RESUMEN
OBJECTIVE: To explore the beliefs, attitudes, and perspectives of community resilience in St. Kitts and Nevis. DESIGN: Qualitative Interpretive Phenomenological Analysis using the EnRiCH Community Resilience Framework for High-Risk Populations (EnRiCH Framework) to identify factors that enhance or create barriers to community resilience to disasters in St. Kitts and Nevis. SAMPLE: Twenty-one key informants and 23 community informants provided insight into the history of disasters. RESULTS: Unique strengths and barriers that significantly influenced this high-risk population's adaptive capacity were identified. A discrepancy between the way disaster preparedness was perceived by government officials and the local population was noted. Cultural factors promoted connectedness and communication and created barriers to empowerment and collaboration. Innovative strategies were suggested that could enhance upstream leadership, downstream management, and resource management during disasters. CONCLUSIONS: Island communities represent a unique opportunity to examine risk reduction and vulnerability within the context of community and societal characteristics. This research addresses a significant gap in the literature on interventions that utilize a strengths-based approach to building adaptive capacity and resilience to disasters among at-risk populations. The EnRiCH Framework can be used to develop an approach to strengthen adaptive capacity and improve resilience to disasters.
Asunto(s)
Planificación en Desastres , Desastres , Resiliencia Psicológica , Humanos , Conducta de Reducción del RiesgoRESUMEN
BACKGROUND: Nursing students often experience critical events in the clinical setting and clinical instructors may not be prepared to adequately support them. These students often feel alone and abandoned, increasing their risk of psychological distress. PURPOSE: A grounded theory study was conducted to explore pre-licensure nursing students' experiences of critical events in the clinical setting. Specific attention was paid to understanding how they are prepared for and supported before, during, and after critical events, and their experiences of psychological distress and psychological recovery. METHOD: Strauss and Corbin's Grounded Theory methodology was used for this study. RESULTS: Fourteen undergraduate student nurses from universities in the western United States were interviewed. Ten concepts were identified, and a theory of Student Nurses' Experiences of Critical Events in the Clinical Setting emerged. CONCLUSION: Findings indicate that student nurses need active instructor and/or staff support during critical events, and pre-briefing whenever possible. Debriefing positively affected students' post-event stress response and lack of debrief was associated with post-event psychological distress. Support for students exposed to critical events during clinical experiences should continue in the days, weeks, and months following the event; clinical instructors need to be prepared to provide this support. All faculty members should monitor students for signs of psychological distress and better support students' mental health and emotional wellbeing.