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Planning for Emergencies Skill Station

Planning for Emergencies Skill Station. COMMUNICATION. How do you access 911 and set your emergency plan into action? Who is designated to contact 911? How do you as the school nurse communicate and notify others in the school in the event of an emergency (e.g. Walkie-Talkie, cell phone)?

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Planning for Emergencies Skill Station

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  1. Planning for Emergencies Skill Station

  2. COMMUNICATION • How do you access 911 and set your emergency plan into action? Who is designated to contact 911? • How do you as the school nurse communicate and notify others in the school in the event of an emergency (e.g. Walkie-Talkie, cell phone)? • How will you communicate with parents/families?

  3. COMMUNICATION • Consider communication/language barriers • Hearing impaired • Ethnic groups • Developmentally delayed. • What information do you need to provide to EMS: • What is the emergency? • Where is the emergency located (inside or outside the building)? • What door should EMS enter? • Are your entrances numbered or somehow clearly designated?

  4. PERSONNEL • Who are your designated emergency personnel in the building? • Are their responsibilities clearly defined with specific tasks for the school nurse, principal, secretary and other key individuals? (i.e. the secretary would be responsible for making a copy of the student emergency information form) • How do you contact these individuals? • Who will meet EMS at the entrance?

  5. PERSONNEL • Who will watch/supervise the students in the health office while you attend to the emergency? • Who will remove and then supervise the other students who are in the classroom/activity where the emergency has occurred? • If the school nurse is not on-site, who coordinates and assumes the role as the emergency responder, e.g. who has first aid/CPR and leadership skills?

  6. PERSONNEL • Who is the logistics leader for the emergency (principal or dean’s office) to : • Coordinate crowd control • Clear the halls • Notify key individuals • Remove students from classrooms as appropriate • Assign a media representative • Consider development of a school district safety team

  7. PLANNING/FOLLOW-UP • Develop a plan that will address the unique needs of emergencies based on: • Where they occur • In the nurses office • In the school building • Outside the school building • Potential number of victims • One student involved in incident • Emergency that results in multiple victims/mass casualty

  8. PLANNING/FOLLOW-UP • Evaluate all documents/forms associated with an emergency plan to assure appropriate tools for the data collection and evaluation process • Inservice school personnel regarding their roles/responsibility in an emergency situation. Conduct mock drills with staff and local EMS • Conduct a post-event review to evaluate how well the plan works in a real situation and determine the need for modification of the plan. If the plan is modified, appropriate inservicing of staff is necessary to assure awareness of changes.

  9. PLANNING/FOLLOW-UP • Work closely with school administration and staff to identify problem areas that may contribute to emergencies, i.e. playground safety • Review incident statistics/demographics to identify problem areas and trends

  10. QUESTIONS?

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