Student Guidelines Disaster Simulation
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Student Guidelines Disaster Simulation
Student Guidelines Disaster Simulation
It is essential to the success of your simulation experience that everyone is prepared. Please come prepared to discuss the following objectives during pre-briefing.
This assignment must be printed and is your ticket to enter the simulation center.
Preparation Guidelines
To be prepared for this simulation, please complete all of the following assigned readings and viewings, answer the questions below, PRINT and bring a copy to the simulation.
Read: Harkness & Demarco: Chapter 20 pages 405-414 (Stop at Bioterrorism)
Read: ATI: Chapters 2 & 6
Review: Class Powerpoint Presentation on Disasters
Review: https://www.aap.org/en-us/Documents/disasters_dpac_PEDsModule3.pdf
View: https://www.youtube.com/watch?v=9QHDs10e-G0
Triage algorithm:
https://chemm.nlm.nih.gov/startadult.htm
Learning Objectives
Upon completion of this simulation, the learner will:
1. Understand the role of the Community Health nurse in disaster management.
2. Understand the principles of disaster management, including working within incident command structures.
3. Differentiate between the adult and pediatric triage algorithms (START and JumpSTART).
4. Apply triage algorithms to appropriately prioritize and treat victims.
5. Utilize principles of professional collaboration to assure for efficient and effective care of victims.
Ticket to Enter
1. What disaster risks are present in the Chicagoland area (natural or man-made)?
2. Explain the disaster management cycle/plan/continuum. How do nurses participate at each step/phase?
3. What is an Incident Command System and why is it necessary?
4. What activities are prioritized at a disaster site? (p. 23-24 AAP article)
5. Explain the START (Field) Triage Model, including assessments critical for determining a victims condition.
6. What is the difference between START and JumpSTART Triage Models?
7. Fill in the boxes: Color coding for Triage (Table 20.2)8. What Life Saving Interventions (LSI) should first responders/medical personnel be prepared to administer at a disaster site? What might they delegate to the walking wounded?
9. Mental health issues can emerge during and after disaster situations and could lead to permanent disability. What does the term Psychological First Aid mean and how might the nurse promote this in a disaster situation? (See Chapter 21, pages 461-464, Figure 21.5 and Table 21.4)
10. Identify and prioritize three (3) nursing diagnoses related to disasters.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. 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