Training the public health workforce from Albany to Zambia: technology lessons learned along the way.

This article describes lessons learned by the University at Albany Center for Public Health Preparedness (UA-CPHP) in using three technologies to deliver preparedness training for public health professionals in New York State. These three technologies are: 1. Audience response system (ARS, or the "clicker" system)--Purchased to improve engagement of all participants in heterogeneous training audiences, it also markedly reduces staff time while improving training evaluation (cost: $4,500). 2. Satellite broadcast programs--UA-CPHP produced more than 50 broadcasts, which remain available as videostreams and/or podcasts. Viewership of archived programs sometimes surpasses that of the live event (cost estimate: $23,000 to $39,000). 3. Interactive online courses--Seventeen courses have registered more than 44,000 learners worldwide. The Pandemic Influenza course alone has reached more than 16,000 registrants from all 50 U.S. states and at least 56 other countries (cost estimate: $30,000 to $65,000). UA-CPHP's experience as a preparedness training center has confirmed that contemporary technology can be employed to improve and increase the reach of these training efforts. An additional finding was that, quite unintentionally, the intensive use of distance-based educational modalities designed to reach public health practitioners in New York State has afforded UA-CPHP a substantial national and international audience as well, and at no additional cost.

The National Training Strategy for emergency preparedness: collective lessons learned.

Seven distinct National Training Strategy programs were developed to meet the needs of the nation's community healthcare providers. Data on barriers and challenges, lessons learned, and best practices of the seven programs were collected from unpublished grant reports written by National Training Strategy awardees. Commonly reported themes were reviewed and compiled into these collective lessons learned.

Preparing Emergency Physicians for Acute Disaster Response: A Review of Current Training Opportunities in the US.

Study Objective This study aimed to review available disaster training options for health care providers, and to provide specific recommendations for developing and delivering a disaster-response-training program for non-disaster-trained emergency physicians, residents, and trainees prior to acute deployment. METHODS: A comprehensive review of the peer-reviewed and grey literature of the existing training options for health care providers was conducted to provide specific recommendations. RESULTS: A comprehensive search of the Pubmed, Embase, Web of Science, Scopus, and Cochrane databases was performed to identify publications related to courses for disaster preparedness and response training for health care professionals. This search revealed 7,681 unique titles, of which 53 articles were included in the full review. A total of 384 courses were found through the grey literature search, and many of these were available online for no charge and could be completed in less than six hours. The majority of courses focused on management and disaster planning; few focused on clinical care and acute response. CONCLUSION: There is need for a course that is targeted toward emergency physicians and trainees without formal disaster training. This course should be available online and should utilize a mix of educational modalities, including lectures, scenarios, and virtual simulations. An ideal course should focus on disaster preparedness, and the clinical and non-clinical aspects of response, with a focus on an all-hazards approach, including both terrorism-related and environmental disasters. Hansoti B , Kellogg DS , Aberle SJ , Broccoli MC , Feden J , French A , Little CM , Moore B , Sabato J Jr. , Sheets T , Weinberg R , Elmes P , Kang C . Preparing emergency physicians for acute disaster response: a review of current training opportunities in the US. Prehosp Disaster Med. 2016;31(6):643-647.

Assessment of Emergency Preparedness Modules in Introductory Pharmacy Practice Experiences.

Objective. To determine the impact of emergency preparedness simulations in mass triage and mass dispensing on student pharmacist performance and perceived competency when assuming pharmacist roles in disaster situations. Design. Second-year student pharmacists (144) completed two 3-hour simulations focusing on mass triage and mass dispensing. The mass triage simulation consisted of virtual and live victims to be triaged and assigned a transport order. In the mass dispensing simulation, students assumed patient and pharmacist roles in a point-of-dispensing exercise for influenza. Assessment. For the mass triage simulation, students were challenged most by determining which patients could wait for emergency care but did well assessing those who required immediate or minimal care (83% and 64% correct, respectively). During the mass dispensing simulation, students performed screening and dispensing functions with accuracy rates of 88% and 90%, respectively. Conclusion. Student pharmacists performed well in screening and dispensing functions, but struggled with mass casualty triage during emergency preparedness simulations.

Delivering Flexible Education and Training to Health Professionals: Caring for Older Adults in Disasters.

The National Center for Disaster Medicine and Public Health (NCDMPH), in collaboration with over 20 subject matter experts, created a competency-based curriculum titled Caring for Older Adults in Disasters: A Curriculum for Health Professionals. Educators and trainers of health professionals are the target audience for this curriculum. The curriculum was designed to provide breadth of content yet flexibility for trainers to tailor lessons, or select particular lessons, for the needs of their learners and organizations. The curriculum covers conditions present in the older adult population that may affect their disaster preparedness, response, and recovery; issues related to specific types of disasters; considerations for the care of older adults throughout the disaster cycle; topics related to specific settings in which older adults receive care; and ethical and legal considerations. An excerpt of the final capstone lesson is included. These capstone activities can be used in conjunction with the curriculum or as part of stand-alone preparedness training. This article describes the development process, elements of each lesson, the content covered, and options for use of the curriculum in education and training for health professionals. The curriculum is freely available online at the NCDMPH website at http://ncdmph.usuhs.edu (Disaster Med Public Health Preparedness. 2016;10:633-637).

Making time for reflexive dialogue in philosophical group discussion: extending the debate on the militarization of nursing.

In the 2010 July-September issue of Advances in Nursing Science, Perron et al offered a persuasive and substantive account of the troubling incursion of military speech into nursing practice and education. The article proved contentious, resulting in accusations of fallacious misrepresentation. This article extends the philosophical debate initiated by Perron et al on the militarization of nursing and the war on terror and offers the perspectives of members of a philosophical discussion group who took up the challenge to engage in critical debate and dialogue on the ways in which external organizations penetrate nursing education, practice, and knowledge.

Chemical, biological, radiological and nuclear preparedness training for emergency medical services provider.

OBJECTIVE: We assessed the self-reported theoretical and practical preparedness training of Canadian emergency medical services (EMS) providers in chemical, biological, radiological and nuclear (CBRN) events. METHODS: We designed an online survey to address the theoretical and practical CBRN training level of prehospital providers. Emergency medical services staff in British Columbia and Ontario were invited to participate. RESULTS: Of the 1028 respondents, 75% were male, and the largest demographic groups were front-line personnel with more than 15 years of experience. Only 63% of respondents indicated they had received either theoretical or practical training to work in a contaminated environment, leaving 37% who indicated they had received neither type of training. Of those that had received any training, 61% indicated they had received "hands-on" or practical training and 82% indicated they had received some training in identification of a possibly contaminated scene. Only 42% had received training for symptoms of nerve agents, 37% had received training for symptoms of blister agents and 46% had received training for symptoms of asphyxiants. Thirty-two percent had received training for the treatment of patients exposed to nerve agents, and 30% had received training for the treatment of patients exposed to blister agents. Only 31% of all respondents had received training for detecting radiation. CONCLUSION: CBRN events involve unique hazards and require specific education and training for EMS providers. A large proportion of Canadian EMS providers report not having received the training to identify and work in contaminated environments.