Abstract
The purpose of this study was to explore the effectiveness of an interdisciplinary tabletop simulation on student learning outcomes and American Association of Colleges of Nursing core competences related to disaster preparedness.
Nurses deliver a variety of services in the community and acute care settings and have historically been highly active in volunteerism. Disaster preparedness education can prepare future nurses to meet the needs of their communities during these emergency situations. There are opportunities to provide disaster preparedness education to nursing students using the AACN competencies and domains related to disaster response through simulation.
This IRB reviewed mixed methods study documented whether students met AACN competencies related to disaster preparedness. This was a classroom tabletop simulation activity facilitated by public health and nursing experts. Data collection included a 13-question guided worksheet and 10 patient scenarios to triage. Students worked in small groups answering questions related to prioritization of patients and resources, coordination response, communication, safety, and support. Data from questionnaires were reviewed using a rubric and reviewed for themes.
A rubric was developed by faculty to identify if each AACN competency was met with a scoring of Excellent (4), Proficient (3), Developing (2), and Remediation Required (1). Any student group scoring Remediation Required (1) did not meet the competency. There were nine groups of students between the two classes. Four groups met all six competencies. The remaining five groups failed to meet one or more of the AACN competencies. Themes from debriefing and reflections highlighted the importance of interdisciplinary teamwork, cultural awareness, prioritization, and ongoing disaster preparedness education.
There are opportunities to provide disaster preparedness education to nursing students using the AACN competencies and domains related to disaster response through a tabletop stimulation. Tabletop simulations and unfolding case studies engage students through the cross-disciplinary applications of material learned in the classroom. Students continue to develop their critical thinking and problem-solving skills as they analyze situations, weigh options, and make difficult decisions. This in-class activity was conducted in a low-stress environment, alleviating the fear of failure while encouraging creativity and fostering risk-taking in problem-solving.
Notes
Reference list included in attached slide deck.
Sigma Membership
Lambda Psi
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Mixed/Multi Method Research
Keywords:
Simulation, Teaching and Learning Strategies, Interprofessional, Interdisciplinary, Nursing Education, Advances in Education, Competence, Disaster Preparedness
Recommended Citation
Minton, Lori Ann; Warren, Gabri; and Rollins Lwanga, Lauren, "An Interdisciplinary Tabletop Simulation for Disaster Preparedness in Nursing Education" (2025). Biennial Convention (CONV). 156.
https://www.sigmarepository.org/convention/2025/presentations_2025/156
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2025-12-02
An Interdisciplinary Tabletop Simulation for Disaster Preparedness in Nursing Education
Indianapolis, Indiana, USA
The purpose of this study was to explore the effectiveness of an interdisciplinary tabletop simulation on student learning outcomes and American Association of Colleges of Nursing core competences related to disaster preparedness.
Nurses deliver a variety of services in the community and acute care settings and have historically been highly active in volunteerism. Disaster preparedness education can prepare future nurses to meet the needs of their communities during these emergency situations. There are opportunities to provide disaster preparedness education to nursing students using the AACN competencies and domains related to disaster response through simulation.
This IRB reviewed mixed methods study documented whether students met AACN competencies related to disaster preparedness. This was a classroom tabletop simulation activity facilitated by public health and nursing experts. Data collection included a 13-question guided worksheet and 10 patient scenarios to triage. Students worked in small groups answering questions related to prioritization of patients and resources, coordination response, communication, safety, and support. Data from questionnaires were reviewed using a rubric and reviewed for themes.
A rubric was developed by faculty to identify if each AACN competency was met with a scoring of Excellent (4), Proficient (3), Developing (2), and Remediation Required (1). Any student group scoring Remediation Required (1) did not meet the competency. There were nine groups of students between the two classes. Four groups met all six competencies. The remaining five groups failed to meet one or more of the AACN competencies. Themes from debriefing and reflections highlighted the importance of interdisciplinary teamwork, cultural awareness, prioritization, and ongoing disaster preparedness education.
There are opportunities to provide disaster preparedness education to nursing students using the AACN competencies and domains related to disaster response through a tabletop stimulation. Tabletop simulations and unfolding case studies engage students through the cross-disciplinary applications of material learned in the classroom. Students continue to develop their critical thinking and problem-solving skills as they analyze situations, weigh options, and make difficult decisions. This in-class activity was conducted in a low-stress environment, alleviating the fear of failure while encouraging creativity and fostering risk-taking in problem-solving.
Description
This study evaluates the effectiveness of an interdisciplinary tabletop disaster simulation to Accelerated BSN students in meeting AACN competencies. Students were challenged to triage patients, prioritize resources, and adjust to communication challenges as the scenario evolved. Tabletop simulations along with unfolding case studies are a cost-effective way to engage students and provide interdisciplinary application of material while allowing for the educator to measure AACN competencies.