Download Promoting Safety in an Unfolding Simulated Public Health Disaster

Promoting Safety in an Unfolding Simulated Public Health Disaster
Course to Be Taught: Nursing 411 – Public Health Nursing
Learner Level(s)
Prelicensure BSN
Learner Setting: Learning Resource Center (Nursing Laboratory)
Strategy: Nursing laboratory simulation -Simulated infectious disease outbreak at an
urban high school unfolds as the school nurse is performing a high-risk, low-frequency
procedure. In the simulated health office, the school nurse is in the process of
administering an intravenous antibiotic via a Peripherally Inserted Central Catheter
(PICC) to a student with Lyme Disease when a large number of sick students and staff
arrive at the health office.
QSEN Competency Categories:
a) Safety
b) Teamwork and Collaboration
c) Patient-Centered Care
d) Evidence-Based Practice
e) Informatics
Simulation Scenario Criteria: The learners will be able to demonstrate their ability:
a) To safety apply the nursing process to a vulnerable and underserved population
during an unfolding public health crisis.
b) To synthesize concepts, principles, and methods from the public health science
with nursing practice and standards during an unfolding public health crisis.
Simulation Scenario Objectives:
At the end of this simulation scenario the learner will be able to:
1. Recognize signs and symptoms of an infectious disease outbreak.
2. Identify essential assessment parameters for mass causalities during a
gastrointestinal infectious disease outbreak.
3. Identify essential assessment parameters for mass causalities during a respiratory
infectious disease outbreak.
4. Participate effectively in an interdisciplinary team during a simulated infectious
disease outbreak.
5. Apply appropriate infectious control standards and safe care during a simulated
infectious disease outbreak.
6. Demonstrate correct nursing actions to safely administer an intravenous antibiotic
via a Peripherally Inserted Central Catheter using SAS protocol (Saline,
Additive, Saline) procedure.
Application of QSEN Competency Categories to this Simulation
Promoting Safety in an Unfolding Simulated Public Health Disaster
QSEN Competencies
Safety
Method Achieved
Simulation – actual hands-on learning:
The school nurse was in the process of performing a highrisk, low-frequency procedure to a high school student with
Lyme Disease. The simulated student was a high-fidelity
human mannequin simulator. The school nurse was
administering an intravenous antibiotic to the simulated
student via a Peripherally Inserted Central Catheter (PICC)
when a large number of ill high school students and staff
arrive at the health office with various signs and symptoms.
Simulated infectious disease outbreak:
 Students need to deliver safe care to the casualties
 Identify that they have a possible infectious disease
outbreak
 Decide what isolation methods are needed and
implement the correct isolation procedures
 Seek guidance from the public health department
 Identify casualties and assessment form identified with 2
pieces of personal information (example - name and
birthday)
 Specimen (vomitus, diarrhea, respiratory secretions)
should be handled with appropriate infectious disease
protocol.
 Specimen should be labeled with 2 pieces of personal
identification, date, time, and what type of specimen
Teamwork and
Collaboration
As the disaster exercise unfolds, the school nurse is performing
a high-risk, low-frequency procedure (giving an IV antibiotic in
a high school):
 Proper procedure should be followed r/t to
administrating cefotaxime IV with saline/antibiotic
saline flush via PICC line
 IV medication procedure should get completed even in
the chaos of the unfolding infectious disease outbreak
 The patient who is in the nurse’s office to receive the IV
antibiotic with no infectious disease symptoms should
be protected from exposure
Hands-on learning r/t working as a high functioning team:
 Responders assigned team roles to assume during the
emergency preparedness drill
 These roles included the lead school nurse, who assumed
the leadership role during the emergency, two other
school nurses assigned to the high school, the school
principal, and the school security guard; and additional
school nurses who are on-site attending a leadership
conference at the school and are able to respond as the
emergency unfolded
continue
Teamwork and
Collaboration
Patient-Centered Care
Evidence-Based
Practice
Informatics

Notification and assistance from Public health
department should be requested
During the simulation:
 Emotional reassurance and care should be delivered as
needed
 The casualties were assigned to be either high school
students or high school staff
 To include a high-risk population and a mental health
component, the casualties included a pregnant teenager,
a mother with a baby (a static mannequin), and a
hyperactive, anxious teenager
 Additionally, all of the high school staff and some of
the high school students had chronic conditions such as
Diabetes, Cardiac Disease, Crohn’s Disease, or Asthma
During the simulation the students have to assess and critically
think and deliver care:
 Correct procedure should be followed when
administering the IV antibiotic via the PICC line
 Fifty percent of the casualties had chronic illnesses as
well as acute symptoms - The healthcare responders had
to assess and think critically to decide if the symptoms
were related to an unusual infectious disease outbreak, a
mild infectious illness, a chronic illness, or adverse
effects from medications
Responders should deliver evidence-based care r/t to assigned
infectious disease for the simulation
 During the morning simulation exercise, the scenario
included a gastrointestinal (GI) infectious disease
outbreak.
