacuation,
creating areas for triage, organizing mortality and evacuation priority
needed to perform an effective response are available before a crisis.
Readiness is vital before crises because, during a disaster, the health
care providers can assist wounded faster and can save the victims’
lives in a short period after crisis. 
Actively engage in disaster risk committees and policy-making for
disaster risk reduction, response and recovery.
Seek continuing professional development opportunities in disaster
risk reduction, response and recovery. 
Be competent to provide disaster relief and meet the health needs
according to the type of disaster and the given situation. 
Be informed of diseases, such as cholera, and changes in social
behaviours, such as theft, that may be associated with disasters and
which may be exacerbated by a deterioration in living conditions, and

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of associated physical and mental health, socioeconomic, and nursing 5. Cover  victim to maintain body temperature; maintain
or care needs of individuals and communities, and identify supine position
mechanisms to deal with these situations.
6. Treat for shock, and transport immediately
Be familiar with and raise public awareness of those disasters that
their region and country are most likely to experience. 

Work closely with other healthcare and allied professionals in EPISTAXIS

establishing comprehensive and collaborative disaster risk reduction
- bleeding from the nose caused by trauma, local irritation, violent
plans. 
sneezing, or chronic conditions, such as hypertension. 
As the first responders to crises, the nurses should be prepared to care
INTERVENTIONS:
for the crisis victims to take effective action. 
1.   Sit victim upright, head slightly forward, to prevent
RA 10871
aspiration of blood
Basic Life Support (BLS) Training in Schools
2.   Apply firm, continuous pressure by using thumb and
FIVE (5) EMERGENCY ACTION PRINCIPLES forefinger to pinch nose

1.   Survey the Scene 3.   Apply ice compress to nose

2.   Activate Medical Assistance

3.   Initial Assessment of the Victim

4.   Do a Secondary Assessment of the Victim

5.   Referral of the Victim for Further Evaluation and

Management

Review concepts taken during your BLS training. Those will be

included in quizzes and exams.

INITIAL ASSESSMENT OF THE VICTIM

1.  Check for responsiveness 4. Limit activity; restrict drinking hot or cold liquids
5. Monitor vital signs
2.  Open the airway

3.  Check for circulation

MINOR WOUNDS
4.  Check for breathing
INTERVENTIONS:

1.   Clean well with soap and water

BIOLOGICAL DEATH
2.   Thoroughly rinse
6 – 10 minutes - Brain damage very likely
3.   Apply povidone-iodine (Betadine)
Over 10 minutes - Irreversible brain damage
4.   Cover with a clean dressing

5.   Seek medical care for signs of infection.

CARDIOPULMONARY RESUSCITATION (CPR)

 Compress the adult sternum 1 and ½ to 2 inches for 30

PENETRATING INTRAABDOMINAL
compressions at the rate of 100/min; then deliver two WOUND
breaths
- wounds resulting from stabbings, shootings and impalement.
 NURSING ASSESSMENTS AND INTERVENTIONS
ESSENTIAL TO PRESERVING THE LIVES OF INTERVENTIONS:
VICTIMS OF ACUTE ILLNESS OR INJURY UNTIL
EMERGENCY MEDICAL CARE IS AVAILABLE 1.   Do not move victim

HEMORRHAGE 2.   Ensure adequate airway, breathing and circulation  

- Loss of a large amount of blood in a short period; may be externally 3. Control bleeding
or internally. a. Look for entrance and exit wounds
INTERVENTION: b. Apply compression for external bleeding 
1. Apply direct pressure with a clean cloth for at least 6 c. Look for chest injuries
minutes (Use gloves if available).
4. Cover wounds with wet, sterile or non-adhesive dressings
2. Elevate injured part above heart level (e.g. saline or plastic wrap); leave impaled objects in
3. If arterial bleeding does not respond to direct pressure, place to control bleeding
attempt to control by applying direct pressure  on supply 5. Monitor vital signs
artery
6. Treat for shock
4. Tourniquets are not recommended unless an extremity is
amputated or severely mutilated. 7. Administer nothing by mouth (NPO)

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BURNS 10. Do not give fluids if there is a possibility of abdominal
injury.
- The greater the body surface area (BSA) affected, the more serious
the damage 11. Do not transport the victim until all first aid measures have been
carried out and appropriate transportation is available.
INTERVENTIONS
12. Protect the wound and allay anxiety.
1.   Lay victim flat (standing forces him or her to breathe
flames and smoke)

