NRS 428 Discussion: Nursing Interventions Related to Disaster
NRS 428 Discussion Nursing Interventions Related to Disaster
Topic 5 DQ 2
Description:
Watch the “Diary of Medical Mission Trip” videos dealing with the catastrophic earthquake in Haiti in 2010. Reflect on this natural disaster by answering the following questions:
1. Propose one example of a nursing intervention related to the disaster from each of the following levels: primary prevention, secondary prevention, and tertiary prevention. Provide innovative examples that have not been discussed by previous students.
2. Under which phase of the disaster do the three proposed interventions fall? Explain why you chose that phase.
3. With what people or agencies would you work in facilitating the proposed interventions and why?
Description:
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:
1. Summary of teaching plan
2. Epidemiological rationale for topic

3. Evaluation of teaching experience
4. Community response to teaching
5. Areas of strengths and areas of improvement
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to theLopesWrite Technical Support articles for assistance.
Description
Objectives:
1. Explain the role of the public health nurse in disaster management.
2. Appraise systems designed for emergency and disaster preparedness.
3. Apply levels of prevention to natural and manmade disasters.
4. Describe the spiritual considerations surrounding disasters.
Community and Public Health: The Future of Health Care
Description:
Read Chapter 5 in Community and Public Health: The Future of Health Care.
GCU Nursing Graduate Meets Needs of Joplin
Description:
Read “GCU Nursing Graduate Meets Needs of Joplin,” by Carroll, from Herd on Campus (2011).
Diary of Medical Mission Trip
Description:
View “Diary of Medical Mission Trip
Instruction to the Incident Command System, ICS-100
Description:
Complete the “IS-100.C: Instruction to the Incident Command System, ICS-100” course on the Federal Emergency Management Agency (FEMA – 2018) website.
Disaster Relief and Recovery and Services
Description:
Explore the Disaster Relief and Recover Services page of the American Red Cross website.
Emergency Preparedness and Response
Description:
Explore the Emergency Preparedness and Response page of the Centers for Disease Control and Prevention (CDC) website.
Community Teaching Experience Approval
Description:
The “Community Teaching Experience Approval” form documents approval from the agency administrator or representative to conducting your Community Teaching Plan: Community Presentation.
Complete and submit this form, as directed, prior to participating in the community teaching experience at your approved location.
Nursing interventions at all levels were crucial in addressing the urgent and long-term healthcare needs of the impacted people in the wake of the devastating Haiti earthquake in 2010. Preparation, training, and damage mitigation related to catastrophes take place during the before impact period . By building the framework for a planned and effective catastrophe response, interventions can be most beneficial during the “before-impact” phase (Falkner, 2018).
Community members’ training in disaster response had a key impact at the primary preventative level. Public awareness of basic first aid, search and rescue methods, and disaster readiness improved the population’s capacity to react. A concentrated approach to care was also made sure by designating specific facilities for housing and supervising the affected people.
Efforts at secondary prevention would involve reducing the impact of infections and injuries brought on by the earthquake. Diseases and injuries should be quickly identified and treated in order to prevent further development or recurrence. One example would be using medicines to stop the progression of wounds along with proper clean and sterile wound care.
Last but not least, the Tertiary Prevention period includes both bodily and emotional rehabilitation. Here, nurses offer rehabilitation and psycho-social support. People who experience the long-lasting effects of the earthquake could struggle with their wounds or disabilities. Together with therapists and social workers, nurses provide crucial services like physical therapy, wound care, and even trauma counseling. In a bid to grant patients’ lifestyles a sense of regularity and as much autonomy as feasible, they make a concerted effort to support in their rehabilitation into their communities.
Under which phase of the disaster do the three proposed interventions fall?
Earthquake Preparation Community Education; a component of the Preparedness Phase is this intervention. During this phase, proactive steps are taken to inform and ready communities, institutions, and individuals for future calamities. Increasing resilience and ensuring that the general people is equipped to respond and protect itself in the case of a disaster are the main goals (Yu, et.al, 2018).
Then, of course, the goal of rehabilitation and psycho-social support is to help the affected population reclaim their sense of normalcy. Priorities throughout this phase’s actions include the restoration of lost services, the physical and psychological rehabilitation of those affected, and long-term catastrophe resilience.
I would seek to work with the American Red Cross due to their long established history and expertise in managing crises in a fashion that continues to inspire many volunteers. Such expertise has been demonstrated from the first two World Wars, to the most recent catastrophe in the Sudan. One must not gamble by joining organizations with a less than clear history.
Which organization do you find most competent in handling tough situations?
Clinical Practice Hours – Teaching Project Form
Description:
The development and implementation of a teaching plan meets the requirements for clinical competences as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN).
Complete and submit the “Clinical Practice Hours: Teaching Project” Form as indicated to document your clinical experience.
NRS 428 Discussion Nursing Interventions Related to Disaster Grading Rubric Guidelines
Performance Category | 10 | 9 | 8 | 4 | 0 |
Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions. |
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Performance Category | 10 | 9 | 8 | 4 | 0 |
Application of Course Knowledge –
Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations |
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Performance Category | 5 | 4 | 3 | 2 | 0 |
Interactive Dialogue
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread) |
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Summarizes what was learned from the lesson, readings, and other student posts for the week. |
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Minus 1 Point | Minus 2 Point | Minus 3 Point | Minus 4 Point | Minus 5 Point | |
Grammar, Syntax, APA
Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition |
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0 points lost | -5 points lost | ||||
Total Participation Requirements
per discussion thread |
The student answers the threaded discussion question or topic on one day and posts a second response on another day. | The student does not meet the minimum requirement of two postings on two different days | |||
Early Participation Requirement
per discussion thread |
The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. | The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT. |