NCMC410 LECTURE:
12
BSN 4TH YEAR 2ND SEMESTER MIDTERM 2024
Bachelor of Science in Nursing 4Y2
Professor: Evangeline F. Orata, MAN, RN, RM
Midterm Topics:
• Home Mitigation and Preparedness, Evaluation
• School Mitigation and Preparedness, Evaluation
• School Disaster Risk Reduction Planning & Evaluation
• Community Mitigation, Preparedness & Evaluation
• Community Disaster Recovery, Response &
Evaluation
HOME MITIGATION AND PREPAREDNESS, EVALUATION
• Disasters can strike at any moment, with little notice. In
order to protect your home and family, it is important to be
prepared and have a plan in place.
• The family preparedness plan contains 4 steps that
families should take to be ready for any disaster.
Roles of Nurse in Family Disaster Preparedness
• Should be in the form of manpower, money, materials.
• Evaluation from past experience about risk.
• Identify location of disaster-prone areas.
• Organization of communication, information, and warning
systems.
• Ensuring coordination and response mechanisms.
• Development of public education program.
• Coordination with media.
• Keeping stocks of foods, drugs, and other essential
commodities.
Family Disaster Preparedness
1) Identify Hazard
- Identify what types of disasters are most likely to
happen in your area, and learn about how to prepare for
each.
- Learn about your community’s warning system and
signals (siren, text messages, etc.)
- Consider purchasing a National Oceanic and
Atmospheric Administration weather radio. (This radio
broadcasts official warning, watches, advisories,
forecasts and other hazards 24 hours a day 7 days a
week.)
- Identify local organizations that perform emergency
management (Red Cross/Red Crescent, non-profits,
etc.) and know how to contact them.
- Educate yourself on any disaster plans in place at your
workplace, children’s school or other places that you
and your family spend time.
2) Hold a Family Meeting
- Meet with your family to discuss why it is important to
be prepared.
- Review the types of disasters that are most likely to
occur, and explain what to do in each situation.
- Assign responsibilities to each family member, and plan
to work together as a team.
J.A.K.E 1 of 10
Exam Week
- Decide on locations where you will meet in case a
disaster strikes.
• Outside your home and neighborhood in case of a
sudden emergency, such as earthquake or fire.
• Outside your city in case you cannot return home.
- Discuss what to do in an evacuation and create a family
evacuation plan.
- If a family member is in the military or frequently away
from home, plan how you will respond if he or she is
away when disaster strikes.
- Document how your family will communicate if a
disaster strikes, and create a family communications
plan.
- If anyone in your family has a disability or special needs,
adjust your plan accordingly.
- Be sure to include your family pets in your plan.
3) Prepare
- Assemble a disaster supply kit.
- Locate safe places in your home for each type of
disaster.
- Determine the best evacuation routes from your home.
- Become trained in first aid and CPR.
- Show each family member how and where to shut off
utilities (Water, gas, electricity).
- Make a complete inventory of your home and property.
- Teach a family member how to use a fire extinguisher
and where to find one.
- Post emergency contacts (Friends, family, neighbors,
police, fire, etc.) on the refrigerator.
4) Practice your Plan
- Practice your plan with your family on a regular basis.
(Every 6 months)
- Check your disaster supply kit every 3 months.
- Replace stored water and food every 3 months.
- Update any emergency contact info as changes occur.
Home Mitigation
- Mitigation – is the effort to reduce the loss of life and
property by lessening the impact of disasters. Stated
plainly, mitigation can keep natural hazards, like flooding
and hurricanes, from having catastrophic impacts. (Federal
Emergency Management Agency)
- Federal Emergency Management Agency (FEMA) –
Mission is to support our citizens and first responders that
as a nation we work together to build, sustain, and improve
our capability to prepare for, protect against, respond to,
recover from, and mitigate all hazards.
Flood Mitigation Options
• Purchasing flood insurance.
• Elevate your home’s lowest floor above the Base Flood
Elevation (BFE).
• Install flood vents in foundation walls, garages, and other
enclosed areas.
 DISASTER NURSING: BSN 4TH YEAR 2ND SEMESTER MIDTERM 2024
• Use flood-resistant materials in areas of your home below
the BFE.
• Anchor any fuel tanks to the floor to make sure vents and
fill line openings are above the BFE.
• Install a backflow valve on your sewer system to prevent
sewage back up in your home.
• Add waterproof veneer to exterior walls to prevent shallow
flooding from damaging your home.
Wind Mitigation Options
• Install hurricane shutters to protect windows and glass
doors.
• Gable end roofs are more susceptible to high wind than
other roof types. If you have a gable end roof, add bracings
to reinforce the roof.
• Consider fastening the roof to the walls with hurricane
straps.
• Reinforce garage doors and double-entry doors to prevent
failure under wind pressure.
• Garage doors can be reinforced with girts and by
strengthening the glider wheel tracks.
• Double-entry doors can be reinforced with a heavy duty
dead bolt, adding slide bolts on one of the doors, and using
longer hinge attachments on the door and frame
• Maintain your property. Anything from loose shingles to
trees can become a windborne missile.
