Background: In addition to overwhelming the healthcare system, pandemics have enormous societal and economic costs. To better train future healthcare professionals and develop collaborations across healthcare disciplines, pandemic simulations have been incorporated into undergraduate healthcare professional curricula.
Objectives: The purpose of this study was to assess the usefulness of a pandemic simulation in preparing the future healthcare professionals during large-scale pandemic disasters.
Design: This was a mixed-methods, cross-sectional study.
Setting: The study was conducted at a 4-year public university in rural Texas.
Methods: The students (n = 89) participated in a simulation exercise that mirrored a real influenza pandemic that facilitated interactions among various first responders. Participants completed pre- and post-tests of knowledge survey questions pertaining to areas of situational awareness, communication effectiveness and public health knowledge, and the 27-item Nursing Anxiety and Self-Confidence with Clinical Decision-Making Scale.
Results: The majority (76%) of the participants were between the ages of 18 to 24, Caucasians (74.2%) and female (87.6%). The results of the paired t-test showed increased situational awareness [t = 7.17(76), p < 0.001], effective communication [t = 7.130(75), p < 0.001], and public health knowledge [t = 8.77 (74), p < 0.001] following the pandemic simulation.
Conclusion: Significant improvement in situational awareness, effective communication, and public health knowledge was demonstrated by the undergraduate public health and nursing students in handling disasters through the simulation exercise. The study results demonstrated value in incorporating simulation as an effective teaching strategy in preparing future healthcare professionals.
Keywords: Disaster preparedness; Interdisciplinary learning; Nursing education; Pandemic simulation; Public health education; Undergraduate education.
Copyright © 2020. Published by Elsevier Ltd.