Pediatric Online Disaster Preparedness Training Discussion

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• • • • • • • Find the attachment Respond to each post with using the RISE methods (Attached) Respond DO NOT summarize. Very important; you have to include your thoughts APA style 3 responses in total use the RISE methods (Attached) Name of the Course: Applied Research Methods and Statistics The assignment was: “You are to locate TWO (2) articles for analysis related to your general topic area Submit *.pdfs of both articles to this discussion board. Then attach, as well as cut and paste, you Critical Analytical Annotations for both articles.” Post#1 Article 1 Pham, P. K., Behar, S. M., Berg, B. M., Upperman, J. S., & Nager, A. L. (2018). Pediatric Online Disaster Preparedness Training for Medical and Non-Medical Personnel: A Multi-Level Modeling Analysis. Prehospital and Disaster Medicine, 33(4), 349–354. DOI: 10.1017/s1049023x18000596 This article was published in Prehospital and Disaster Medicine journal in 2018. This research study aimed to understand better how medical and non-medical hospital staff work with online training regarding preparedness for pediatric disasters. In this research study, improvements in the acquisition of knowledge of pediatric disaster prepainfulness were investigated within. Between the medical and non-medical staff of the children's hospital, all of whom engaged in online training. Analysis and evaluation of pediatric disaster preparedness training courses are required before the design and implementation of a national program is feasible. The study location was a children's community hospital serving a diverse, urban population in a large metropolitan area. In 2008, a multidisciplinary team within the Children's Hospital Los Angeles Pediatric Disaster Education and Training Center developed an online training course using the technique of developing A curriculum. This research study showed that medical staff initially scored higher than non-medical staff in the planning, triage, and age-specific care modules of an online pediatric disaster preparedness training course on average. Still, in these three modules, they did not differ in their score change levels. This research study showed that medical staff initially scored higher than non-medical staff in the planning, triage, and age-specific care modules of an online pediatric disaster preparedness training course on average. Still, in these three modules, they did not differ in their score change levels. The study also found that in the disaster management and hospital emergency code response modules, non-medical personnel initially scored lower than medical staff on average, but had higher score change rates in these two modules, and their scores increased through additional attempts. I question the way the study was conducted and how results show the huge difference between the medical staff and non-medical staff because medical staff are more knowledgeable in the researched aspects of the study. I think this study shows the effectiveness of online training in gaining new knowledge in disaster science, but the question is their ability to implement this knowledge in the ground as operation. Article 2 Olympia, R. P., Rivera, R., Heverley, S., Anyanwu, U., & Gregorits, M. (2010). Natural Disasters and Mass-Casualty Events Affecting Children and Families: A Description of Emergency Preparedness and the Role of the Primary Care Physician. Clinical Pediatrics, 49(7), 686–698. DOI: 10.1177/0009922810364657 This is a study conducted in Dauphin County, Pennsylvania, and Bronx County, New York, aimed to determine how a small number of families comply with the national disaster preparedness guidelines. Patients and Procedures.by using a questionnaire were distributed simultaneously to these two counties. The questionnaire was designed to reflect national guidelines for preparedness, based on the following information (1) demographic information (2) specific recommendations for preparedness (3) the perceived level of preparedness determined by self-assessment using a Likert scale ranging. (4) perceived obstacles to disaster preparedness. A total of 1024 questionnaires were analyzed, and it was found that 35% (95% confidence interval [ CI ] = 32-38) of the families were familiar with community evacuation plans, and 43% (95% CI = 40-46) had a family emergency response plan. In addition, 17 percent (95 percent CI = 15-19) of respondents addressed preparedness with their primary care physician; this group of respondents was more likely to be familiar with neighborhood evacuation plans and more likely to have an emergency response plan for their families. Such data show that, for the most part, families are not in line with national preparedness guidelines. Families that had discussed preparation with their primary care physician were more likely to comply. I think this study used a different resource of information about their population in order to come up with these results and conclusion I would recommend farther research in a very populated and diverse area. Post#2 Article 1 Folayan, M., Allman, D., Haire, B., Yakubu, A., Afolabi, M., & Cooper, J. (2019). Considerations for community engagement when