 On each day of a different GI infectious disease
simulation occurred
 These three simulated GI Diseases were Shigella, E-coli
0157-N7, and Campylobacter
 The afternoon scenario on each of the three days was a
more serious infectious disease. The casualties had
respiratory signs and symptoms. The causalities may
have been exposed to the H5N1 Avian Influenza
20 minutes into each simulation the lead nurse or principal is
notified that a chicken that was released early in the school had
tested positive for the infectious disease assigned to each
simulation scenario:
 Lead nurse will delegate to one of the other nurses to
use informatics (computer) and access the CDC or
WHO website to get evidence-based information on the
infectious disease assigned to that scenario
 The nurse who accesses the information on the assigned
infectious disease will present the information to the
lead nurse during the simulation and to the classmates
during the debriefing
Schedule: N 411 - Promoting Safety in an Unfolding Simulated Public Health Disaster
Dates:
Time: 8 a.m.- 2:p.m: Each Clinical Group will participate on assigned clinical day
Location: Nursing Learning Resource Center – Simulated: High School Health
Office
Time
Topic
Presenter and Method
8 a.m.-9: 30 Introduction to
LRC Staff
1. Disaster Preparedness
Public Health Department Personal
2. Role of Public Health
Department
PowerPoint
3. Volunteer Medical
Lecture Discussion
Reserve Corp
Video
4. Point of Dispensing
Emergency Respond Plan
Disaster Video:
1. Disaster Preparedness
2. Bioterrorism for
Healthcare
9:30 – 9:45 Break
9:45- 10:00 Simulation Scenario 1
Divide participants into two groups
Pre Simulation Briefing
1. Healthcare Responders
2. Medical Casualties
Role of Responders
Responders briefing Elliott
Role of Casualties
Causalities briefing Morrison
10:0011:00
11:0011:30
Simulation Scenario 1
11:30-12:15
Lunch will be provided for
participants
Simulation Scenario 2
Pre Simulation Briefing
12:15-12:40
Debriefing Simulation Scenario 1
Role of Responders
Role of Casualties
Active Participation and Triage by
Learners
1. Active Discussion and
Critique
2. Reflective Writing Activity
1. Students that were responders
this morning will now be
victims and Students that
were victims will be
responders
2. Adjunct faculty will be
victims in both scenarios to
promote student-centered
leadership and learning
Responders briefing Elliott
Causalities briefing: Morrison
12:40-1:30
Simulation Scenario 2
1:30-2:00
Post Simulation Debriefing
Simulation Scenario 2
Active Participation and Triage by
Learners
1. Active Discussion and
Critique
2. Written Evaluation
3. Reflective Writing Activity
Planning
Phase
Nursing 411 Simulation Disaster Exercise Supplies Needed
Supplies Needed
Comments

Pre Simulation
5 by 8 inch Pink and Green Colored index cards for
victim history and symptoms
 5 by 8 inch Yellow Colored index cards for Assigning
Roles to Healthcare Responder
 3 white, 1- inch, 3-ring binders
 Box plastic sheet protectors
Handouts
2 Disaster Videos- Disaster Preparedness and Bioterrorism
for Healthcare (Medifilm)
PowerPoint Presentation
Supplies to
Use During
Drill
Post
Simulation
Briefing
Medical Symptoms Triage Assessment Form
Surgical masks
Exam gloves
Contact Isolation gowns
Trash cans
Alcohol hand sanitizer
Specimen cups / specimen props for vomit/diarrhea/ sputum
Trash cans
Alcohol hand sanitizer
Facial tissues
Vital signs and Assessment equipment
B/P cuffs
Stethoscopes
Thermometers for temperature
Students need to wear watches with second hand
Pulse Oxmeter
Baby mannequin and bulb syringe
IV antibiotic scenario equip
Mannequin dressed as student
School medical record with HX (Sayed Khalifa)
PICC line with Luer lock dressing on mannequin
Six 50ml D5w (2 each day) & IV pole/ dummy IV
collection bag
Six IV tubing -intermittent infusion
Twelve 12 cc syringes with NS
Six 12 cc Syringes with heparin
Gloves for PICC line chlorhexidine gluconate prep (Chlora
Prep) or simulated jar w chlora prep & gauze
N95 respirator masks Size small and medium
Enough for 1
mask each
participant
Handouts
Simulation Evaluation Form
Student Handout
Scenario: Promoting Safety in an Unfolding Simulated Public Health Disaster
The purpose of mass casualty drill or mock disaster is to
 Promote confidence
 Develop skills
 Practice delivering safe care
 Coordinate activities
 Coordinate participants
Setting: the school nurse’s office of a large urban high school. School nurses from other
schools and some public health officials are at the school for their quarterly district
meeting.