2.   Roll victim in carpet or blankets , or use water to  

extinguish fire

3.   Ensure adequate airway and ventilation

TOPIC 3
4.  Remove nonadherent, tight-fitting clothing
RESEARCH STUDY ON DISASTER PREPAREDNESS AND
5.   Remove tight jewelry RISK REDUCTION MANAGEMENT

6.   Apply cold soaks

7.   Cover burns with moist, sterile dressings or clean cloth Combating Urban Hazard: A Qualitative Study on the
Perception on Disaster Preparedness of STEM Students
8.   Elevate affected parts if possible

9.   Cover victim
March 2019
Correspondence:
Regelle Josol, Team Leader 
EPILEPSY SEIZURES University of Immaculate Conception Annex Campus 
Bonifacio St., Davao City 8000 Davao del Sur, Philippines 
INTERVENTIONS:

1.  Give them room. Keep other people back.

2.  Clear hard or sharp objects, like glasses and furniture, away.
3.  Cushion their head.
4.  Loosen clothing around their neck, if you can safely.
5.  Don't try to hold them down or stop their movements.
6. Don't put anything in their mouth. Contrary to popular myth, you
can't swallow your tongue during a seizure. But putting
something in their mouth could damage their teeth, or they
might bite you. 
7.  If their head isn't moving, turn it to one side.
8.  Look at your watch at the start of the seizure, so you can time its
length.
9.  After the jerking stops, gently place them on their side, to
help keep their airway clear.
ABSTRACT
In this study, the researcher identifies to what extent of knowledge
the respondents, STEM students of University of Immaculate
Conception, knows about Disaster Preparedness. 
This study spreads awareness to each individual to be more
knowledgeable in a way of facing different calamites and disasters.
In this matter, the knowledge of the respondents is being tested for
their implication from what they have learned from the subject,
Disaster Readiness and Risk Reduction (DRRR). 
In accordance to that, this would help them to be more educated
regarding the said issue. 
The researchers conducted a Focus Group discussion (FGD) and an
In-depth Interview (IDI). 
INTRODUCTION

As constituted by the Republic Act No. 10121, known as the

PRINCIPLES OF MANAGEMENT IN EMERGENCY
1.  Remain calm and think before acting – examine for signs (fruity
breath, bite marks).
2. Identify oneself as a nurse to victim and bystanders.
"Philippine Disaster Risk Reduction and Management Act of 2010",
reinforces the disaster risk reduction and management system,
allocating for the national level and its management framework, and
establishing the National Disaster Risk Reduction and Management
Plan, seizing funds herewith and for other initiatives. 

3. “Good Samaritan Law”, limits liability and offer legal immunity
for people who help in emergency, provided they give the best
possible care under the conditions of emergency.
4. Do rapid assessment for priority data. Patient airway; stop
bleeding.
This Act bestows for the enhancement of policies, and the execution
of activities and means concerning to all factors of disaster risk
reduction management, containing proper governance, assessment of
risks and early warning, minimizing the underlying constituents of
danger and risk, and preparedness for successful response and fast
recuperation.

5. Carry out life saving measures as indicated by priority assessment.
6. Do a head-to-toe assessment before initiating general aid measures.
7. Keep victim lying down or in the position which he or she is
found, protect from dampness or cold.
8. If victim is conscious, explain what is occurring, assure that help
will be given.
9. Avoid unnecessary handling or moving of the victim. Move only if
danger is present.
As stated in section 16 of the 1987 Philippine Constitution, the State
shall secure and advance the right of the people to equilibrium and
beneficial ecology in accord with the harmony of nature. 
The creation of the Republic Act (R.A.) No. 9729 also known as the
Climate Change Act of 2009 was built upon in this statement. 
The law which was implemented on July 27, 2009, was
fundamentally formulated as the country’s response to the worldwide
phenomenon on climate change.

