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Disaster Response
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COURSE TITLE |
| 4360005 |
Disaster Preparedness, Part 1: Evaluating Planning and Drills |
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INTRODUCTION
It has been said that the best offense is a good defense. For healthcare facilities, this means being prepared for the unexpected. While most facilities have experience at conducting drills, very few have evaluated what they have learned from these drills, nor do they share best practices with other facilities. This activity, part one of a two-part series on disaster preparedness, reviews the threat of biological warfare, provides a literature review on preparedness drilling practices in the United States and abroad, and reviews exposure risks and precautions.
LEARNING OBJECTIVES
After completing this activity, the participant should be able to:
1. Discuss two historical illustrations of biological warfare.
2. Identify two attributes of infective agents that lead to more potent bioweapons.
3. List two areas in U.S. healthcare wherein studies show personnel need more effective training and drilling in regard to disaster preparedness.
4. Compare and contrast healthcare disaster preparedness training in foreign countries against current U.S. disaster preparedness training.
5. List three ways healthcare personnel can limit their risk of exposure to biological agents.
6. Identify two steps healthcare workers can take when a biological agent is suspected. |
| 4360007 |
Disaster Preparedness, Part 2: Training Staff |
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INTRODUCTION
The Agency for Healthcare Research and Quality, one of the major federal agencies in health research, awarded a series of inter-related contracts to the Johns Hopkins Evidence-Based Practice Center. The initial contract focused on training of healthcare personnel for bioterrorism response. The most recent contract looks at ways to create a comprehensive approach to developing and maintaining healthcare institutional disaster readiness. The outcome of this most recent work has been a set of modules that all healthcare facilities can use during disaster preparedness training. This activity discusses what the modules look like and how facilities can use them to better prepare and train healthcare personnel in disaster preparedness.
LEARNING OBJECTIVES
After completing this activity, the participant should be able to:
1. Discuss the theoretical approach used to create the disaster preparedness modules.
2. Review the structure of the workbook outlining the modules and how it can be used by disaster preparedness professionals.
3. Identify three areas of content covered in each module.
4. Identify five steps in structuring a drill and monitoring for drill outcomes.
5. Discuss two ways to use collected data and how to build on data results for future training. |
| 4360002 |
Bioterrorism Preparedness: High-Priority Agents |
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INTRODUCTION
One of the earliest uses of bioterrorism was during the siege of Kaffa, a city in Crimea, in 1346. The Tartar Army from western Asia camped outside the walled city and lay siege to the town. By this time, the plague had already infected a large portion of the European population. As members of the Tartar Army died from the plague, the Tartars catapulted the dead, plague-infected bodies into Kaffa. Some historians believe this was the start of the pandemic that killed 25 million people in medieval Europe. As this example shows, the intentional use of a biological agent to change political conditions is not a new occurrence and can have wide-ranging impact on society. It is important that healthcare workers understand the threat from bioterrorism, recognize indicators of a bioterrorism event, and know the steps to take to mitigate the incident. This activity provides an overview of bioterrorism, discusses the signs and symptoms of the six high-priority biological agents, reviews transmission of these six agents, provides indicators of a possible bioterrorism attack, gives information on reporting a possible bioterrorism event, and offers recommendations on how to document a bioterrorism event.
LEARNING OBJECTIVES
After completing this activity, the participant should be able to:
1. Define bioterrorism and list two ways bioterrorism has been used in the last four decades.
2. Describe the signs and symptoms of high-priority bioterrorism agents.
3. Identify two modes of transmission of high-priority bioterrorism agents.
4. Identify two clues that indicate a possible bioterrorism attack.
5. Discuss two elements related to communicating and reporting a possible bioterrorism event.
6. Describe how to correctly document a bioterrorism event.
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| 4360003 |
Bioterrorism Preparedness: Decontamination |
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INTRODUCTION
Bioterrorism is the overt or covert dispensing of disease pathogens by individuals, groups, or governments for the express purpose of causing harm for ideological, political, or financial gain. The U.S. public health system and its primary healthcare providers must be prepared to address various biological agents, including pathogens rarely seen in the United States. The first part of this bioterrorism activity (EDA 436-0002) covered the signs and symptoms of the six high-priority agents and how they are transmitted. This second part builds on information provided in the first activity, specifically presenting how to plan for and react to a possible bioterrorism event.