Background Information: Francis Harper Watkins High School is a large, crowded
school serving a vulnerable and underserved population of students. Sixty percent of the
students live in families whose income falls below the Federal Poverty Limit. Thirty
percent of the students come from families where English is not the first language in the
home. In the last couple of weeks there has been a higher than normal absentee rate due
to various viral and bacteria illnesses that seem to occur in the winter months.
School’s Social History: During the last month there have been several sporting events
at the school that have brought together a large number of teams and fans from other high
schools in the city and surrounding area. Students from the home teams and rival teams
have been involved in an escalating series of pranks such as putting tires around the flag
pole, releasing chickens in the school, and putting shaving cream under the locker
handles.
The Event: Sayed Khalifa a 17-year-old junior with Lyme’s Disease arrives at the
nurse’s office to have the school nurses administer the school dose of the intravenous
antibiotic via his PICC line. While the nurse is preparing to administer the medication, a
large number of sick students and staff from the school arrive at the nurse’s office.
Realizing that there may be an unfolding public health crisis, the school nurse asks the
other nurses and public health officials for help and the simulated public health crisis
begins….
“A disaster is an event that causes human suffering and creates unmet needs and demands
exceeding the needs of the community to cope without outside assistance” (Lundy &
Butts, 2001, p 551))
Lundy, K.S., & Butts, J.B. (2001). The role of the community health nurse in disasters.
In K. Saucier & S. Janes (Eds.), Community health nursing: Caring for the public’s
health (p. 551). Boston: Jones and Bartlett Publishers.
Role Playing Prompts for Causalities:
Gastrointestinal Infectious Disease Outbreak
Victim #A1
Victim #A2
You are a casualty in this scenario
You are a student at the High School
You are a casualty in this scenario
You are a staff member at the High School
Past Medical Hx: 12 weeks pregnant
Past Medical Hx: Hypertension, AODM
S & S:
severe nausea and vomiting
abdominal cramping since last night
S & S: headache, diarrhea, T 102
Victim #A3
Victim #A4
You are a casualty in this scenario
You are a student at the High School
You are a casualty in this scenario
You are a staff member at the High School
Past Medical Hx: mother is healthy but has Past Medical Hx: healthy
6 month old baby in school daycare
S & S:
S & S: c/o of stomach cramps, diarrhea
baby is dehydrated after several episodes of T 101 4
loose diarrhea, resp 26 pulse 116
Mother is worried and hysterical
Victim #A5
Victim #A6
You are a casualty in this scenario
You are a student at the High School
You are a casualty in this scenario
You are a staff member at the High School
Past Medical Hx: Crohn's disease x 3 years
Past Medical Hx: hypertension, angina
on Norvasc, Diovan, Lopressor, Aspirin
S & S: severe loose watery diarrhea for the
past 12 hours, GI upset and cramps, T 1024
Victim #A7
S & S: feels dizzy, c/o abdominal cramps,
upset because bowel movement had blood
in it. T 1008
Victim #A8
You are a casualty in this scenario
You are a student at the High School
You are a casualty in this scenario
You are a staff member at the High School
Past Medical Hx: Moderate Persistent
Asthma
Takes theophylline for asthma
Past Medical Hx: Arthritis
