ROLE OF A NURSE IN DISASTER PREPAREDNESS

PROFESSIONAL PREPAREDNESS:
Disaster management committee
Information and communication
Use of personal protective devices
* Disaster beds
* Logistic support system
* Training and drills.
• Unity of command with mobile van
• Standard operating protocol
ROLE OF A NURSE IN DISASTER PREPAREDNESS

Activation of disaster management plans:

“Failure to plan is planning to fail”

 Develop a standard operating procedure

 Reception area-Disaster control room.
 Triage system
 Documentation at control room
 Public relation
 Crowd management
COMMUNITY PREPAREDNESS

“A prepared community is one which has developed effective emergency and disaster
management arrangements at the local level, resulting in : 
o Alert, informed and active community which 
o Supports its voluntary organizations. 
o Active and involved local government. 
o Agreed and coordinated arrangement
EMA – Australian Emergency Manuals Series
COMMUNITY PREPAREDNESS

• Education
• First aid program
• Making each home to store
• Emergency telephone numbers
• Battery operated radio
• Flash light
• First aid kit
• Three day supply of water
• Medical information &family physician detail
• Persons to be notified in emergency
ROLE OF A NURSE IN DISASTER IMPACT AND RESPONSE

“Actions taken in anticipation of, during and immediately after impact to ensure that its effects are
minimized and that people are given immediate relief and support”.

DISASTER IMPACT
A set of principles which provide a framework for managing any event.
 Command
 Control 
 Coordination
 Communication
 Clinical Management
 Continuity
 Capability
NURSES’ TASK IN DISASTERS IMPACT

 Determine magnitude of the event

 Define health needs of the affected groups
 Establish priorities
 Identify actual and potential public health problems
 Determine resources needed to respond
 Collaborate with other professional disciplines, governmental and non-governmental agencies
 Maintain a unified chain of command
 Communication
ROLE OF A NURSE IN DISASTER IMPACT AND RESPONSE

Response to alert:
 Green :- Additional manpower, less severe
Sudden
 Amber:- Large no. of casualties
 Red: - Major disaster.
 Information to supervisor, prepared mobile van
 Be in multidisciplinary team
 Search , rescue & First Aid
 Distribution of work / delegation of responsibilities.
DISASTER IMPACT AND RESPONSE PHASE IMPLEMENTATION

 Field care
 Triaging and tagging the victim
 Care for injured persons
 Referral services
 Arranging for physical facilities for the victim. Effective communication
Overview:
In this chapter, competencies and responsibilities
nurses during disaster situations. This will further insure
the appropriate system procedures & resources are in
place to provide prompt effective assistance to disaster
victims, thus facilitating relief measure & rehabilitation
services.

Chapter 3

Toxicology

(Poisoning and Drug Overdose)

CHAPTER OBJECTIVES:

At the end of this chapter, the students will be able to:

a. Define the competencies and rules of registered nurses during poisoning and drug overdose.
b. Identify the specific substance and ingestions and its management
c. Discuss the principles of toxicology
d. Explain the nurse’s role during drug overdose and poisoning
e. List additional nurse’s role during drug overdose and poisoning.
LEARNING ACTIVITIES:

1. Activity 1: Student individual presentation of case scenario on drug poisoning and drug

overdose situation. Student is to explain briefly the situation presented.

2. Lecture discussion
Lesson 3.1: EMERGENCY CART

“E”– Cart
Located in designated areas where medical emergencies and resuscitation is needed
 Purpose: to maximize the efficiency in locating medications/supplies needed for emergency
situations.
 Drawer 5: Contains respiratory supplies such as oxygen tubing, a flow meter, a face shield,
and a bag-valve-mask device for delivering artificial respirations
 Drawer 4: Contains suction supplies & gloves
 Drawer 3: Contains intravenous fluids
 Drawer 2: Contains equipment for establishing IV access, tubes for laboratory tests, and
syringes to flush medication lines.
 Drawer 1: Contains medications needed during a code such as epinephrine, atropine,
lidocaine, CaCl2 and NaHCO3

 The back of the cart usually houses the cardiac board.

Assessment and Intervention in the ER

The Primary Survey: Focuses on stabilizing life-threatening conditions; employs the ABCD Method

The ABCD Method

 Airway - Establish the airway
 Breathing - Provide adequate ventilation
 Circulation - Evaluate & restore cardiac output by controlling hemorrhage, preventing & treating
shock, and maintaining or restoring effective circulation
Disability - Determine neurologic disability by assessing neuro function using the Glasgow
GLASGOW COMA SCALE

Eye opening response Spontaneous 4

To voice 3

To pain 2

None 1

Verbal response Oriented 5

Confused 4

Inappropriate words 3

Incomprehensible sounds 2

None 1

Motor response Obeys command 6

Localizes pain 5

Withdraws 4

Flexion 3

Extension 2

None 1
Emergency Drug Doses
Assessment and Intervention in the ER
Assessment and Intervention in the ER
Assessment and Intervention in the ER
Assessment and Intervention in the ER
Assess and Intervene: The Secondary Survey includes:

 A complete health history & head-to-toe assessment

 Diagnostic & laboratory testing
 Application of monitoring devices
 Splinting of suspected fractures
 Cleaning & dressing of wounds
 Performance of other necessary interventions based on the patient’s condition.
A. General Guidelines

 Maintain adequate airway, breathing and cardiac output

- Patients who ingested large amounts of TCA may require intubation immediately even if mental
status has not yet occurred.
- Perform gastric lavage
- Induce emesis for patients with alkali ingestion
- Contact local poison control center at UP College of Medicine 524-1078, 524-5651 loc 2311
- East Ave Med Ctr 928-0611
- Consider possibility of suicide
- All female with chemical ingestion should undergo pregnancy test