Running head: SCHOLARLY PAPER

Scholarly Paper

Raymonta Green

July 21, 2021

Kennesaw State University

WellStar School of Nursing

NURS 7874: Nurse Educator Practicum II

Dr. Anne White

SCHOLARLY PAPER 2

Overview of Module of Instruction:

Expressing the significance of taking precautions against disasters and other unforeseen

events is a task. The world is witnessing catastrophes, pandemics, and unexpected emergencies,

emphasizing the importance of being well-prepared. Disaster preparedness empowers

individuals, communities, and nations to forecast, mitigate and respond effectively to calamities.

This does not only save lives and minimizes damages but fosters resilience. Embracing the

principles of preparedness allows societies to shield the health status and ensure their citizens'

safety and health maintenance, strengthen infrastructure, and promote a culture of readiness.

These efforts contribute towards creating a sustainable future. Given the nursing students' role in

providing care during crises, it becomes imperative to educate them on disaster preparedness.

Hung et al. (2021) highlight the necessity for disaster training among nursing students

worldwide. They should acquire skills, knowledge, and the right mindset to respond efficiently to

public health emergencies. During times of crisis, nurses often act as responders by

administering emergency care, prioritizing patients' needs, and coordinating available resources.

Nursing is vital in responding to crises and ensuring the safety and well-being of patients

and communities. To equip them with the skills for disaster preparation, nursing schools should

incorporate disaster management, risk assessment, emergency planning, and response techniques

into their curriculum. By providing this education, we can empower nursing students to make

decisions deliver care and collaborate efficiently with diverse teams during high-pressure

situations. Including disaster preparedness in the nursing, curriculum will result in a healthcare

workforce handling emergencies effectively, ultimately reducing loss of life and minimizing the

impact of natural disasters.

SCHOLARLY PAPER 3

The learning outcomes from this instructional block encompass understanding disasters

and their causes, casualties, the extent of damage, and intensity. It also involves discussing the

three factors contributing to a community's vulnerability to artificial catastrophes. Students will

also learn about the four stages involved in managing crises. Lastly, they will explore the role

that community or public health nurses play in preventing catastrophes preparing for them,

responding to them promptly, and supporting recovery efforts once they have occurred. Lastly,

one more thing to consider is the ability to explain the role of a community/public health nurse

concerning incidents of chemical, biological, or nuclear terrorism using stages of prevention as a

guiding framework.

Discussion of Needs Assessments:

Including disaster preparedness education in nursing schools equips nurses with the skills

and knowledge to respond promptly and effectively to emergencies and disasters in hospital

settings and beyond. Tas and Cakir (2022) have provided evidence supporting nurses' need for

training and educational development to combat disasters effectively. Nurses often find

themselves on the lines during these situations providing emergency care that saves lives. By

integrating disaster preparedness education, nursing students acquire the information and

abilities required to assess, prioritize, and treat patients in high-pressure scenarios. They also

learn about emergency communication networks, resource allocation, and disaster management

protocols. This instruction emphasizes the value of preparation through activities such as

creating response plans and engaging in exercises. Furthermore, by promoting resilience and

adaptability through disaster preparedness training, nurses will be better equipped to handle the

mental demands associated with incidents. Hung et al. (2021) highlight the significance of

educating nursing students on being ready for disasters as it is a crucial skill that ensures nurses
SCHOLARLY PAPER 4

can appropriately implement interventions with confidence during emergencies inside and

outside healthcare facilities.

