Role Playing Simulation Learning Method in Disaster-Prone Areas: Is It Effective in Improving Knowledge and Preparedness for Disasters?

Faith-based organizations (FBOs) often provide crucial services to their communities during and after disasters, but they largely operate outside of the formal structures that manage disaster preparedness and response. Their status within communities and ability to reach broad populations make them potentially powerful groups to lead and promote health and safety initiatives. Thus, there is opportunity to reduce health and knowledge disparities and increase disaster resiliency by providing disaster preparedness education through FBOs. This pilot study aims to assess and enhance the current level of disaster knowledge and preparedness of congregation members from six FBOs in the Los Angeles County South Service Planning Area (SPA 6) to promote their community's disaster resiliency. A structured basic disaster education curriculum was implemented at six FBOs, and participants completed a questionnaire, pre-test and post-test, and satisfaction survey. Frequency distributions of survey questions and mean differences of pre- and post-test scores were obtained. Results of the questionnaire indicated that more than half of the participants had previous experience with disaster preparedness and had taken some steps toward stockpiling supplies but showed gaps in making concrete evacuation plans and meeting places. The mean disaster knowledge test score increased from 5.15 for the pre-test to 8.04 for the post-test (p < 0.0001). The participants reported high satisfaction with the seminar. This pilot study demonstrated that there is interest, as well as need, within the faith-based community to increase personal and community disaster preparedness. The implementation of a structured disaster education seminar for congregation members showed significant immediate improvement in disaster knowledge of the participants.

Disasters are major events that have significant effects on individuals, communities, and health care systems. Nurses are valuable resources that have a role in disaster response. However, barriers in disaster education in nursing programs negatively affect nurses' knowledge and skills in disaster preparedness and response. A literature review was conducted to better understand the disaster response educational needs of nurses and to explore gaps in nurses' preparedness for disaster response and nursing education and training. Findings indicated disaster response education is a vital component of nursing education. When provided with effective disaster education, nurses are better equipped for disaster management and disaster response. Challenges in educational needs continue, and nurses lack specific disaster knowledge and preparedness. Further research is needed to identify effective teaching strategies for disaster response and preparedness. Emphasis should be placed on integrating disaster education into nursing education programs at all levels. [J Nurs Educ. 2025;64(4):235-238.].

The tourism sector in the disaster-prone area of Mount Merapi continues to increase and has become one of the main sources of income for the local community after the major eruption of Mount Merapi in 2010. The high number of visitors with various characteristics to disaster-prone areas has placed visitors at high risk during a disaster, especially those with no disaster awareness. Visitors should possess disaster awareness to reduce the risks when a disaster occurs. This study aims to determine the visitors' disaster awareness profile to volcanic eruptions in the disaster-prone area of Mount Merapi. The results indicated that visitors' disaster knowledge was considered average, meaning that they had an average level of disaster awareness. They possessed an average understanding of disasters, volcanic eruptions, and the risks of carrying out activities in the disaster-prone tourism area. However, the practical knowledge of self-rescue during emergency response remained low. Cross tabulation suggested a low and directional correlation between disaster knowledge and the visitors' experiences in participating in disaster preparedness training or simulations.&#x0D; Keywords: disaster awareness, disaster knowledge, visitors, disaster-prone tourism area of mount merapi.

This study aims to analyze the influence of social media on improving disaster preparedness and response among STIKES Muhammadiyah Aceh students. The approach used is quantitative with the cross-sectional method, where research is carried out at a specific point in time. Informants were selected using random sampling, and data were collected through a Guttman scale questionnaire that offered "Yes" or "No" answer choices. This method is expected to yield clear responses to the issues studied. Data analysis was conducted through stages of coding, cleaning, transferring data to a computer, presenting, and analyzing. The study results reveal that social media plays a significant role in disaster education among students. Five main indicators were identified: disaster knowledge and attitudes (98% of students acknowledge that social media increases their knowledge about disasters), information dissemination (98% recognize social media as the fastest source of information), early warning systems (52% feel the current system is inadequate), student participation (73% are willing to engage in open donations or disaster training), and social capital (62% obtain information through disaster-related social media groups or platforms).In conclusion, social media is a vital tool for enhancing disaster preparedness and accelerating information dissemination among students. However, improvements are still needed in early warning systems and the overall effectiveness of social media in disaster response.

Learn from the Past, Prepare for the Future: Impacts of Education and Experience on Disaster Preparedness in the Philippines and Thailand

Objective: Within the scope of medical services provided during disasters, the aim is to reduce fatalities as much as possible. Therefore, it is crucial to assess, through pre-disaster training for volunteers currently involved or with high potential for involvement, their willingness to volunteer in disaster situations and their sense of preparedness for emergencies. This study investigates the disaster awareness level, perceived preparedness for disaster events, thoughts on the safety of their living environments against disasters, reasons for willingness or unwillingness to volunteer in disasters, and the level of disaster preparedness among healthcare personnel working in emergency medicine clinics of public hospitals on the European side of Istanbul, who are either currently involved or have high potential for involvement in disasters. Methods: The study included personnel working in emergency medicine clinics of public hospitals affiliated with the Istanbul European Side Public Hospitals Association. Personnel working in the emergency medicine clinics of these hospitals were asked to voluntarily answer the questionnaire provided in Appendix 1. The data obtained were recorded in an Excel file. Results: Of the 338 participants, 196 (58%) were male and 142 (42%) were female, with a mean age of 29.49 ± 8.11 years. 185 participants (54.7%) were single. Participants informed about the hospital disaster plan had greater belief that the hospital's disaster response plan administrators could report to their posts very quickly. Those who had previously lost a close relative had received disaster training at a higher rate. It was found that those who had received training before had a stronger belief in their own adequacy. Conclusion: Recent pre-disaster training programs have shown an increase in the willingness to volunteer during disasters and the sense of preparedness for emergencies. Our study predicts that the level of disaster awareness and preparedness is directly proportional to the willingness to volunteer during disasters. bunu tıbbı dılde turlceye cevır

This research aims to determine the effect of disaster education on students' disaster preparedness and challenges in implementation. The research method used is literature review or library research by searching for reference data via the Google Scholar search engine. Based on literature review data, it is known that disaster education is successful in increasing students' preparedness for disasters. This was found from several references which found that there was an increase in students' knowledge of natural disasters after receiving disaster education. There are also challenges in disaster education which are divided into two types, namely internal challenges and external challenges. Internal challenges come from within the organizer of disaster education, in this case the school environment, while external challenges come from outside the school that provides disaster education.

Aims: The primary aim is to raise catastrophe awareness and preparedness, especially in disaster-prone areas. Health education and consulting by nurses using digital media like modules to teach disaster planning, first aid, and recovery can assist communities recover from disasters. Method: This research is a Quasi Experiment research with a research design. Quasi-Experimental Two Group pretest-posttest design . The number of respondents was 60. Inclusion criteria in this study were aged 17-35 years . Results: Mann-Whitney Test Analysis . The average value of the intervention group was greater than the control group. The Sig. (2-tiled) value shows that there is a significant influence of the Digital Module intervention on the level of disaster preparedness in the community with a p-value of 0.000 &lt;0.05. Conclusion: In this study, it can be concluded that the Digital Module has an influence on increasing community preparedness in the intervention and control groups, there is a significant difference.

Critical care (CC) nurses have a central role in stabilizing critically ill patients during high-acuity events, including disasters. However, limited evidence is available on their level of disaster preparedness (DP) and on the specific disaster competencies (DCs) required to respond effectively in such situations. Therefore, this scoping review aimed to synthesize current evidence on DP among CC nurses and to identify the DCs needed to support effective disaster response within critical care setting. This scoping review followed the Person-Concept-Context methodological framework of the Joanna Briggs Institute. A systematic search was conducted in July 2025 across MEDLINE All, Embase, Web of Science Core Collection, CINAHL Plus, and PsycINFO databases. The protocol was registered on OSF (DOI: 10.17605/OSF.IO/CAG2V). Descriptive statistics summarized study characteristics and levels of DP, while DCs were identified through thematic analysis. A total of 1,834 records were retrieved, of which 62 studies ultimately were included in the final review. Results indicated that CC nurses are insufficiently prepared for disaster situations. Additionally, four key DC themes emerged: (1) Clinical critical care competencies, (2) Operational readiness and coordination, (3) Public responsibility in disaster preparedness, and (4) Intrinsic capacities for disaster response. This scoping review demonstrated that CC nurses often feel unprepared to respond effectively to disasters. Four key disaster competency domains were identified that reflect the unique and multifaceted nature of disaster nursing in CC settings. These findings offer a foundation for developing context-specific education, policy, and practice to strengthen disaster preparedness among CC nurses. Not applicable.

