Bridging the gap, how interprofessional collaboration can support emergency preparedness for children with disabilities and their families: an exploratory qualitative study

Shelby K Flanagan; Julia J Sterman; Joseph R Merighi; Rachael Batty

doi:10.1186/s12889-023-15580-4

Bridging the gap, how interprofessional collaboration can support emergency preparedness for children with disabilities and their families: an exploratory qualitative study

BMC Public Health. 2023 Apr 28;23(1):777. doi: 10.1186/s12889-023-15580-4.

Authors

Shelby K Flanagan¹, Julia J Sterman², Joseph R Merighi³, Rachael Batty⁴

Affiliations

¹ School of Social Work, University of Minnesota, Twin Cities, Saint Paul, USA. flana064@umn.edu.
² School of Health and Social Care, Edinburgh Napier University, Edinburgh, UK.
³ School of Social Work, University of Minnesota, Twin Cities, Saint Paul, USA.
⁴ Center for Allied Health Programs, University of Minnesota, Twin Cities, Minneapolis, USA.

Abstract

Background: Children with disabilities and their families are at higher risk during emergencies and disasters, which is often attributed to the lack of disability inclusion in emergency response as well as disparities in preparedness. This disparity speaks to a need for emergency preparedness that centers children with disabilities and their families. The purpose of this study was to elicit the perspectives of health professionals (nurses, occupational therapists, social workers), disability advocates, and public safety personnel (e.g., fire fighters, police officers, emergency management administrators) on what would enable these types of professionals to support family-centered emergency preparedness for families who care for children with disabilities. One goal of this research is to provide recommendations for practice and policy to improve safety outcomes for children with disabilities and their families in emergency situations.

Methods: This study consisted of 46 qualitative interviews with nurses, occupational therapists, social workers, public safety personnel, and advocacy organization representatives about their role in emergency preparedness for families of children with disabilities. Qualitative content analysis was used to identify themes from participants' responses.

Results: Participants expressed interest in family-centered emergency preparedness, and stated that greater awareness, more education and training, increased networking between professions, and institutional support would enable their involvement.

Conclusions: These findings have implications for the importance of interprofessional collaboration in supporting family-centered emergency preparedness for families of children with disabilities. Stronger interprofessional networks would help overcome many of the barriers identified by participants, and advocacy groups appear to be well-positioned to bridge the gap between these professionals and their areas of expertise.

Keywords: Children; Disabilities; Emergency preparedness; Family-centered care; Interprofessional collaboration; Pediatrics.

Publication types

Research Support, Non-U.S. Gov't

MeSH terms

Child
Civil Defense*
Disabled Children*
Disasters*
Health Personnel
Humans
Qualitative Research