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Teaching Emergency Management: How to Incorporate Special Populations Within a Public Health Framework

Teaching Emergency Management: How to Incorporate Special Populations Within a Public Health Framework. Sylvia Twersky-Bumgardner, MPH Temple University Department of Public Health Center for Preparedness Research, Education and Practice (C-PREP) FEMA Higher-Ed Conference Summer 2010.

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Teaching Emergency Management: How to Incorporate Special Populations Within a Public Health Framework

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  1. Teaching Emergency Management: How to Incorporate Special Populations Within a Public Health Framework Sylvia Twersky-Bumgardner, MPH Temple University Department of Public Health Center for Preparedness Research, Education and Practice (C-PREP) FEMA Higher-Ed Conference Summer 2010

  2. Certificate Program • Located within College of Health Professions, Dept. of Public Health • Completely online program • Students a mix of graduate (MPH, MS in Environmental Health) and undergraduate (BS) public health as well as non-matriculated • Affiliated with the Center for Preparedness Research Education and Practice S. Twersky-Bumgardner

  3. Public Health and EM Former U.S. Surgeon General C. Everett Koop : "Health care is vital to all of us some of the time, but public health is vital to all of us all of the time." S. Twersky-Bumgardner

  4. Public Health vs. Medical Care • In medicine the patient is the individual; in public health, the patient is the community • Public health diagnoses the health of the community using public health sciences • Treatment of the community involves new policies and interventions • Goal of medicine is cure; goal of public health is prevention of disease and disability S. Twersky-Bumgardner

  5. The National Response Framework • Definition of Special Needs Populations: • populations whose members may have additional needs before, during, and after an incident in functional areas, including but not limited to: maintaining independence, communication, transportation, supervision, and medical care. S. Twersky-Bumgardner

  6. PennsylvaniaDepartment of Health Definition • Definition of Special Needs Populations: • groups whose needs are not fully addressed by traditional service providers or who feel they cannot comfortably or safely access and use the standard resources offered in disaster preparedness, relief, and recovery S. Twersky-Bumgardner

  7. Challenge for Certificate • Build a program that covers: • Identified competencies in emergency management • Core competencies in public health for emergency management • Gebbie K, Merrill J. Public health worker competencies for emergency response. Public Health Manag Pract. 2002;8(3):73-81. from CDC and Columbia School of Nursing • Address special needs populations so that individuals that work with these populations have an understanding of emergency needs • Address special needs populations so that emergency managers have an understanding of considerations in mitigation, planning, response and recovery as well as techniques for finding, communicating, and working with special needs individuals S. Twersky-Bumgardner

  8. Development of Concepts and Mastery • Concepts are introduced in one course and expanded and mastered in other required courses • Mental health • In Principals class raise idea of people living with mental health issues as a special pop; mental health needs of EM workers; impact pyramid • In Man Made Disasters class discuss difference in perception and mental health outcomes for natural vs. man made disasters; resiliency; psychological first aid • In Special Populations class community outreach including mental health service providers S. Twersky-Bumgardner

  9. Multiple Learning Modalities • Social Vulnerabilities in an Emergency • Lecture that discuses social vulnerability and functionality • Movie that includes first person accounts • Readings that include primary and secondary sources • Assignments-including accessing and drawing conclusions from real data S. Twersky-Bumgardner

  10. Principles of Emergency Management: A Public Health Perspective • Offer both a graduate and undergraduate version of the class • Undergraduate class more hands-on and practical approach • Graduate class has stronger theory base and policy focus S. Twersky-Bumgardner

  11. Case Studies: Katrina • Movie: • Frontline: The storm • When the Levees Broke: A Requiem in Four Acts • Readings: • The Federal Response to Hurricane Katrina: Lessons Learned • Kirkpatrick, D.V., & Bryan, M. (2007). Hurricane emergency planning by home health providers serving the poor. Journal of Health Care for the Poor and Underserved, 18(2), 299-314 S. Twersky-Bumgardner

  12. Example Assignment for Social Vulnerability • Using the data from the Census Bureau’s American Community Survey compare the demographic, social, economic, and housing statistics for the New Orleans metropolitan area before and after Katrina. • Based on this data, what conclusions can you draw about the differences between the populations of pre- and post- Katrina New Orleans? Do you feel that the recovery efforts were successful for everyone? Why or why not? S. Twersky-Bumgardner

  13. Integration • Take important EM competencies and incorporate special needs populations • Laws and Authorities • How does the Americans with Disabilities Act (ADA) apply to Emergency Management? • Executive Order 13347 (2004) This Executive Order is designed to ensure the safety and security of individuals of disabilities in all-hazard emergency and disaster situations. • Post-Katrina Emergency Management Reform Act of 2006: outlines several actions to be taken by FEMA to address the needs of vulnerable populations before, during, and after public health emergencies. S. Twersky-Bumgardner

  14. Feeds into work with PA • Worked with PA county EMAs to identify current needs around special pops planning • Development of Guide for special pops planning based on county and municipal EMA feedback • Working with PA on special medical needs alternate care sites • CPREP currently has two graduate students that work on these projects S. Twersky-Bumgardner

  15. Cross Cutting • To adequately address special needs populations requires cross-cutting skills, disciplines, etc.. and can not be contained in one course • Emergency Mangers tend to feel overwhelmed by the idea • Must reach out to non-traditional responders • Focus on special populations builds general capacity, skills, and community preparedness S. Twersky-Bumgardner

  16. Contact Information Sylvia Twersky-Bumgardner, MPH sylviatb@temple.edu Temple University Department of Public Health Center for Preparedness Research, Education and Practice (C-PREP) http://www.temple.edu/cprep/ http://www.temple.edu/chp/departments/publichealth/emc/ S. Twersky-Bumgardner

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