LEARNING OBJECTIVES
After completing this activity, the participant should be able to:
1. Describe two elements required in a facility’s response plan for bioterrorism.
2. Identify two resources available to acquire treatment-related supplies.
3. Identify three things to consider when choosing treatment personnel and locations.
4. Identify when and how to implement decontamination procedures.
5. Describe how to develop a care plan for a patient exposed to bioterrorism agents. |
| 4360004 |
Designing and Executing a Mass Casualty Exercise |
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INTRODUCTION
Healthcare professionals face the challenge of balancing their day-to-day efforts and the requirement of preparing for a mass casualty event. The mass casualty event could be a school bus crash involving 30 high school students, a dozen workers exposed during a chlorine tanker spill, or hundreds of people who think they were exposed to a bioterrorism agent. How would your organization respond to each of these scenarios? A thorough emergency management plan helps an organization switch gears and react to each of these events.
LEARNING OBJECTIVES
After completing this activity, the participant should be able to:
1. Describe the four-step exercise cycle.
2. List the major products of a training exercise and how they relate to each other.
3. Develop exercise objectives and training objectives.
4. Describe the five exercise types as defined by Federal Emergency Management Agency (FEMA).
5. Provide tips for setting participants up for success.
6. Describe examples of training aides and give examples of how to incorporate them to improve an exercise. |
| 4360560 |
Biological and Toxic Terrorism: A Primer for Respiratory Care and Other Healthcare Providers |
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INTRODUCTION
Toxic terrorism is the use of biological, nuclear, or chemical agents to attack and terrorize a population. This program discusses agents that fall into these three categories.
LEARNING OBJECTIVES
After completing this activity, the participant should be able to:
1. Describe pre-hospital care and decontamination of victims of either chemical or biological terror attacks.
2. Describe the appropriate level of personal protective equipment.
3. List and describe the five main chemical agents.
4. Describe the medical treatment of a chemical and/or bioterror victim.
5. Compare and contrast bioterrorism toxins versus chemical terrorism agents.
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| 4500033 |
Beyond Compliance: Internal and External Disasters |
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INTRODUCTION
The Joint Commission on Accreditation of Healthcare Organizations requires hospitals to plan ahead for medical care during a disaster situation. This activity provides hospital staff with an overview of the Joint Commission’s requirements for disaster preparedness.
LEARNING OBJECTIVES
After completing this activity, the participant should be able to:
1. Define the two types of disasters.
2. List examples of incidents that can trigger the disaster plan.
3. Identify outside agencies that can assist hospitals during a disaster.
4. Explain the critical components of a well-written disaster plan.
5. Identify critical areas of hospital operations that are impacted by a disaster.
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| 2750226 |
Hospital Response to Disasters - Annual Basic Competency |
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INTRODUCTION
While the best conceived plans for prevention are in place, disasters can and will occur. A hospital may deal with several internal disasters in the course of a year, but only one or two external disasters. In some situations, a disaster can be both internal and external. Most importantly, disasters interfere with the hospital's ability to provide routine care. If a hospital is unprepared lives could be lost. In order to prepare, each staff member's role must be clearly defined, rehearsed, and perfected. A disaster plan provides emergency instructions to all departments during this stressful situation. This course defines both internal and external disasters as well as providing an overview of the Joint Commission's requirements for disaster preparedness. In addition, the course also discusses the impact of a disaster on the hospital, staff, and community.
LEARNING OBJECTIVES
After completing this activity, the participant should be able to:
1. Define the two types of disasters.
2. List examples of incidents that can trigger the disaster plan.
3. Identify outside agencies that can assist hospitals during a disaster.
4. Explain the critical components of a well-written disaster plan.
5. Identify critical areas of hospital operations that are impacted by a disaster. |
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