• The distance between your home and any tree should be
greater than a full-grown tree’s height.
Interested in Learning More about How to Mitigate?
- FEMA produces mitigation guidance for communities,
businesses, and homeowners including:
• Building Science Publications: Flood and Wind
• Protecting Your Home and Property From Flood
Damage (Also available in Spanish)
• Homeowner’s Guide to Retrofitting
• Mitigation’s Value to Your Community Fact Sheet
- FEMA also provides grant funding for certain kinds of
mitigation projects under the Hazard Mitigation Assistance
Program. This funding must be accessed via your local
government. Contact your local emergency management
agency for more information.
SCHOOL MITIGATION AND PREPAREDNESS, EVALUATION
• Disasters deprive children of their right to a continuous,
quality, basic education in a safe environment. They
threaten the lives of children, their families, and education
personnel.
• Hazards only become disasters when it affects a
population.
• The severity of the disaster depends on a population’s
capacity to cope using its own resources. Hazards that
occur in an uninhabited island or hazards that occur in a
community which is well prepared for such events may not
experience a disaster.
• Decreasing vulnerabilities and increasing capacities of a
community exposed to a hazard could prevent disasters.
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School Hazards and Risks
- Floods, tropical cyclones, and major earthquakes, the
most terrible consequences are deaths and injuries in
schools.
- There are schools that are unusable because of damages,
their prolonged use as shelters, having unsafe access.
- The loss of equipment and materials, or lack of teachers
are some effects of hazards which can hinder children to
achieve their goals.
- The accompanying risks from natural hazards could be
determined by the structural integrity of school buildings.
- Awareness and capacity of teachers and students;
geographic location of schools; population distribution,
and institutional support.
School Disaster Risk Reduction and Management (SDRRM)
- Purpose: Designed to guide school heads and
administrators in facilitating the protection of children,
education personnel, and education.
The Comprehensive DRRM in Basic Education Framework
- The implementation of DRRM in basic education is guided
by DepEd’s three major outcomes:
• Access
• Quality
• Governance
- As a member of the National DRRM Council (NDRRMC), the
Department is also committed to implement DRRM in
basic education within the following thematic areas:
• Prevention and Mitigation
• Preparedness
• Response
• Recovery and Rehabilitation.
- With the issuance of a policy (DO 37 s 2015), the
framework is expected to guide schools in assessing,
planning and implementing their specific prevention and
mitigation, preparedness response and recovery and
rehabilitation interventions as expressed in the following:
• Pillar 1 Safe Learning Facilities
• Pillar 2 School Disaster Management
• Pillar 3 DRR in Education
Global Comprehensive Safety Framework
DepEd’s framework provides guidance in the following:
• The implementation of DRRM for education
practitioners’ and partners’ planning and programming
at all levels.
• The inclusion of DRRM in the school, division and
regional education development plans.
• Defining the agency’s response to hazards affecting
school operations.
• Serving as mechanism for engaging partners and
aligning their thrust to DepEd priorities.
• Guiding collaboration with the private schools.
The Comprehensive DRRM in Basic Education
This framework seeks to:
• Protect learners and education workers from death,
injury, and harm in schools.
• Plan for educational continuity in the face of expected
hazards and threats.
 DISASTER NURSING: BSN 4TH YEAR 2ND SEMESTER MIDTERM 2024
• Safeguard education sector investments.
• Strengthen risk reduction and resilience through
education.
SDRRM Team Will Undertake Based on the following
(Based on DO 21 s 2015)
Prevention and Mitigation
• Ensure the establishment of an Early Warning System (i.e.
bulletin board for weather advisories, bell/siren emergency
signal and the like).
• Conduct an annual student-led risk identification and
mapping within and around the school premises to ensure
a safe environment that is conducive to teaching and
learning.
• Maintain close coordination with local DRRM Council on
the conduct of preparedness activities and on response
needs, among others.
• Provide capacity building activities for teachers, non-
teaching staff and learners on DRRM.
• Maintain, disseminate, and post relevant and updated
emergency hotlines in strategic locations throughout the
school.
• Post safety and preparedness measures and evacuation
plans.
Preparedness Response
• Conduct disaster preparedness measures, including but
not limited to quarterly multi-hazard drills applicable to the
school’s identified hazard such as earthquake, fire and
flood.
• Maintain the safekeeping of vital school records and
learning materials.
• Organize school DRRM team to support the
implementation of preparedness and response measures.
• Ensure the availability of updated baseline education data
of the school.
• Integrate DRRM in regular school programs and activities
and school improvement plan (SIP).
• Pre-identify possible Temporary Learning Spaces (TLS) and
alternative delivery modes of education.
Recovery and Rehabilitation
• Monitor the effects of hazards, including the use of the
school as evacuation center.
• Track all school personnel during disasters and/or
emergencies.
• Prepare and submit reports on the effects of any hazard.
• Ensure implementation of DepEd Order No. 43, s. 2012 or
the “Guidelines on the Implementation of Executive Order
No. 66 s. 2012 (Prescribing Rules on the Cancellation or
Suspension of Classes and Work in Government Offices
Due to Typhoons, Flooding, Other Weather Disturbances,
and Calamities)”.
