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APHA Scientific Session and Event Listing

Recorded presentation

Linda Strong, EdD, RN¹, Dori Taylor Sullivan, PhD, RN, CNA, CPHQ², Judith Sartucci, MS, RN³, Mary Beth Mathews, PhD, RN BC⁴, and Marie Roberto, DrPH³. (1) College of Education and Health Prof/Dept of Nursing, Sacred Heart University, 5151 Park Ave, Fairfield, CT 06825, 203-371-7719, strongl@sacredheart.edu, (2) College of Education and Health Professions, Sacred Heart University, 5151 Park Avenue, Fairfield, CT 06825, (3) School of Public Health, Yale University, PO Box 208034, 60 College Street, New Haven, CT 06520, (4) Department of Nursing, University of Hartford, 200 Bloomfield Avenue, West Hartford, CT 06117

Background: All health care professionals, from novice to expert, should possess a minimum level of knowledge and skills in order to participate in a response to a terrorist event or other public health emergency. The largest of these workforces is nursing. A highly efficient, effective and sustainable setting within which to prepare nursing professionals with the basic knowledge, skills and abilities needed for emergency response is during formal academic education. Training in the academic setting will provide a standard of basic competency upon which more workplace specific role training can be developed

Methods: Beginning in 2003, Connecticut schools of nursing developed and implemented a comprehensive model to initiate curricula change in emergency preparedness in academic nursing programs. This effort was led by Yale University/Connecticut Partnership for Public Health Workforce Development in collaboration with the 1) Connecticut League for Nursing, Council of Nursing Deans and Directors and the Council of Nurse Faculty and 2) Connecticut Nurses Association.

A baseline survey of Connecticut schools of nursing was conducted to determine which, if any, competencies in emergency preparedness were being taught. While most competencies were addressed by some programs, few competencies were taught in all schools and some competencies were not taught at all. There was a need to develop Connecticut nursing program capacity to prepare nursing students in areas related to competencies associated with preparedness and planning.

Results: In response, Connecticut schools of nursing initiated and implemented a series of activities, including 1) development of nursing competencies on the entry, RN to BSN and master's level; 2) a model program for nurse faculty development in emergency preparedness content areas and curricula change; 3) standardized core baccalaureate level curriculum and 4) standardized evaluation measures. The project was guided by a statewide advisory committee of key stakeholders. Distance learning methodologies were utilized for faculty development. The final goal is the incorporation of bioterrorism and emergency response competencies into all Connecticut nursing programs.

Conclusion: Collaborative efforts led to the development of strategies to implement preparedness education in academic nursing programs

Learning Objectives: