respond to these to students in two different discussions
student 1- The Hurricane Sandy article emphasized the importance of disaster preparedness in nursing. Many nurses lacked proper training and felt unsure about their role during the hospital evacuation. Due to this, it led to confusion and stress for the nurses. However, they were able to handle the situation well by working together, staying flexible, and getting support from their leaders (VanDevanter et al., 2017).
I currently work in a cosmetic surgery company. Even though our patients are typically healthy and our procedures are planned, there is still a possibility of being affected by a disaster. For example, a power outage, fire, or severe storm could occur during surgery or recovery. Many patients in this setting are under anesthesia or sedated, which would make evacuation difficult. Since we don’t have the same emergency resources as a hospital, responding quickly and safely would be a significant challenge.
Overall, I believe that gaining hands-on training is essential. Studying in a classroom setting gives the basic knowledge, but practicing helps build confidence. I came across the National Disaster Life Support (NDLS) training series, which includes courses like Basic and Advanced Disaster Life Support (BDLS and ADLS). These are designed for healthcare workers and cover triage, decontamination, and response coordination (Basic Disaster Life Support, n.d.). Furthermore, some nursing organizations offer online emergency preparedness certifications made just for student nurses.
References:
VanDevanter, N., Raveis, V. H., Kovner, C. T., McCollum, M., & Keller, R. (2017). Challenges and resources for nurses participating in a Hurricane Sandy hospital evacuation. Journal of Nursing Scholarship, 49(6), 635–643. https://doi.org/10.1111/jnu.12329
Basic Disaster Life Support. (n.d.). National Disaster Life Support Foundation (NDLSF). https://www.ndlsf.org/bdls
student 2- As a future ICU nurse, I recognize the critical role nurses play in disaster preparedness and emergency response. In high acuity settings, we are responsible for protecting vulnerable patients who rely on life-sustaining equipment like ventilators and IV pumps, which can fail during power outages. The Hurricane Sandy evacuation study revealed how unprepared many nurses felt, despite their clinical experience, due to limited hands-on disaster training. Power loss disrupted communication and electronic systems, forcing nurses to improvise with handwritten records, manual equipment operation, and stairwell evacuations using Med Sleds (VanDevanter et al., 2017). These real life challenges highlight the importance of technical competence, flexibility, and calm decision making during disasters skills essential in an ICU environment.
To better prepare for these situations, I plan to pursue hands-on training such as CERT (Community Emergency Response Team) programs, FEMA’s ICS courses, and hospital-led disaster simulations. These trainings provide practical experience in triage, evacuation planning, and command structure navigation—areas where many Hurricane Sandy nurses felt unprepared. Participating in Red Cross disaster relief work and interdisciplinary tabletop drills could also build my confidence and readiness. By combining academic knowledge with real-world training, I will be equipped not only to care for critically ill patients during a crisis but to lead calmly and effectively in moments of chaos (Federal Emergency Management Agency [FEMA], 1996; American Nurses Association [ANA], n.d.).
References
American Nurses Association. (n.d.). Disaster preparedness and response. https://www.nursingworld.org/disasterpreparednessLinks to an external site.
Federal Emergency Management Agency. (1996). Guide for all-hazard emergency operations planning. https://www.fema.gov/pdf/plan/slg101.pdfLinks to an external site.
VanDevanter, N., Raveis, V. H., Kovner, C. T., McCollum, M., & Keller, R. (2017). Challenges and resources for nurses participating in a Hurricane Sandy hospital evacuation. Journal of Nursing Scholarship, 49(6), 635–643. https://doi.org/10.1111/jnu.12329Links to an external site.