• Conduct rapid assessment of damages after every hazard
and submit Rapid Assessment of Damages Report (RADaR)
within 72 hours via SMS.
• Facilitate immediate resumption of classes to track
learners.
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• Monitor recovery and rehabilitation interventions being
implemented in the school.
3 Pillars of the Comprehensive DRRM in Basic Education
Framework
Pillar 1: Safe Learning Facilities
- This pillar refers to the physical and other related
structures of the schools. It also includes the
establishment of temporary learning spaces that can be
used during possible displacement brought by disasters
and/or emergencies. Here, education authorities,
architects, engineers, builders and school community
members undertake safe site selection, design,
construction, and maintenance of school structures and
ensure safe and continuous access to the facility (DO 37 s
2015).
- Key Indicators of Education Facilities:
• Conducive to the physical well-being of the learners.
• The school is accessible to all, regardless of physical
ability.
• The learning environment is marked by visible
boundaries and clear signs, as appropriate.
• The school grounds have adequate space for classes
and administration, recreation and sanitation facilities.
• Class space and seating arrangements are according to
the prescribed ratio of space per learner and teacher, at
all grade levels, in order to facilitate participatory
methodologies and learner-centered approaches.
• Communities participate in the construction and
maintenance of the school.
• Basic health and hygiene are promoted in the learning
environment.
• Adequate sanitation facilities are provided, taking into
account age, gender and special education needs and
considerations.
• Adequate quantities of water for safe drinking and
personal hygiene are available at the learning site.
- Key Indicators of Learning Environments:
• Secure and promote the protection and mental and
emotional well-being of learners.
• Schools and other learning environments are located in
close proximity to the populations they serve.
• Access routes leading to the school are safe and secure
for all.
• The learning environment is free from dangers that may
cause harm to learners.
• Training programs for teachers, learners and the
community are in place to promote safety, security and
protection.
• Teachers and other education personnel are provided
with the skills to give psychosocial support for the
learners’ emotional well- being.
• The community is involved in decisions concerning the
location of the learning environment, and in
establishing systems and policies to ensure that
learners are safe and secure.
 DISASTER NURSING: BSN 4TH YEAR 2ND SEMESTER MIDTERM 2024
• The nutrition and short-term hunger need of learners
are addressed to allow for effective learning to take
place at the learning site.
Pillar 2: School Disaster Management
- This pillar refers to the establishment of organizational
support structures such as the DRRM Service and DRRM
Coordinators in all regional and division offices of DepEd.
- Leadership and Coordination:
• School safety is a responsibility of the entire community.
However, school DRRM requires coordination to be
headed by the school administrator or school head.
• Involvement of teachers, non-teaching staff, students,
parents and community members is a must as well as
its integration in management strategies at each
administrative level in the education sector.
• In this regard, a School DRRM Team should be
organized.
• SDRRM Team will be in-charge of implementing,
monitoring and reporting such initiatives to the school
management. The Team should encourage personal
and organizational preparedness, guide mitigation work,
and assure enactment of multi-hazard drills.
- Information Management:
• Information management involves gathering, storing,
and disseminating information. It should complement
the four thematic areas of DRRM.
• School administrators should know how to manage
information on any phase of the disaster. Proper
management of information can save lives, prevent
panic, and improve coordination among the community,
other agencies, and organizations.
- Monitoring and Evaluation:
• M&E also tracks the actions taken, support services
provided to affected areas and interventions from other
government agencies and education partners.
• Focuses on systems, standards, and processes that
should be established to improve the implementation of
DRRM in Education and ensure education in emergency
interventions are appropriately implemented (e.g.
psycho-social support, temporary learning spaces,
ensuring protected and safe spaces for children,
reunification).
Pillar 3: DRR in Education
- This refers to the integration of DRRM in the formal and
non-formal school curricula and in extra- curricular
activities. It should also provide the necessary material
support. These covers building the capacity and skills of
learners and personnel, particularly teachers. (DO 37 s
2015).
- Based on the new K to 12 curriculum, DRR and co-
curricular activities (CCA) are integrated from kindergarten
to Grade 10 in subject areas such as Health, Social Studies,
and Science.
- Given the emotional stress caused by disasters,
psychosocial support is also integrated in the learning
process of students as a recovery mechanism.
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Core Functions of the SDRRM Team
1) Facilitates the harmonization of various efforts of DRRM in
Education, externally and internally.
- The Team should ensure the engagement of various
DepEd offices, relevant government agencies, and
education partners in building resilience and
coordination among stakeholders.
2) Ensures the availability of validated education information
and monitoring and evaluation
- (M&E) results which would expand the analysis on
various vulnerabilities of DepEd schools, personnel and
students and how DepEd programmatically responds to
DRRM issues and concerns.
- It should ensure that weather advisories and emergency
updates are communicated to and from field offices
and that immediate and appropriate feedback is
provided
3) Ensures the availability of resources and/or interventions
to support affected areas and
4) Establish the mechanism to guide education partners in
channeling their assistance during disaster response and
recovery.