Individuals need to acquire knowledge about preparing for disaster, which leads to

understanding the types of catastrophes, their causes, and the potential consequences they can

have. Additionally, it is crucial to familiarize oneself with theories, ideas, and principles related

to disaster management. Applying this knowledge to real-world situations is an aspect well. The

focus involves creating emergency plans conducting risk assessments and implementing

strategies to respond to and mitigate disasters. It is also vital for individuals to connect their

existing knowledge of emergency preparedness with information and skills. This focuses on

understanding how disaster preparation intersects with healthcare practices, regulatory

frameworks, community involvement initiatives, and ethical considerations. Recognizing the

element in disaster planning is essential too. Developing empathy and awareness of the cultural

impacts of catastrophes on individuals, families, and communities is crucial. Having this

understanding enables us to provide support during times of crisis. Students should also cultivate

compassion and a sense of responsibility towards those affected by disasters to contribute

positively to their recovery.

It is essential for individuals to understand the aspects of preparing for disasters and have

the motivation to help others during times of crisis. People should focus on learning and growing

in emergency preparedness by staying updated on techniques seeking opportunities for

professional development and adapting to new challenges in disaster management. Additionally,

individuals should have a sense of responsibility towards their community regarding disaster

preparedness. They need to recognize their role as contributors toward creating more resilient
SCHOLARLY PAPER 5

communities by working with others participating in community projects and advocating for

laws and practices promoting successful emergency preparedness and response.

Innovative Methods Used and Rationale:

Assessments play a role in the classroom by providing insights into students' progress in

learning and achievement of goals. As an educator, assessments help identify strengths and areas

for improvement. They also allow teachers to tailor their instruction and find the teaching

methods that meet the unique needs of each student. We foster growth and accountability by

conducting assessments and creating a learning environment that enhances students' academic

achievements. Aase et al. (2021) emphasize the importance of assessing nursing education as it

helps students evaluate their progress, nurtures curiosity in learning, and celebrates their

accomplishments. In our classroom, we integrated Slido into our PowerPoint presentations for

conducting assessments. Slido is a tool that promotes real-time interaction between teachers and

learners during presentations. Through this software, we can engage with students by asking

questions, polling, and facilitating discussions using their devices. We can also receive responses

from students and evaluate them in real-time as they complete the activities.

Slido proved invaluable during our presentation because it allowed us to assess our

teaching techniques effectively while gathering student opinions. It also helped us address any

misconceptions or uncertainties based on their answers to questions and determine if any topics

needed clarification or reinforcement. However, it also allowed us to contribute perspectives on

topics beyond what we were taught. Slido allowed the students in our class to think creatively

and evaluate their understanding by choosing the answers based on their nursing knowledge

from core courses. We had polls like multiple choice quizzes, word cloud associations with

topics, ended discussion questions, rankings, and ratings. One of the things about Slido is its
SCHOLARLY PAPER 6

concise analysis reports that help us reassess class engagement, summarize the event analyze

question performance with correct and incorrect answer percentages, view poll results, and see

leaderboards. These results help us gauge how teaching and learning are connected between

instructors and students to meet course objectives but also serve as valuable documentation for

professional growth within academia. According to Kallio et al. (2022), discovering

opportunities for career advancement increases interest and fosters involvement in one's

profession and organization.

Supporting Learning Theory:

The teacher believes the suitable learning theory would be experimental for this set of

instructions. According to the literature, this type of learning involves "experiencing something

and evaluating it" (Billings & Halstead, 2020, p. 252). Experiential learning is crucial for disaster

preparedness, providing a hand, immersive learning experience. During crises and disasters,

practical knowledge and quick decision-making are vital. Using learning concepts, nursing

students can engage in simulations and scenarios that closely resemble real-life crisis situations.

Through this approach, they actively participate in problem-solving, critical thinking, and

collaborative activities. To teach this block of instruction effectively, interactive PowerPoint

presentations are utilized. In addition to a PowerPoint format, a case study will relate to each

learning outcome throughout the presentation. To further enhance the use of technology in

learning, there will be moments where learners can respond to questions and engage in

discussions through platforms using their cell phones. These questions will correspond with the

running case study provided during the presentation. Learners will have access to links or QR

codes, enabling them to answer questions presented before them. Altmiller and Pepe (2022)

acknowledge the significance of integrating informatics and other medical technologies in

SCHOLARLY PAPER 7

nursing education. The focus on quality and safety has been paramount in driving this

advancement. By engaging in these experiences, students understand the challenges and

intricacies of responding to catastrophes. They learn how to adapt and make decisions when

under pressure. Moreover, the reflective aspect of learning allows students to evaluate their

performance identify areas for improvement and enhance their readiness for emergencies.

