Abstract
Infectious threats with pandemic potential are occurring more frequently, emphasizing the need to prepare the next generation of healthcare professionals for safe, effective management of complex cases. The health system serves as one of 13 federally funded Regional Emerging Special Pathogen Treatment Centers (RESPTCs) and the only one in the Health and Human Services (HHS) Region 6. The on-site Biocontainment Care Unit (BCU) is designed to care for patients with high-consequence infectious diseases (HCIDs). The Special Pathogens Excellence in Clinical Treatment, Readiness, and Education (SPECTRE) Program supports this mission by providing comprehensive training for professionals and students in the recognition, isolation, and management of HCID.
Recognizing the importance of early HCID training exposure, a collaboration between the SPECTRE team, BCU clinicians, and School of Nursing faculty integrated HCID preparedness into the Adult Health II course curriculum. The goal was to enhance nursing students’ clinical readiness, critical thinking, and communication skills, while building competency in the selection and use of personal protective equipment (PPE). This innovative initiative combines asynchronous virtual learning with in-person simulation experiences. Key topics include the “3 I’s” (Identify, Isolate, Inform), hierarchy of controls, and best practices in infection prevention and PPE application.
During the session, students engage in case-based discussions and simulation exercises. They learn to identify potential HCID symptoms, apply isolation protocols, and communicate effectively within teams. The hands-on component allows students to practice skills while in PPE, promoting experiential learning and reinforcing safety principles. Evaluation using the modified Placement Evaluation Tool (PET) survey (n = 130) demonstrated positive outcomes. 84% of students reported satisfaction, and 95% found the BCU clinical experience more beneficial than virtual sessions. Feedback highlighted the value of immersive, practice-based learning. This initiative demonstrates how HCID education can build nursing competency, enhance workforce readiness, and contribute to a healthcare system capable of responding to future infectious threats. Plans are underway to expand the program into an interprofessional learning activity, further strengthening collaboration across disciplines in managing emerging pathogens.
Notes
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References:
Koh, D., Lim, M. K., & Chia, S. E. (2003). SARS: Health care work can be hazardous to health. Occupational medicine, 53(4), 241–243. https://doi.org/10.1093/occmed/kqg090
Lau, J. T., Fung, K. S., Wong, T. W., Kim, J. H., Wong, E., Chung, S., Ho, D., Chan, L. Y., Lui, S. F., & Cheng, A. (2004). SARS transmission among hospital workers in Hong Kong. Emerging infectious diseases, 10(2), 280–286. https://doi.org/10.3201/eid1002.030534
Marrs, R., Horsley, T. L., Hackbarth, D., & Landon, E. (2020). High consequence infectious diseases training using interprofessional simulation and TeamSTEPPS. American Journal of Infection Control, 48(6), 615-620. https://doi.org/10.1016/j.ajic.2019.10.007
The Australian National Placement Evaluation Centre. (2024). The placement evaluation tool (PET) nursing student. https://npec.com.au/education-resources/the-placement-evaluation-tool-pet-student/
Nguyen, L. H., Drew, D. A., Graham, M. S., Joshi, A. D., Guo, C. G., Ma, W., Mehta, R. S., Warner, E. T., Sikavi, D. R., Lo, C. H., Kwon, S., Song, M., Mucci, L. A., Stampfer, M. J., Willett, W. C., Eliassen, A. H., Hart, J. E., Chavarro, J. E., Rich-Edwards, J. W., Davies, R., Capdevila, J., Lee, K.A., Lochlainn, M, N., Varsavsky, T., Sudre, C.H., Cardoso, M. J., Wolf, J., Spector, T. D., Ourselin, S., Steves, C. J., & Chan, A. T. (2020). Risk of COVID-19 among frontline healthcare workers and the general community: A prospective cohort study. The Lancet. Public health, 5(9), e475–e483. https://doi.org/10.1016/S2468-2667(20)30164-X
Sigma Membership
Alpha Delta
Lead Author Affiliation
The University of Texas Medical Branch at Galveston, Galveston, Texas, USA
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Translational Research/Evidence-based Practice
Keywords:
Curriculum Development, Public and Community Health, Teaching and Learning Strategies, Communicable Diseases--Prevention and Control, Nursing Education
Recommended Citation
Joy, Shinu; Levine, Corri; and Rumsey, Kimberly, "Curriculum Integration of High-Consequence Infectious Disease Preparedness in Nursing Education" (2026). International Nursing Research Congress (INRC). 87.
https://www.sigmarepository.org/inrc/2026/presentations_2026/87
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
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
2026-07-29
Curriculum Integration of High-Consequence Infectious Disease Preparedness in Nursing Education
Toronto, Ontario, Canada
Infectious threats with pandemic potential are occurring more frequently, emphasizing the need to prepare the next generation of healthcare professionals for safe, effective management of complex cases. The health system serves as one of 13 federally funded Regional Emerging Special Pathogen Treatment Centers (RESPTCs) and the only one in the Health and Human Services (HHS) Region 6. The on-site Biocontainment Care Unit (BCU) is designed to care for patients with high-consequence infectious diseases (HCIDs). The Special Pathogens Excellence in Clinical Treatment, Readiness, and Education (SPECTRE) Program supports this mission by providing comprehensive training for professionals and students in the recognition, isolation, and management of HCID.
Recognizing the importance of early HCID training exposure, a collaboration between the SPECTRE team, BCU clinicians, and School of Nursing faculty integrated HCID preparedness into the Adult Health II course curriculum. The goal was to enhance nursing students’ clinical readiness, critical thinking, and communication skills, while building competency in the selection and use of personal protective equipment (PPE). This innovative initiative combines asynchronous virtual learning with in-person simulation experiences. Key topics include the “3 I’s” (Identify, Isolate, Inform), hierarchy of controls, and best practices in infection prevention and PPE application.
During the session, students engage in case-based discussions and simulation exercises. They learn to identify potential HCID symptoms, apply isolation protocols, and communicate effectively within teams. The hands-on component allows students to practice skills while in PPE, promoting experiential learning and reinforcing safety principles. Evaluation using the modified Placement Evaluation Tool (PET) survey (n = 130) demonstrated positive outcomes. 84% of students reported satisfaction, and 95% found the BCU clinical experience more beneficial than virtual sessions. Feedback highlighted the value of immersive, practice-based learning. This initiative demonstrates how HCID education can build nursing competency, enhance workforce readiness, and contribute to a healthcare system capable of responding to future infectious threats. Plans are underway to expand the program into an interprofessional learning activity, further strengthening collaboration across disciplines in managing emerging pathogens.
Description
Rising infectious threats highlight the need for early HCID training. The University’s RESPTC and BCU partnered with SPECTRE and the school of nursing to create a hands-on clinical for Adult Health II students, integrating virtual learning and PPE simulation using the “3 I’s: Identify, Isolate, Inform.” Feedback was highly positive (84% satisfied; 95% found it more beneficial), strengthening readiness for future interprofessional training.