In the event of any hazard, ff should be collected:
- Before:
• Hazard occurrences
• Baseline data
• Prevention and mitigation measures undertaken
• Preparedness measures undertaken
- During and After
• Personnel affected
• Learners affected
• Schools used as evacuation centers
• Class suspension and resumption
• Classroom damages
• Temporary learning spaces
• Other interventions
Terminologies
• Hazard - A dangerous phenomenon, substance, human
activity or condition that may cause loss of life, injury or
other health impacts, property damage, loss of livelihoods
and services, social and economic disruption, or
environmental damage.
• Disaster Risk - The potential disaster losses, in lives, health
status, livelihoods, assets and services, which could occur
to a particular community or a society over some specified
future time period.
• Disaster Risk Reduction - The concept and practice of
reducing disaster risks through systematic efforts to
analyze and manage the causal factors of disasters,
including through reduced exposure to hazards, lessened
vulnerability of people and property, wise management of
land and the environment, and improved preparedness for
adverse events.
• Disaster Risk Management - The systematic process of
using administrative directives, organizations, and
operational skills and capacities to implement strategies,
policies and improved coping capacities in order to lessen
 DISASTER NURSING: BSN 4TH YEAR 2ND SEMESTER MIDTERM 2024
the adverse impacts of hazards and the possibility of
disaster.
• Recovery - Decisions and actions taken after a disaster
with a view to restoring or improving the pre-disaster living
conditions of the stricken community while encouraging
and facilitating necessary adjustments to reduce disaster
risks.
• Preparedness - Activities and measures taken in advance
to ensure effective response to the impact of hazards,
including the issuance of timely and effective early
warnings and the temporary evacuation of people and
property from threatened locations.
• Response -The act of implementing or translating into
actions what are called for by the preparedness plans.
Response includes actions taken to save lives and prevent
further damage in a disaster or emergency situation.
Examples of response: Seeking shelter from strong winds
accompanying a typhoon and evacuating to higher grounds
due to an impending flood.
SCHOOL DISASTER RISK REDUCTION PLANNING &
EVALUATION
- School Disaster Risk Reduction and Management (SDRRM)
is designed to guide school heads and administrators in
facilitating the protection of children, education personnel,
and education.
Preparedness and Response
1) Conduct disaster preparedness measures, including but
not limited to quarterly multi-hazard drills applicable to the
school’s identified hazard such as earthquake, fire and
flood.
2) Maintain the safekeeping of vital school records and
learning materials.
3) Organize school DRRM team to support the
implementation of preparedness and response measures.
4) Ensure the availability of updated baseline education data
of the school.
5) Integrate DRRM in regular school programs and activities
and school improvement plan (SIP).
6) Pre-identify possible Temporary Learning Spaces (TLS) and
alternative delivery modes of education.
Recovery and Rehabilitation
1) Monitor the effects of hazards, including the use of the
school as evacuation center.
2) Track all school personnel during disasters and/or
emergencies.
3) Prepare and submit reports on the effects of any hazard.
4) Ensure implementation of DepEd Order No. 43, s. 2012 or
the “Guidelines on the Implementation of Executive Order
No. 66 s. 2012 (Prescribing Rules on the Cancellation or
Suspension of Classes and Work in Government Offices
Due to Typhoons, Flooding, Other Weather Disturbances,
and Calamities)”.
5) Conduct rapid assessment of damages after every hazard
and submit Rapid Assessment of Damages Report (RADaR)
within 72 hours via SMS.
6) Facilitate immediate resumption of classes to track
learners.
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7) Monitor recovery and rehabilitation interventions being
implemented in the school.
Steps in Implementing School DRRM
Step 1: Assess – Know your risks.
Step 2: Plan – Reduce your risks, prepare or respond, and
ensure education continuity.
Step 3: Implement – Implement your plan.
Step 4: Monitor, Evaluate, and Report
Step 1: Assess
- This step guides the knowing and understanding of risks
which may affect learners and teachers.
• Student-led School Watching and Hazard Mapping
(DepEd Order 23 s 2015)
• Community Hazard Maps
• Building Inspection including Fire Safety
• Basic Education Profile
• School Risk Assessment
Step 2: Plan
- This step involves the formulation of strategy, addressing
identified risks and establishment of protocols which will
be implemented before and during disasters including
ensuring education continuity.
• Integration of DRRM in the School Improvement Plan
• Set up the School DRRM Team
• Brigada Eskwela: School Safety and Preparedness
Checklist (DM 41, s2015)
• Early Warning Systems
• Scan Then Upload Documents and Instructional
Materials to Available Free Online Facilities
• Update and Post Emergency Numbers
• Establish a School Reunification Plan
• Education Continuity Plan: Identification of Temporary
Learning Spaces and Resumption Strategies
• Evacuation Protocols, Including Evacuation Procedures
for Elderly, Young Children and Persons with Disabilities
• Continuously Conduct Multi hazard Drill and
Evacuation Procedures
• Family Preparedness Plan
Step 3: Implement your plan and be flexible
- This step provides a list of things to consider in response to
and early recovery in basic education.