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The Climate Change Act serves as a policy that lays out the
strategies, capabilities, and projects to prepare the country to the
predetermined effects of climate change.
An act to promote environmental awareness through environmental
education and other purposes is the “National Environmental
Awareness and Education Act of 2008”. 
This policy of the state protects and advances the rights of the people
to balance a healthful ecology, and to give special treatment to our
nature like planting of trees or clean and green project, the vital role
of the youth in nation, and the role of educators in sharing patriotism
and nationalism for each and every one. 
This policy promotes total human liberation, and also promotes
national awareness and the importance of environmental conservation
and ecological balance.
Research Design
In this research study made use of a phenomenological approach to
gather relevant data. 
Sampling Method 
Snowballing, which is a non-probability sampling method was used
to draw up a sample of participants who provided acceptable
information for the study.  The participants mentioned that the physical environment of the
Research Instrument  hazards because they perceived this to be fragile physically.
In this phenomenological study, the research questions were well
prepared by the researchers.
Data Collection Method  Research Question 3:
Data was collected using face to face focus group discussion
interview schedule.
Data Analysis Method  taking initiative to include, train and increase human resource for
The results were examined using thematic content analysis method.
RESULTS AND DISCUSSION
Research Question 1: To what extent the University of the
Immaculate Conception play an active role in limiting the risks of its
students from Urban Hazards?
One participant urged:  “The school should coordinate with the national state to improve the
“I believed that the local government is one of the vessels that
informs the school about the standard practices of the government …
this is quite saddening because the school has no voice in the national
arena to air out what the education sector really needs in terms of
limiting the urban hazards.”
Research Question 2: 
What is the perception of STEM students on their vulnerability to
urban hazards?
One participant mentioned: “…when the school has restricted access
to power … structures … if they don’t really participate in risk
reduction planning, the students are vulnerable.”
The participants also mentioned that political systems played role in
increasing vulnerability of the school.  do during those circumstances.
They urged that corruption impeded the services given by the local
state to the educational sector to reduce the risks of urban hazards.
“… when you corrupt … you are cutting the services … these must
be given to the people … to the school.”
Dynamic Pressures
The lack of active local institutions was also perceived by the
participants to be the factor for them to become vulnerable to the
risks of urban hazards. 
One participant asserted: “I really think we [Davao City] had weak
implementation of risk reduction practices because our local
government is not really geared toward preventing earthquakes,
floods, etc.
Another participant urged that the lack of proper trainings was also a
factor that increases vulnerability of the school inhabitants. 
She believed that appropriate skills must be needed in order to spread
the awareness about risk reduction. 
She mentioned: “How can we implement those practices if the
students, as well as the school, are not properly trained.”
Unsafe Conditions 
school had unprotected buildings and infrastructure. 
They believed that the school could easily be affected by the urban
 
One participant held this in view: “We are in the fault line I believe
… so this greatly affects our risks for earthquakes.”
 
How preparedness for hazards in urban settings can be improved?
One of the participants mentioned a crucial point. As all the skilled
fire fighters are mostly based in Davao City, in case of a calamity the
probability of they being affected is quite high. 
Thus, the participants mentioned that several organizations should be
fighting urban hazards like building collapse, fire accidents, and
earthquakes from areas surrounding the school. 
One participant urged: “We should address the root causes like the
government itself should increase access of the school to structures,
power …the school should be equipped with the trainings to acquire
skills in reducing urban hazards.”
Another participant mentioned: 
practices. How could the state make programs if they don’t consider
the education sector?”
Recommendation 
Base on the outcomes and results of the research, the researchers
would like to recommend the following: 
That the faculty and staff, as well as the institution, would adhere to
the requests of the respondents of this research, in ensuring a safer
campus’ environment by providing more precautionary equipment
and facilitating symposiums about disaster preparedness.
That the parents, would check on the welfare of their children by
preparing them from upcoming disasters and teaching them what to
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That the STEM students, should evaluate and execute their learnings
about disaster preparedness from their DRRR subject in times of
disaster occurrence, and as they learned about it they should share
this to other people as well.

Disaster Risk Reduction Knowledge among Local People in a

Selected Community in the Philippines 

By:  GIL P. SORIANO, MHPEd, RN

San Beda University, Manila, Philippines

Abstract 

Background: The Philippines has been classified as highly vulnerable

to natural disasters. Hence, reinforcing the capacities of communities
towards the risk and adverse impacts of natural hazards is essential in
order to reduce vulnerability and managed disasters. The study
assessed disaster-related knowledge including (1) disaster
preparedness and readiness, (2) disaster adaptation, (3) disaster
awareness, and (4) disaster risk perception of the local people in a
selected community.

Methods: 

A descriptive-cross sectional study was utilized and a convenience

sampling technique

was used to select the 60 participants. The disaster risk reduction

knowledge was assessed using the Disaster Risk Reduction
Knowledge questionnaire. The gathered data were analyzed using
frequency, percentage, mean, standard deviation and univariate linear
regression.

Results: 

The study revealed that the local people in the selected community
have good knowledge on disaster preparedness and readiness, disaster
adaptation, and disaster awareness and fair knowledge on disaster-
related knowledge and disaster risk perception. Further, age, sex, civil
status, and education did not predict the level of disaster risk
reduction knowledge.

Conclusion: 

The initiatives for disaster education in the Philippines are sufficient

as evidenced by a good level of disaster risk reduction knowledge
among the local people in the selected community.

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