<ns3:p>Disaster and emergency preparedness aims to increase capacity for the management of, response to, and recovery from events, both natural and anthropogenic, that disrupt human environments. Education efforts are a key component of disaster preparedness, especially in terms of educating and training the disaster healthcare workforce (DHCW). However, despite this critical role, DHCW education in general and in the medical workforce in particular is a noted gap. Simulation is an education tool marked by immersive and/or interactive activities that provide a controlled, safe environment for skills-building. Simulation-based exercises have been observed as a common educational modality for disaster preparedness and response education. A key gap, therefore, is the intersection of simulation-based exercises for disaster response education in medical education. This scoping review is being undertaken, in part, to inform the development and utilisation of disaster/emergency preparedness simulation exercises among medical students globally. The objectives are to collate and describe the methods that employ simulation as a teaching strategy for medical students and to identify models of success, challenges, and opportunities for educating medical students on this area. Undergraduate and graduate medical students will be included. Interprofessional education involving students from multiple health professions will be included if medical student-specific information can be extracted. We will include any study design (e.g., quantitative, qualitative, and mixed methods studies) describing simulation methodologies for teaching medical students concepts relevant to disaster preparedness or emergency response. Studies must be published between 2001–2025. A systematic search of PubMed, Embase, SCOPUS, ERIC, Google Scholar, and Open Access Thesis and Dissertations will be conducted. Two independent reviewers will screen titles, abstracts, and full texts; data will be extracted using a piloted charting form and analysed descriptively. Findings will be disseminated through peer-reviewed publications, presentations at conferences, and engagements with community interest-holders.</ns3:p>

The aim of this paper is to discuss the higher institutions level of man-made disaster preparedness. It is based on a study carried out in educational institutions in Nairobi County Kenya. The study sought to answer the questions: How are the universities prepared for all existing and potential man made hazards? Are there any risky areas and practices in the universities? And do the universties have a practical disaster preparedness and emergency action plan? With the view of gaining more insight on this matter a descriptive survey design which focused on the level of disaster preparedness in the institutions was used. The assessment was conducted between October 2015 and January 2016. The sample size constituted four universities; 3 public universities and 1 Private University with a total of 452 respondents. The universities were purposively sampled due to their location within Nairobi city. The respondents were proportionately sampled from the universities using simple random sampling technique. Data was collected through use of questionnaires, focus group discussions, key informant interviews, observations and secondary data were also used. The research established that 59.9% of the respondents professed that the target institutions were not prepared with respect to man-made disasters while, 41.1% perceived otherwise. About half of the respondents 49.73% reported having low level of awareness on responding to man-made disasters. The assessment concludes that there exist unsafe prevailing circumstances in the target institutions premises that increase the vulnerability of their population to man-made disasters. The target institutions are unprepared to handle potential man-made disasters and the situation could be worsened due to the low levels of awareness among their population. The study recommends that the institutions endeavor to establish operational emergency preparedness/action plans for common man-made disasters and invest in man-made disaster preparedness training to enhance awareness among the population at the institutions.Key Words: Disaster, Preparedness, Assessment, Hazards, Institutions and Education