• Immediate Monitoring of the Effects of the Hazard
• School Personnel Tracking
• Student-Family Reunification Protocol
• School Clean-Up
• Setting Up of Temporary Learning Spaces and Use of
Schools as Evacuation Centers
• Resumption of Classes
• Learning Materials
• Provision of Psychosocial Support
Step 4: Monitor, Evaluate, and Report
- This step puts importance in assessing the execution of
plans and protocols and sharing of experiences and
practices.
• Review Implementation of Safety and Preparedness
Measures and Protocols
 DISASTER NURSING: BSN 4TH YEAR 2ND SEMESTER MIDTERM 2024
• Integrate the Assessment Results in School Planning
• Learn from Past Disasters
• Monitor, Evaluate, and Report Interventions Before,
During, and After a Disaster
COMMUNITY MITIGATION, PREPAREDNESS & EVALUATION
Disaster Risk Reduction and Management
- Priority Areas and Long-term Goals: The country will
have: “Safer, adaptive and disaster resilient Filipino
communities towards sustainable development.”
- This will be achieved through:
• Disaster Prevention and Mitigation
• Disaster Preparedness o Disaster Response
• Disaster Recovery and Rehabilitation
Prevention and Mitigation
- Under Section 3 of Republic Act 101121, disaster
prevention and disaster mitigation are defined as:
• Disaster Prevention - the outright avoidance of
adverse impacts of hazards and related disasters. It
expresses the concept and intention to completely
avoid potential adverse impacts through action taken in
advance such as construction or dams or
embankments that eliminate flood risks, land-use
regulations that do not permit any settlement in high-
risk zones and seismic engineering designs that ensure
the survival and function of a critical building in any
likely earthquake.
• Disaster Mitigation – the lessening or limitation of the
adverse impacts of hazards and related disasters.
Mitigation measures encompass:
o Engineering techniques
o Hazard- resilient construction
o Improved environmental policies and public
awareness.
- Key Strategic Actions that gives importance to P&M:
• Activities revolving around hazards evaluation and
mitigation.
• Vulnerability analyses
• Identification of hazard- prone areas and
mainstreaming DRRM into development plans.
• It is based on sound and scientific analysis of the
different underlying factors which contribute to the
J.A.K.E 6 of 10
vulnerability of the people and eventually, their risks
and exposure to hazards and disasters.
1) DRRM and CCA mainstreamed and integrated in
national, sectoral, regional, and local development
policies, plans and budget.
a) Mainstreaming and integration of DRRM and CCA into
national, sectoral, regional and local development
policies, plans, programs and budget.
b) Development of science-based mainstreaming tools for
DRRM and CCA.
c) Institutionalization of DRRMCs and DRRMOs
d) Utilization of the Local DRRM Funds
2) DRRM and CCA-sensitive environmental management
- Disaster risk reduction should be an integral objective
of environment related policies and plans, including for
land use, natural resource management and adaptation
to climate change.
- Key activities:
a) Integration of DRRM and CCA in the different
environment-related policies and plans, including
for land use, natural resource management.
b) Development of a joint work-plan and alignment of
the NDRRMP and the National Climate Change
Adaptation Action Plan (NCCAAP)
3) Increased disaster resiliency of infrastructure systems
- Urban disasters are among the country’s growing
concerns in DRRM. With the exponential increase of
poor people living in highly congested urban
communities surrounded by old, unstable and highly
vulnerable buildings, attention to how risks can be
reduced in infrastructure systems need to be
emphasized.
- Key Activities:
a) Conduct of inventory, vulnerability and risk
assessments of critical facilities.
b) Develop guidelines on the redesign, retrofitting or
operational modifications of infrastructure.
c) Integration of DRRM and CCA in the building code.
d) Advocacy for the implementation of the building
code and use of green technology
4) Community based and scientific DRR-CCA assessment,
mapping, analysis and monitoring
- To be a more effective guide in national and local
planning, a combination of community-based and
scientific DRR/CCA hazard and risk mapping will be a
priority.
- Through this, not only will the findings be validated,
communities will be able to participate and take part in
knowing about the different factors which increase their
risks and exposure to disasters as well as be involved in
the process of assessment, analysis and the conduct of
monitoring activities.
- Key Activities:
 DISASTER NURSING: BSN 4TH YEAR 2ND SEMESTER MIDTERM 2024
a) Conduct of hazard mapping and vulnerability
assessments.
b) Conduct of studies on disaster risk prevention
interventions for armed conflict situation and
climate change effects.
c) Establishment of a knowledge management center
within the OCD which will also conduct capacity
building and research activities on DRRM
d) Information dissemination through partnerships with
various media.
5) Communities have access to effective and applicable
disaster risk financing and insurance
- Risk transfer mechanisms through disaster risk
financing and insurance contributes to the prevention
and mitigation of disasters, especially at the community
level.
- Through this, their vulnerabilities are lessened through
the options and buffers available for them.
- Key Activities:
a) Conduct of research and develop new modalities for
risk financing schemes.
b) Develop advocacy and risk communication plan to
encourage communities to avail risk financing
options.
c) Update the directory of available risk financing
windows of LGUs.