conducting clinical trials during infectious disease emergencies in West Africa. Developing World Bioethics, 19(2), 96– 105. https://doi.org/10.1111/dewb.12215 West Africa is not the only place in the world that emerging diseases strike. A novel coronavirus that has the likes of SARs-COV is creeping across China, Japan, and the world as it has entered the United States through the state of Washington. How we respond to these disease outbreaks is critical, however how we research them is as well. The prioritization of response over research does not imply that research is unimportant during epidemics. This article can help create a foundation for research in areas that are difficult to address when it comes to response and research in the fieldareas like research following a bioterrorist attack, agroterrorism attack, and accidental release/breach of a highly contagious pathogen from a controlled environment. This paper supports the guide produced by the World Health Organization called the Good Participatory Practice for Trials of Emerging (and Re-emerging) Pathogens that are Likely to Cause Severe Outbreaks in the Near Future and for which Few or No Medical Counter-Measures Exist (GPP-EP). The methodology used in this paper, the Delphi Technique, is a respected and accepted communication technique methodology for research as it has experts converge on a correct answer through stability of results over a number of rounds. This paper identifies good discussion points that can lead to greater research in this area. The discussion includes limitations- one being that the Delphi Technique could lead to points of dissent and contention being lost- which could be a critical flaw. The paper makes a deliberate conclusion that it is imperative for community engagement for clinical trials during infectious disease outbreaks. Article 2 Aas, P., & Aas, P. (2003). Future considerations for the medical management of nerveagent intoxication. Prehospital and Disaster Medicine, 18(3), 208–216. https://doi.org/10.1017/S1049023X00001072 This report serves an important purpose as it illustrates the need for pre-established methodologies in the event of a nerve-agent event. I would go on to even say that this report does a fairly good job at pointing out some of the larger causes for concern among those planning and preparing for bioterror events. As an example, Novichoks are described here in a report published in 2004. Many people had never heard of, or comprehended them being used before the 2018 poisonings- forgetting that it was also reportedly used in 1995. Giving a report this detailed in a distinguished journal such as Prehospital and Disaster Medicine still has its limitations as it is not explicit research nor is it a peer reviewed report- to the best of my knowledge. There are many sources cited, n=71, within this report that would lend it to being a well-informed report but that still holds a limitation. The conclusion does a prompt job at stating that there are certain call to actions that should be addressed because of the things discussed in the reportstockpile antidotes and equipment, decontamination equipment, and analytical detection means are among the few. Some of the other limitations are there is no conflict of interest statement, no discussion, and no acknowledgements. Post#3 Article 1 Poncelet, I. L., & Delooz, H. (2016). International Perspectives on Disaster Management. Koenig and Schultz's Disaster Medicine: Comprehensive Principles and Practices, 59. According to the authors, the disaster caused by natural calamities has been considered inevitable since events such as earthquakes and tsunamis are acts of God. However, with time disaster management practices were introduced to reduce the impact of such catastrophes on society. The article posits that healthcare professionals were at the forefront advocating for the establishment of new ways to alleviate the adverse effect of the hazards. The primary concern was saving lives and safeguarding public health when such disasters are encountered. Following this, there was the improvement of the delivery of healthcare services by personnel as well as emergency care for victims affected by such catastrophes. The authors were interested in providing the perspective of healthcare professionals on the investigation of disaster management and humanitarian aid provision. Furthermore, it illustrated the evolution of disaster response protocols in the last four decades. From the title of the article, it is evident that the contents of the text were meant for an international audience that specializes in disaster management. The material is a credible source that would be of importance to the study because it is part of the journal on disaster medicine. This makes it one of the vital sources of information from the list, as evidenced by the different points of view of the pioneer scholars in the disaster medicine field. Article 2 Skryabina, E., Reedy, G., Amlôt, R., Jaye, P., & Riley, P. (2017). What is the value of health emergency preparedness exercises? A scoping review study. International journal of disaster risk reduction, 21, 274-283. According to the authors, emergency exercises such as drills are crucial for emergency operations. The