On high dose NSAIDs
S & S: anorexia, nausea, vomiting,
restlessness, and headache Temp 102
S & S: vomited coffee ground material
C/o abdominal cramps, T 101
Victim #A9
Victim #A10
You are a casualty in this scenario
You are a student at the High School
You are a casualty in this scenario
You are a staff member at the High School
Past Medical Hx: healthy
Past Medical Hx: Asthma, Allergic to
Penicillin, just finished 10 days of PO
prednisone uses cromolyn inhaler 2 puffs
4 times a day, and albuterol inhaler as
needed, takes 10 mg singulair every day
S & S: 6 hour history of abdominal
cramping, just had a large, loose black
liquid stool with bright red blood in it
Victim #A11
S & S: doesn’t feel well, “I feel like I am
coming down with something”
Victim #A12
You are a casualty in this scenario
You are a student at the High School
You are a casualty in this scenario
You are a staff member at the High School
Past Medical Hx: ADHD on Ritalin
Past Medical Hx: Hypertension
Type-two diabetic
Takes norvasc and glucophage
S & S: very nervous, feels jumpy, worried
about what is happening at the school,
hyperventilating, feels faint
Victim #A13
S & S: feels lousy, generalized aches and
muscle soreness, diarrhea, T 103
Victim #A14
You are a casualty in this scenario
You are a student at the High School
You are a casualty in this scenario
You are a staff member at the High School
Past Medical Hx: healthy
Past Medical Hx: healthy
S & S: color pale, skin cool and clammy,
severe vomiting, severe diarrhea last 6
hours, T 104 P 136, B/P 80/48
Victim #A15
S & S: nausea, vomiting, diarrhea, skin
cool and clammy, feels shaky
You are a casualty in this scenario
You are a student at the High School
You are a casualty in this scenario
You are a staff member at the High School
Past Medical Hx: Seizure Dx since age 4
on Dilantin
S & S: diarrhea, vomiting, headache,
irritability since yesterday, has a tonic
clonic seizure 15 minutes into simulation
Past Medical Hx: Hypothyroidism on
Synthroid
Victim #A16
S & S: headache, abdominal cramping,
diarrhea T 102
Victim #A17
Victim #A18
You are a casualty in this scenario
You are a student at the High School
You are a casualty in this scenario
You are a staff member at the High School
Past Medical Hx: healthy
Past Medical Hx: Gout just started on
colchicines two weeks ago
S & S: 5 hour history of nausea and
vomiting, now having diarrhea, T 101
Victim #A19
S & S: anorexia, nausea, vomiting, and
diarrhea
Victim #A20
You are a casualty in this scenario
You are a student at the High School
You are a casualty in this scenario
You are a staff member at the High School
Past Medical Hx: Type 1 diabetes x 3 years
On insulin – blood sugar is usually well
controlled
Past Medical Hx:: Prosthetic mitral valve
replacement 10 years ago
On coumadin
S & S: pale, tremors, nausea and vomiting,
Finger Stick blood glucose 56
15 minutes into scenario – give this card to
casualty
S & S: 2 episodes of bloody diarrhea in
last hour, T 101
20 minutes into scenario- the health
department cause the school
Instructions to casualty:
Please walk around and say in a loud voice
to the responders
Health department tells you that several
of the chickens has tested positive for
“Oh my God does this have anything to
do with the 50 chickens that were
released in the school the other day”
Day 1 (Tues 2/26) Shigella infection
Day 2 (Wed 2/27) E-Coli O157:H7
Day 3 (Thurs 2/28) Campylobacter
At this point designed responders should
look up infection on PDA or reference
book
Directions:
1. Cut up these prompts and use clear packing tape or laminate to an index card.
2. Assign each simulated casualty to a specific role-playing prompt.
3. Last two prompts are to be used in the scenario
Victim #B1
Role Playing Prompts for Causalities:
Respiratory Infectious Disease Outbreak
Victim #B2
You are a casualty in this scenario
You are a student at the High School
You are a casualty in this scenario
You are a staff member at the High School
Past Medical Hx: 12 weeks pregnant
Past Medical Hx: Hypertension, AODM
S & S: “I feel achy” My Throat Hurts”
Temperature 1032
S & S: headache, sore throat, T 102
Victim #B3
Victim #B4
You are a casualty in this scenario
You are a student at the High School
You are a casualty in this scenario
You are a staff member at the High School
Past Medical Hx: mother is healthy but has
6 month old baby in school daycare
Past Medical Hx: healthy
S & S:
baby coughing, seems congested, crying
resp 22 pulse 96, T 100
Mother is worried and hysterical
S & S: c/o of stomach cramps, headache,
eyes red and swollen, sore throat
T 101 4
Victim #B5
Victim #B6
You are a casualty in this scenario
You are a student at the High School
You are a casualty in this scenario
You are a staff member at the High School
Past Medical Hx: Crohn's disease x 3 years
Past Medical Hx: hypertension, angina
on Norvasc, Diovan, Lopressor, Aspirin
S & S: sore throat, cough, muscle aches,
Temperature 1046, severe loose watery
diarrhea for the past 12 hours, GI upset
Victim #B7
S & S: feels dizzy, c/o abdominal cramps,
sore throat, T 1008
You are a casualty in this scenario
You are a student at the High School
You are a casualty in this scenario
You are a staff member at the High School
Past Medical Hx: Moderate Persistent
Asthma
Takes theophylline for asthma
albuterol inhaler as needed
Past Medical Hx: Arthritis
On high dose NSAIDs
S & S: sore throat, anorexia, nausea,
vomiting, restlessness, and headache, lungs
wheezes in small airway, Temp 102
Victim #B8
S & S Coughing, throat red and sore,
severe headache, Temperature 1042:,
Victim #B9
Victim #B10
You are a casualty in this scenario
You are a student at the High School
You are a casualty in this scenario
You are a staff member at the High School
Past Medical Hx: healthy
Past Medical Hx: Asthma, Allergic to
Penicillin, just finished 15 days of PO
prednisone uses cromolyn inhaler 2 puffs
4 times a day, and albuterol inhaler as
needed, takes 10 mg singulair every day
S & S: doesn’t feel well, “I feel like I am
coming down with something”
Temperature 1012
S & S: “I can’t get my breath” Lungs tight
-severe bilateral wheezing heard on
auscultation, Pulse 140 B/P 160/102
Temperature 1042,
Victim #B11
Victim #B12
You are a casualty in this scenario
You are a student at the High School
You are a casualty in this scenario
You are a staff member at the High School
Past Medical Hx: ADHD on Ritalin
Past Medical Hx: Hypertension
Type-two diabetic
Takes norvasc and glucophage
S & S: very nervous, feels jumpy, worried
about what is happening at the school,
hyperventilating, feels faint
Victim #B13
S & S: feels lousy, generalized aches and
muscle soreness, T 103
Victim #B14
You are a casualty in this scenario
You are a student at the High School
You are a casualty in this scenario
You are a staff member at the High School
Past Medical Hx: healthy
Past Medical Hx: healthy
S & S: color pale, skin cool and clammy,
headache, flue-like symptoms for the last
couple of days, T 104 P 136, B/P 80/48
Victim #B15
S & S: nausea, vomiting, skin cool and
clammy, feels shaky, headache, muscles
“hurt all over” 1042
Victim #B16
You are a casualty in this scenario
You are a student at the High School
You are a casualty in this scenario
You are a staff member at the High School
Past Medical Hx: Seizure Dx since age 4
on Dilantin
S & S: sore throat, headache, irritability
since yesterday, T 101
Past Medical Hx: Hypothyroidism on
Synthroid
S & S: headache, abdominal cramping,
sore throat, wheezing T 1022,
Victim #B17
Victim #B18
You are a casualty in this scenario
You are a student at the High School
You are a casualty in this scenario
You are a staff member at the High School
Past Medical Hx: healthy
Past Medical Hx: Gout just started on
colchicines two weeks ago
S & S: 5 hour history of nausea now
coughing, feels “sick”, T 101
Victim #B19
S & S: anorexia, nausea, headache, sore
throat, eyes red with yellow discharge, T
102
Victim #B20
You are a casualty in this scenario
You are a student at the High School
You are a casualty in this scenario
You are a staff member at the High School
Past Medical Hx: Type 1 diabetes x 3 years
On insulin – blood sugar is usually well
controlled
Past Medical Hx:: Prosthetic mitral valve
replacement 10 years ago
On coumadin
S & S: headache, pale, tremors, nausea and
vomiting,
Finger Stick blood glucose 114
15 minutes into scenario – give this card to
casualty
S & S: headache, muscle pain, sore throat,
T 101
Instructions to casualty:
Please walk around and say in a loud voice
to the responders
Instructions to casualty:
Please walk around and say in a loud voice
to the responders
“Oh my God does this have anything to
do with the 50 chickens that were
released in the school the other day”
“Oh my God does this have anything to
do with the 50 chickens that were
released in the school the other day”
15 minutes into scenario – give this card to
casualty
20 minutes into scenario- the health
department cause the school
Health department tells you that several
of the chickens has tested positive for the
H5N1 Virus (Avian Flu)
At this point give out the OSHA Protect
Yourself from Avian Flu Quick Cards
Directions:
4. Cut up these prompts and use clear packing tape or laminate to an index card.
5. Assign each simulated casualty to a specific role-playing prompt.
6. Last two prompts are to be used in the scenario.
PICC and Intravenous Medication Administration Information
Patient Name: Sayed Khalifa
DOB 03/17/1990
Medication Order for Sayed Khalifa :
Cefotaxime (sef-ohTAX-eem) 1.5 grams intravenously every 6 hours (maximum, 6 g
per day).
Sayed will receive three dose of his Cefotaxime IV per day at home and one dose per day
at school administered by the school nurse at midday.
Flush Protocol (SAS) administer the medications in this order:
1. Saline: 3 ml normal saline IVP
2. Additive: Cefotaxime 1.5 grams in 50 ml of D5W administered over 30 minutes
3. Saline: 3 ml normal saline IVP
Physician:
Joan Barker MD
Infectious Disease and Internal Medicine
City Hospital
Philadelphia, PA.
Phone: 215-968-2234 (simulated number)
***Medication Administration Protocol – must use at least a 10 ml syringe size for
flushes of this PICC Line (higher pressure generated by smaller syringes can rupture
the PICC line)
Information on the PICC
Deltec Clinicath 16 gauge, 5 French, Single Lumen
Peripherally Inserted Central Catheter (PICC) - Single-lumen – Inserted 2/5/08
Reorder
Code
ID
(mm)
OD
(mm)
Length
(mm)
Gauge
21-2972
1.0
1.7
650
16
Gauge
Catheter
Size/Type
5 Fr /
Polyurethane
Introducer
Needle
5 Fr
***Chlorhexidine gluconate : ChloraPrep* One-Step applicator may be used to
prep and maintain Poly Per-Q-Cath* PICCs – do not use Alcohol on the PICC
catheter
For any problem with the PICC line please call the infusion support nurse of Dr. Barker
at 215-968-2234
Physician Order
Patient Name: Sayed Khalifa
DOB 03/17/1990
Allergies: No Known Drug Allergies
Medical History:
Last fall, Sayed developed severe headaches, migratory joint pain and Bell's palsy. Blood
work was obtained and the Elisa and Western Blot tested positive for antibodies to B.
burgdorferi (Lyme Disease caused by a tick bite)
Persistent joint swelling continued despite eight week of oral antibiotic therapy. Two
weeks ago a PICC line was inserted and Sayed was started on a 28-day treatment
regiment with intravenous Cefotaxime (sef-ohTAX-eem). After a meeting with the
parents, it has been agreed that the school nurse will administer one dose at school as per
school district medication policy & procedures. MED-1 completed by primary physician.
Medication Order for Sayed Khalifa :
Cefotaxime 1.5 grams intravenously every 6 hours (maximum, 6 grams per day).
Sayed will receive three dose of his Cefotaxime IV per day at home and one dose per day
at school administered by the school nurse at midday during his study hall period.
Flush Protocol (SAS) administer the medications in this order:
4. Saline: 3 ml normal saline IVP
5. Additive: Cefotaxime 1.5 grams in 50 ml of D5W administered over 30 minutes
6. Saline: 3 ml normal saline IVP
***Medication Administration Protocol – must use at least a 10 ml syringe size for
flushes of this PICC Line (higher pressure generated by smaller syringes can rupture
the PICC line)
Physician:
Joan Barker MD
Infectious Disease and Internal Medicine
City Hospital
Philadelphia, PA.
Phone: 215-968-2234
Emergency Contact:
Amir Khalifa (father)
Phone: 215-503-9876
N411: Promoting Safety in an Unfolding Simulated Public Health Disaster Drill
Evaluation of Learning Experience
Participant Feedback
Please place an X in the correct space:
Date participated:
_______,
_______,
______ 2008
Sequence of Participation:
Morning Causality/Afternoon Responder _______
or
Morning Responder/Afternoon Causality _______
Please rate the following:
5
4
Strongly Agree
Agree
3
2
1
Neutral Disagree Strongly
Disagree
The purpose of unfolding simulated
public health disaster drill was clear.
The exercise was well organized and
structured.
The exercise scenarios were realistic:
Participation in the exercise was an
appropriate learning activity for the
Public Health Nursing Course.
The presentation “Introduction to
Disaster Planning” helped me
understand and participate in the
simulated public health disaster drill.
The Pre and Post simulation briefings
helped me understand and participate
in the simulated public health disaster
drill.
The importance of delivering safe
care during a simulated public health
disaster was stressed:
Comments: Please tell us what we did well during the exercise and any suggestions that
will help us make this a better exercise in the future:
2008 © Agnes Morrison, EdD, RN; Ana Maria Catanzaro, PhD, RN @ La Salle
University, Philadelphia, PA.