6) End to end monitoring, forecasting and early warning
systems are established and/or improved
- As defined under Republic Act 10121, EWS is the set of
capacities needed to generate and disseminate timely
and meaningful warning information to enable
individuals, communities and organizations threatened
by a hazard to prepare and to act appropriately and in
sufficient time to reduce the possibility of harm or loss.
- A people-centered EWS is about having:
• The knowledge of the risks
• Monitoring, analysis and forecasting of the hazards
• Communication or dissemination of alerts and
warnings
• Local capabilities to respond to the warnings
received. “End-to-end warning system” is
emphasized which incorporates all steps from
hazard detection to community response.
- Key Activities:
a) Develop and institutionalize EWS information
sharing and communication systems between LGUs,
communities and national government.
b) Develop criteria for accreditation and/or
standardized EWS.
c) Procure equipment and establish EWS facilities.
d) Develop community-based and local early warning
systems for various hazards.
Disaster Preparedness
- Under Section 3 of Republic Act 10121, disaster
preparedness is defined as: Disaster Preparedness
- The knowledge and capacities developed by governments,
professional response and recovery organizations,
J.A.K.E 7 of 10
communities and individuals to effectively anticipate,
respond to, and recover from the impacts of likely,
imminent or current hazard events or conditions.
- Preparedness action is carried out within the context of
DRRM and aims to build the capacities needed to
efficiently manage all types of emergencies and achieve
orderly transitions from response to sustained recovery.
- Preparedness is based on a sound analysis of DRR and
good linkages with early warning systems and includes
such activities as contingency planning, stockpiling of
equipment and supplies, the development of
arrangements for coordination, evacuation and public
information and associated training and field exercises.
These must be supported by formal, institutional, legal and
budgetary capacities.
7) Increased level of awareness and enhanced capacity of
the community to the threats and impacts of all
hazards
- In most cases, people and communities are vulnerable
to disasters because of lack of information about the
hazards; how to prepare for them; and how to reduce
the risks of the hazards affecting their lives and
livelihoods.
- When their level of awareness and understanding are
increased, people are more prepared.
- Key Activities: Develop DRRM and CCA information,
education, communication (IEC) and advocacy plans.
8) Communities are equipped with the necessary skills
and capability to cope with the impact of disasters
- Being aware is not enough. People, communities and
governments need to be equipped with skills and
capability to help them prepare for disasters. This
includes, among others, development of contingency
plans, pre-emptive evacuation, incident command
systems, stockpiling and equipment pre-positioning.
- Doing disaster preparedness entails a process that
analyzes a potential event that threatens a community
and the environment and defines the root cause/s of the
potential event. It not only establishes arrangements in
advance to enable timely, effective and appropriate
responses to such events and situations but it, too,
identifies and plans for DRR strategies to address an
imminent threat to life and property.
- Key Activities:
a) Development of standard DRRM training modules.
b) Conduct of trainings and simulation exercises
Customized and specialized DRRM capacity building
activities for specific groups (i.e., decision makers,
responders, children, public sector employees, etc.).
 DISASTER NURSING: BSN 4TH YEAR 2ND SEMESTER MIDTERM 2024
c) Integration of DRRM and CCA in school curricula,
textbooks, manuals.
9) Increased DRRM and CCA capacity of local DRRM
councils and offices and operation centers at all levels.
- In order for the community to be equipped with
necessary skills to cope with the negative impacts of a
disaster, skills and capacity building and conduct of
various drills are necessary.
- Through these, people will become prepared and at the
same time lessen their fear of not knowing what to do
and where to go when disasters strike.
- Key Activities:
a) Selection and accreditation of NGO representatives.
b) Development of the Local DRRM plan
c) Development of contingency plans
d) Inventory of resources of the Local DRRM Councils
and Offices
e) Stockpiling and pre-positioning of resources
f) Establishment of DRRM Operations Center
10) Developed and implemented comprehensive national
and local preparedness policies, plans, and systems
- The actions and responses of communities and
governments during disasters lie heavily on the amount
of preparedness activities they do before the disaster
happens. The development and implementation of
comprehensive and coordinated preparedness policies,
plans and systems spell out the difference between
reduced and increased risks. When the capacity of
institutions is increased, response operations will
become more efficient, effective, and timely.
- Key Activities:
a) Develop and/or enhance and simulate scenario-
based preparedness and response plans.
b) Develop and/or enhance ICS coordination and
communication systems.
c) Develop and/or enhance a manual of operations for
Disaster Operations Centers.
d) Develop and/or enhance guidelines for emergency
response teams.
e) Develop and/or enhance agreed protocols for
information gathering and reporting.
f) Develop and/or enhance common and integrated
response assessment tools and mechanisms.
g) Conduct inventory of resources for disaster
operations and response.
11) Strengthened partnership and coordination among all
key players and stakeholders
- For DRRM to succeed, an all-of-government approach
is needed. Key DRRM players and stakeholders should
work together and complement their activities,
strengths and resources in order to aptly prepare for
and reduce the risks to disasters.
