Disaster Preparedness

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Identify the Practical Nurse’s role in disaster preparedness.

Scenario: The hospital where you work is revamping its disaster preparedness guidelines to ensure all medical professionals understand their role during all types of medical emergencies. The goal is for medical professionals to understand the types of injuries they will see, their role in triage and interventions, and how all of the roles will work together to provide exceptional care to all patients.

Instructions:

You will select a disaster and create an FAQ that will inform the new guidelines. The FAQ should include the following:

The type of disaster
The presentation of symptoms or types of injuries that would be expected
The things the hospital should have ready in order to provide proper care should the disaster occur (such as PPE, etc.)
The roles of all care professionals in triage and interventions
How the medical team members will work together to provide care

 

Sample Solution

The type of disaster selected is a natural disaster, such as an earthquake or hurricane. During a natural disaster, Practical Nurses have several important roles to play in the hospital setting. These include assessing patients’ conditions and needs, providing comfort and support, communicating effectively with other medical professionals, aiding in triage efforts, documenting patient information and treatments provided, ensuring supplies are replenished quickly to meet demand, and helping maintain continuity of care (American Academy of Ambulatory Care Nursing 2019).

In addition to these direct clinical tasks, Practical Nurses may also be asked to help with some administrative duties such as tracking patient outcomes or staying up-to-date on emergency department protocols. They may also be called upon to assist with outreach efforts by visiting shelters or offsite locations where individuals need assistance. Ultimately their role during a natural disaster is multifaceted—they must be prepared for any task that may arise while prioritizing patient safety above all else.

reply to the Teacher. Specialists like Ely (1984) and Samimy (1991) contemplated Risk taking and considered Risk Taking as one of the attributes of good students. Swain (1985) states that active participation of the students in arrangement of importance through information gives students significant output. Important input is basic in framing semantic skill and significant output is vital in shaping syntactic skill. Thus, Student quietness in classroom is the issue of EFL Teachers.

In any case, scientists don’t all concur that absence of Risk Taking capacity isn’t exclusively external. Analysts included not just non-Student related components or outside elements yet additionally Student related or inner variables.

Student related variables comprise of individual and full of feeling factors identified with students Risk Taking performance. They incorporate age, gender, identity, motivation, confidence and anxiety. Students’ Risk taking conduct is affected by outer factors, for example, their social convictions or practices, their learning circumstance, for example,

Teachers’ attitude, teaching style and other course related components like class size and classroom exercises. Ely (1989), in a classroom perception and sound chronicle the members trying to discover the connection between Risk Taking and oral support, reasoned that there was a critical connection between classroom participation and oral capability.

Risk Taking elements can be sorted as Student related variables those that influence students from inside and non-Student related elements those that influence students from outside and exist in Language learning condition. Student related variables or interior components are those that the individual Language student carries with him/her to the specific learning circumstances include: inspiration, confidence, anxiety, and personality trait. External elements are those that portray the specific Language-learning circumstance. Non Student related elements affecting risk taking conduct of the Language students incorporate their learning circumstance, for example, Teacher’s attitude and teaching styles and course related elements like class size and classroom action.

 

 

Community Language learning or advising getting the hang of as indicated by Curran (1976), proposes an agreeable and warm atmosphere in which students are urged to practice activities t

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