The aim of this paper is to discuss the higher institutions level of man-made disaster preparedness. It is based on a study carried out in educational institutions in Nairobi County Kenya. The study sought to answer the questions:How are the universitiesprepared for all existing and potential man made hazards?Are there any risky areas and practices in the universities?And do the universties have a practical disaster preparedness and emergency action plan?With the view of gaining moreinsight on this matter a descriptive survey design whichfocused on the level of disaster preparedness in the institutionswas used.The assessment was conductedbetween October 2015 and January 2016.The sample size constituted four universities; 3 public universities and 1 Private University with a total of 452 respondents.The universities were purposively sampled due to their location within Nairobi city. The respondents were proportionately sampled from the universities using simple random sampling technique. Data was collected through use of questionnaires, focus group discussions, key informant interviews, observations and secondary data were also used. The research established that 59.9% of the respondents professed that the target institutions were not prepared with respect to man-made disasters while, 41.1% perceived otherwise. About half of the respondents 49.73% reported having low level of awareness on responding to man-made disasters. The assessment concludes that there exist unsafe prevailing circumstances in the target institutions premises that increase the vulnerability of their population to man-made disasters. The target institutions are unprepared to handle potential man-made disasters and the situation could be worsened due to the low levels of awareness among their population. The study recommends that the institutions endeavor to establish operational emergency preparedness/action plans for common man-made disasters and invest in man-made disaster preparedness training to enhance awareness among the population at the institutions. Key Words: Disaster, Preparedness, Assessment, Hazards, Institutions and Education

Merapi volcano in Central Java is one of the most active volcanoes in the world. However, the area of Mount Merapi is still occupied by many inhabitants. Population growth in disaster prone areas is also quite high, even after a major eruption disaster in 2010. To reduce disaster risk, disaster education is necessary, including by utilizing local knowledge about disasters. This paper aims to (1) identify disaster education through local knowledge in the western and southern flank of Merapi Volcano, (2) reveals the influence of physical environmental conditions on disaster education that is formed. The research is done by geography approach that is environmental approach and emphasize on the theme of geography especially location, place, and human- environment interaction. The results show: (1) There are several forms of disaster education through local knowledge among others in the form of advice, philosophy of life, myths, art, and culture. The educational process is done in various activities of community life, both during pre disaster, disaster, and post disaster. village elders and community leaders are the most influential parties in the disaster education process. However, at present the role of local knowledge in disaster education is relatively poor. (2) There is an influence of the physical environmental conditions on the form of disaster education, especially geomorphological conditions. Geomorphological conditions affect the types of volcanic hazards, thus determining the characteristics of disaster education undertaken. This paper presents alternative methods in disaster education, in an effort to support disaster management that has been done by the government.

Introduction: In disaster-prone countries, preparedness is a very important factor in reducing the damages of disaster. The aim of this study is to determine the disaster preparedness knowledge level of a university’s medical students and to evaluate the relationships between possible related factors and disaster preparedness knowledge. Material and Method: This study is a cross-sectional study. The subject of research is measuring the level of disaster preparedness knowledge. The working period in which the online survey is applied is December 1-December 31, 2020. It was aimed to participate that attend the first and second grades of the medical faculty studying in the main campus of a University in Turkey. In order to compare the knowledge level of disaster preparedness among medical students, it was planned to include other faculty students as a control group. In the study, 75 medical students and 20 students from other faculties participated. A high score indicates good disaster preparedness. Chi-square, Mann Whitney U, and Kruskal Wallis were used in the statistical analyses. Results: The median value for disaster preparedness level score for all participants was 51.0 (min: 23.0; max: 63.0). Disaster preparedness knowledge level median score (54.0 [29.0-63.0]) was higher in women than men (48.5 [23.0-62.0]) (p<0.05). The median score of disaster preparedness knowledge level (53.0 [23.0-63.0]) of the second and upper grade was higher than the median score (49.0 [29.0-62.0]) of the first-year students (p<0.05). The median score of disaster preparedness knowledge level (55.0 [34.0-62.0]) was higher than the others (49.0 [23.0-63.0]) in those living in the city where their family resides (p<0.05). Conclusion: It can be said that the level of disaster preparedness for all participants is good. It is recommended to conduct a similar study in a larger study group.

Engaging residents from different ethnic and language backgrounds in disaster preparedness