- Key Activities:
a) Development, maintenance and update of a
partners and key stakeholders database for DRRM.
b) Formulate coordination mechanisms and guidelines
in the contingency plan for partnership
arrangements.
J.A.K.E 8 of 10
c) Increased participation of CSOs in preparedness
activities.
COMMUNITY DISASTER RECOVERY, RESPONSE &
EVALUATION
Disaster Response
- Republic Act 10121 defines Response as:
• Disaster Response – the provision of emergency
services and public assistance during or immediately
after a disaster in order to save lives, reduce health
impacts, ensure public safety and meet the basic
subsistence needs of the people affected. Disaster
response is predominantly focused on immediate and
short-term needs and is sometimes called “disaster
relief.” This aspect will likewise include Early Recovery
which means, under IRR
• Rule 2 Section 1:
o Early Recovery – Multidimensional process of
recovery that begins in a humanitarian setting. It is
guided by development principles that seek to build
on humanitarian programs and catalyze sustainable
development opportunities. It aims to generate self-
sustaining, nationally-owned, resilient processes for
post=crisis recovery. It encompasses the restoration
of basic services, livelihoods, governance, security
and rule of law, environment and social dimensions,
including reintegration of displaced populations.
12) Well-established disaster response and relief
operations
- Key to effective disaster response operations is the
recognition of the importance of a seamless flow of
information especially during calamities. This will
ensure that reliable, accurate data are collected and
shared in a timely manner in order to contribute to
effective disaster response operations.
- Key Activities:
a) Activation of the Incident Command Systems (ICS),
C3 and the cluster approach at the national and
local levels.
b) Issuances of public advisories in accordance with
protocols developed.
c) Establishment of coordination systems for effective
and efficient relief and response operations.
d) Activation of relief distribution points/centers.
13) Adequate and prompt assessment of needs and
damages
- Adequate and prompt assessment of damage and
needs during and after a disaster is called for.
- Accordingly, this includes a timeframe (i.e., 24-48 hrs.)
for a DANA to be considered as “rapid.” In order to
gather data, interviews, ocular inspection and creation
of reports are among the key activities. In order to
 DISASTER NURSING: BSN 4TH YEAR 2ND SEMESTER MIDTERM 2024
promptly produce and submit DANA Report, a DANA
Team must be pre- created during normal times (under
preparedness) and activated during disasters.
- The effectiveness of disaster response operations lies
on the efficient and prompt information collection,
consolidation, analysis, and use.
- Key Activities:
a) Activation of assessment teams at all levels.
b) Conduct assessment using the latest DANA tool and
use of the information by the appropriate DRRM
council.
14) Integrated and coordinated Search, Rescue and
Retrieval (SRR) capacity
- Management of the dead and missing may be one of the
most difficult aspects under disaster response. It has
deep and long-lasting impact to victims, survivors,
families, and communities.
- Accordingly, the care of the dead and missing must
never be overlooked in disaster planning.
- There must be integrated and coordinated services for
the dead and missing to ensure that the dead maintain
its dignity and the missing found.
- Key Activities: Develop and implement systems for SRR
with concerned agencies.
15) Evacuated safely and on time affected communities
- The decision to evacuate an area must be done
promptly. Timing is essential to an orderly, safe, and
effective evacuation. Authorities must ensure that no
person gets stranded; all those who want/need
evacuation must be attended to.
- Though timing is essential, it is not only the factor that
contributes successful evacuation operations. The
availability of logistics is also a key consideration; the
scale disaster itself (e.g., inclement weather) is also
important. Accordingly, there must be regular
coordination with relevant agencies to ensure seamless
activation of evacuation system/procedures.
- Key Activities: Activate an evacuation system and/or set
procedures.
16) Temporary shelter and/or structural needs are
adequately addressed
- Disasters leave many people homeless. Temporary
shelters in some ways provide a measure of comfort
safety for victims. The provision of adequate temporary
shelters is of invaluable importance during cataclysmic
times.
- It is about a temporary “home” where people, their
sources of livelihoods and important valuables find
refuge in times of disasters.
- Temporary shelters are not just about structures, a lot
of things need to be considered both before, during and
after a disaster happens.
- Key Activities:
a) Identification of standard-based relief shelters and
sites.
b) Provision of tents and other temporary shelter
facilities.
c) Development and implementation of a set of
minimum standards on temporary shelters.
J.A.K.E 9 of 10
d) Establishment of child-friendly spaces and other
learning areas in the evacuation centers.
e) Provision of spaces for people’s livestock, poultry
and pets in the ECs.
f) Conduct of livelihood-oriented activities for
internally displaced persons.
17) Basic social services to affected population (Whether
inside or outside ECs)
- After a calamity, there is always a possibility that
critical lifelines (e.g. water system) will get paralyzed.
People living in evacuation centers may also have no
access to proper nutrition.
- Ultimately, these compromise the overall wellness of
affected people. There is a need to ensure that the
health status of affected communities is maintained.
- Key Activities:
a) Conduct o medical consultation and nutritional
assessment.
b) Assessment of water quality and conduct of quick
damage repairs and road clearing operations.
c) Determination of existing and available hospital
services.
d) Immediate restoration of lifelines.
18) Psychosocial needs of affected population addressed
- After a disaster, some of the victims may need help
from professional help to normalize their feelings,
overcome trauma and find ways to cope with their
ongoing stress. Mental Health and Psychosocial
Services (MPHSS) must therefore be provided in order
to address the psychosocial needs of affected
population.
- Aside from ensuring the physical and mental wellness
of disaster victims, it is equally important to preserve
the dignity of evacuees especially the elderly, person
with disabilities, women and children. Gender roles and
rights should always be ensured.
- Key Activities:
a) Ensure coordination among heads of MPHSS.
b) Development and conduct of psychosocial
programs and/or referral systems.
c) Conduct of traumatic and/or psychological stress
debriefings.
19) Coordinated and integrated system for early recovery
- There must be a functional, integrated, and coordinated
system to assist victims all the way through their early
recovery. Success of such is endeavor is dependent on
both the local and national governments’ level of
political commitment. Early recovery is about transition
which starts immediately after the onset of the disaster
and priorities are to produce immediate results for
vulnerable populations and to promote opportunities
for recovery, a response that evolves over time into
longer term recovery.
- Key Activities:
a) Conduct of post-DANA- Damage Assessment and
Needs Analysis (DANA) Develop and implement a
system for early recovery, to include specific
activities addressing the needs identified.
 DISASTER NURSING: BSN 4TH YEAR 2ND SEMESTER MIDTERM 2024
b) Develop partnership mechanisms with utility
providers and key stakeholders.
c) Design and implement temporary livelihood and/or
income generating activities (i.e., cash/ food for
work; micro and small enterprise recovery).
Rehabilitation and Recovery
- Under Section 3 of Republic Act 10121, rehabilitation and
recovery are defined as:
• Rehabilitation – measures that ensure the ability of
affecting communities and/or areas to restore their
normal level of functioning by rebuilding livelihood and
damaged infrastructure and increasing the
communities’ organizational capacity.
• IRR Rule 2 Section 1
o Post Disaster Recovery – the restoration and
improvement where appropriate, of facilities,
livelihood and living conditions of disaster-affected
communities, including efforts to reduce disaster
risk factors, in accordance with the principles of
“build back better”.
o The Rehabilitation and Recovery aspect of DRRM
cover areas like employment and livelihoods,
infrastructure and lifeline facilities, housing and
resettlement, among others. These are recovery
efforts done when people are already outside of the
evacuation centers.
20) Damages, Losses and Needs assessed
- An assessment or accounting of damages, losses and
needs will be the basis for identifying programs,
projects and activities for the disaster affected areas.
- Key Activities:
a) Conduct Post-Disaster Needs Assessment (PDNA)one
month after the occurrence of a disaster, with the OCD
taking the lead and using as basis the preliminary data
gathered from the field by OCD regional offices.
b) Coordinate the formulation of the Strategic Action Plan
for disaster-affected areas.
21) Economic activities restored and if possible,
strengthened or expanded
- The ability of people affected by disasters to bounce
back easily lie heavily on the restoration of their sources
of income and livelihood opportunities. By identifying
what the existing situation is, the government can
respond with the appropriate programs that will enable
the people to build back better after the disaster.
- Key Activities:
a) Identify the needed assistance and formulate and
implement appropriate programs.
b) Identify and mobilize funding sources.
J.A.K.E 10 of 10
22) DRRM and CCA elements are mainstreamed in human
settlement
- This is about the development of disaster-resilient
housing designs and introduction of improved and
modernized building systems and programs. It also
includes, among others, the identification of secure
relocation sites for people displaced by natural and
human-induced disaster of those living in hazardous
areas.
- Key Activities:
a) Design and construct disaster resilient housing
Identify and provide suitable relocation sites for
affected population.
b) Conduct trainings for social preparation of host
communities and those who will be relocated to
reduce conflict.
23) Disaster and climate change resilient infrastructure
constructed/reconstructed
- Long term recovery ensures that the rehabilitation or
reconstruction of infrastructures is disaster and
climate-proof.
- Key Activities:
a) Undertake the necessary rehabilitation or repair of
damaged infrastructure.
b) Implement the building code and promote green
technology.
c) Conduct monitoring and/or tracking of approval of
infrastructure projects and permits.
24) An psychologically sound, safe and secured citizenry
that is protected from the effects of disasters are
able to restore to normal functioning after each
disaster
- Disasters are devastating and usually leave a trail of
human agonies including loss of human life, livestock,
property, and livelihood loss, physical injuries and
damages to development works. Along with relief,
rehabilitation and care of physical health and injuries,
psychosocial and mental health issues are also
important and they need to be addressed. Emergencies
also create a wide range of problems experienced at the
individual, family, community and societal levels.
- Key Activities:
a) Develop systems for appropriate risk protection
measures.
b) Conduct of post-disaster/conflict needs analyses
with affected communities.
c) Develop systems of support and communication
among key stakeholders.
d) Build capacities of psychosocial care providers.
GOOD LUCK TO YOUR MIDTERM EXAM, FUTURE RN! :)