Evaluation of Outcomes:

Outcomes were evaluated in two specific ways. The initial evaluation of learners' meeting

of outcomes was during the actual presentation. Using Slido, the initial climate of the class was

checked to see the baseline knowledge related to disaster prevention, planning, rescue, and

recovery. From this initial survey conducted through ranking from numbers one to three, the

general census of the class, 76%, was rated at two, indicating some knowledge of the material.

However, practical use had yet to be applied. From there, students proceeded through the guided

presentation following a traditional lecture format. After the educator completed all the material

under each objective, immediately after, there was an interactive Slido assessment to evaluate the

retention of the material, whether topics needed to be reiterated, and open the floor for

discussions or concerns at the time. There were five objectives in the presentation, and the

format followed the same way during the duration of the assessment activity after each objective.

Data gathered from Slido analytics illustrated that of the one hundred and forty-six members in

the class, one hundred and thirteen joined, indicating that seventy-seven percent of the class was

engaged and active with learning scoring 1183 on the engagement scales, which indicates that

the engagement was highly active during the class. After analyzing the assessment multiple

choice quizzes embedded in the project, it was noted that with each question, at least one

hundred and five students interacted with the questions out of the one hundred and thirteen that
SCHOLARLY PAPER 8

had registered and participated. The multiple-choice question scores were as low as 78% and as

high as 100%, which indicates that a significant portion of the class grasped the concepts and

understood the material being presented to them.

As a formal evaluation, the lecturer created five multiple-choice questions to present to

students based on the material taught during their final course exam. Once students had

completed the exam, the course's primary instructors evaluated the questions' efficiency and

correctness. When the questions were being reviewed, it was shown that all five of the lecturers'

questions scored well within the testing, with various difficulty levels. The point biserial

indicated good results, the standard deviation, and overall correct selection. This indicates that

the objectives set at the beginning of the presentation were met and that there was a positive

connection between the learner and teacher.

SCHOLARLY PAPER 9

References:

Aase, I., Akerjordet, K., Crookes, P., Frøiland, C. T., & Laugaland, K.

A. (2021). Exploring the formal assessment discussions in clinical nursing education: An

observational study. BMC Nursing, 21. https://doi.org/10.1186/s12912-022-00934-x

Altmiller, G., & Pepe, L. H. (2022). Influence of Technology in Supporting Quality and

Safety in Nursing Education. The Nursing Clinics of North America, 57(4), 551–562.

https://doi.org/10.1016/j.cnur.2022.06.005

Billings, D. M. G., & Halstead, J. A. (2020). Teaching In Nursing: A Guide for Faculty

(6th ed.). Elsevier.

Hung, M. S. Y., Lam, S. K. K., Chow, M. C. M., Ng, W. W. M., & Pau, O. K. (2021).

The Effectiveness of Disaster Education for Undergraduate Nursing Students' Knowledge,

Willingness, and Perceived Ability: An Evaluation Study. International journal of environmental

research and public health, 18(19), 10545. https://doi.org/10.3390/ijerph181910545

Kallio, H., Mari, K., & Hult, M. (2022). Registered nurses’ perceptions of their career—

An interview study. Journal of Nursing Management, 30(7), 3378–3385.

https://doi.org/10.1111/jonm.13796

Tas, F., & Cakir, M. (2022). Nurses’ knowledge levels and preparedness for disasters: A

systematic review. International Journal of Disaster Risk Reduction, 80, 103230.

https://doi.org/10.1016/j.ijdrr.2022.103230