authors have posited that such activities are an essential part of the stage of emergency preparedness. Their study was aimed at determining whether or not the emergency exercises were critical to improving the quality of care provided. One of the significant problems that have led to the inability of emergency operations to deal with catastrophes effectively is the lack of competent personnel to handle the responsibility. The article is premised on the findings of other scholars who focused on emergency drills and involved activities. Additionally, the authors identified the various types of emergency response activities that were grouped into two broad categories, namely discussion-based and operation-based exercises. The text provided valuable information on emergency preparedness that would be helpful in the research topic. It is evident from the book that the message was intended for an audience that had prior knowledge of emergency management procedures. This is one of the most reliable sources in the list because the arguments made by the authors are based on credible information derived from research conducted by other scholars but related to the topic of discussion. EVALUAT IN G CREATIN G Meets Objective RISE Model by Emily Wray is licensed under a Creative Commons Attribution - NonCommercial ShareAlike 4.0 International License. APPLYIN G UNDERS TANDING RING More Info: www.RISEModel.com REMEMB E Aligned with Bloom’s taxonomy for higher order thinking, the four tiers of the model prompt students to reflect, then build their constructive analysis through inquiry, providing suggestions to help elevate each others work. ANALYZIN G The RISE Model was developed to guide the peer feedback process. It helps steer student conversations towards positive and productive critiques. ELEVATE Raise to a higher degree or purpose in FUTURE iterations SUGGEST Introduce ideas for improvement of CURRENT iteration INQUIRE Seek information and/or provide ideas through questioning REFLECT Recall, ponder, and articulate Proposes specific ideas for how to expand the project/discussion beyond its original scope Does NOT Meet Objective Proposes no ideas for expansion beyond the defined assignment criteria EX: Perhaps you can expand this in X capacity to further address Y. Perhaps you can re-purpose X as Y for Z. Offers specific suggestions for improvement of current project/ discussion based on assignment criteria Offers vague or no suggestions for improvement of current project/ discussion EX: You might consider tweaking X for Y effect. You might want to include supporting information from X resource. Asks thought-provoking questions that might lead to a new perception or clarifying questions for a deeper understanding Asks passive questions that require a one-word answer or provoke no response at all EX: Have you considered looking at X from Y perspective? When you said X, am I understanding you to mean Y? References specific parts of the project/discussion and relates insight to course content Responds to the project/ discussion in vague terms and does not expound upon what was referenced EX: I relate/concur/disagree with X because Y. I liked what you did with X because Y. RISE Model for constructive feedbackEvaluatees____________________ Evaluators_______________________ Reflect ​(Recall, Ponder, and Communicate): ● I relate/concur/disagree with X because… ● I like what you did with X because… Inquire​ (seek information and/or provide ideas through questioning): ● Have you considered looking at X from Y perspective? ● When you said X, am I understanding that you meant XY? Suggest ​(introduce ideas for improvement of current iteration): ● You might want to consider tweaking X for Y effect… ● You might want to include supporting information for X resource … Elevate​ (raise a higher degree or purpose in future iterations): ● Perhaps you can expand on this in X fashion to further address Y… ● Perhaps you can re-purpose X as Y for Z…
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Running head: PEER REVIEW

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Peer review
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PEER REVIEW

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Article one response
Pham, P. K., Behar, S. M., Berg, B. M., Upperman, J. S., & Nager, A. L. (2018). Pediatric
Online Disaster Preparedness Training for Medical and Non-Medical Personnel: A MultiLevel Modeling Analysis. Prehospital and Disaster Medicine, 33(4), 349–354. DOI:
10.1017/s1049023x18000596
I like the way you stated the purpose of the article as seeking to understand how medical and
non-medical staff acquire knowledge through online training on disaster preparedness. The
article analysis would have been more clear if you highlighted the metrics that were used to
investigate knowledge acquisition between medical and non-medical staff. You should also have
provided factors that contributed to medical staff scoring higher than non-medical staff in certain
fields. You can also provide further analysis of the results to offer a better understanding of how
the training equips the staff to fight disasters. ‘
Ar...


Anonymous
Really useful study material!

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