Teaching Emergency Preparedness to Restricted-Budget Families

  1. Shannon E. Mack1,
  2. Daniel Spotts2,
  3. Atraya Hayes3,
  4. Joanne Rains Warner4

Article first published online: 29 JUN 2006

DOI: 10.1111/j.1525-1446.2006.00572.x

Issue

Public Health Nursing

Public Health Nursing

Volume 23, Issue 4, pages 354–360, July/August 2006

Additional Information

How to Cite

Mack, S. E., Spotts, D., Hayes, A. and Warner, J. R. (2006), Teaching Emergency Preparedness to Restricted-Budget Families. Public Health Nursing, 23: 354–360. doi: 10.1111/j.1525-1446.2006.00572.x

Author Information

  1. 1

    B.A., B.S.N./R.N. Candidate, The University of Portland School of Nursing, Portland, Oregon,

  2. 2

    B.S.N./R.N. Candidate, The University of Portland School of Nursing, Portland, Oregon,

  3. 3

    B.S.N./R.N. Candidate, The University of Portland School of Nursing, Portland, Oregon

  4. 4

    D.N.S., R.N., is Professor and Associate Dean, The University of Portland School of Nursing, Portland, Oregon

* Shannon E. Mack, 1621 SE Courtney Road, Milwaukie, OR 97222. E-mail: shannon_e_mack@hotmail.com

Publication History

  1. Issue published online: 29 JUN 2006
  2. Article first published online: 29 JUN 2006

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Keywords:

  • disaster;
  • emergency preparedness;
  • low income;
  • preparation;
  • teaching

ABSTRACT Objectives: To fulfill the health teaching and promotion responsibilities of public health nurses, a teaching intervention was devised to prepare low-income, low-resource families to survive a worst-case disaster scenario. The purpose of this study is to introduce that plan.

Design: Teaching sessions were held to increase awareness about disaster preparedness and to provide the resources necessary for preparing disaster kits on a restricted budget.

Sample: This project focused on families enrolled at the Children's Relief Nursery in Portland, Oregon's St. Johns District.

Measurements: Posttest assessments and client follow-up at 3, 6, and 12 months were used to assess the effectiveness of the curriculum and follow-through on kit preparation.

Results: A replicable teaching tool was successfully developed, and the interest and commitment of community partners dedicated to assisting restricted-budget families was secured.

Conclusions: States' disaster plans hinge on individuals' implementation of their own survival plans, and it is vital that these individuals be made aware of their responsibility. It is truly a matter of life and death that families possess the skills, knowledge, and resources to carry out a disaster survival plan successfully, and it is the ethical responsibility of the public health nurse to intervene.

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