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Anxiety and Stress in Live Disaster Exercises
Journal of Emergency Nursing
|March 5, 2019
Summary
Disaster training exercises significantly increase anxiety in nursing students, impacting their learning. Physiological stress markers remained normal, but qualitative data revealed key themes like preparation and decision-making challenges.
Area of Science:
- Nursing Education
- Disaster Preparedness
- Simulation Theory
Background:
- Nurses are vital in disaster response, utilizing simulated exercises for preparation.
- The NLN Jeffries Simulation Theory suggests simulations can induce anxiety, potentially hindering learning.
Purpose of the Study:
- To measure and describe anxiety and stress levels in participants during a live disaster-training exercise.
Main Methods:
- Quasiexperimental/descriptive design with quantitative (salivary amylase, cortisol) and qualitative (surveys, focus groups) methods.
- Senior nursing students completed pre/post State-Trait Anxiety Inventory and provided saliva samples.
- Focus groups were conducted post-exercise to gather qualitative insights.
Main Results:
- Significant elevation in self-reported state anxiety post-training; no change in trait anxiety.
- Salivary amylase and cortisol levels remained within normal physiological ranges.
- Qualitative themes included preparation, uncertainty, teamwork, realism, and decision-making.
Conclusions:
- Disaster training exercises can be anxiety-provoking and stressful for nursing students.
- Emergency Department (ED) nurses should integrate best practices in simulation design for multicasualty event preparedness.
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