Table 3 Summary of the included studies on training
From: Common domains of nurses’ competencies in public health emergencies: a scoping review
Author/Year | Competency | Content | Results | Approach |
|---|---|---|---|---|
(Slobodin et al., 2021) [37] | Cultural competency | The historical view and negative impact of pandemics; the challenges of health services; the importance of cultural competency; culturally competent care, attitudes, skills and healthcare team in COVID-19 | Online program can improve nurses’ competence, and the highest gains were in the attitude domains, whereas the lowest in the knowledge domain | website |
(McGarity et al., 2022) [15] | Self-protection skills; Emergency response skills; First aid skills; Basic nursing skills; | Mock code blue of an infectious patients; personal protective equipment practice; triaging practice and bundling of care | Just-in-time education is a good training strategy | Just-in-time education strategy |
(Zhang et al., 2021) [38] | Self-protection skills; Critical care skills; | Pre-hospital management; fever clinic reception; intensive care unit; isolation ward training | Knowledge, the capacity of emergency care and disaster preparedness of nurses increased after intervention. The technical skills improved more in group used virtual reality simulation | Virtual reality simulation training |
1. Policy and regulations 2. Communication skills 3. Critical thinking skills 4. Monitoring capacity | Definition of Emergencies and disasters; The role and responsibilities of agencies in emergencies; The emergency response command system and emergency response protocols; The public health nurses’ role; Emergency communication abilities and the Use of related special equipment; Shelter management procedures | Basic emergency preparedness training can help health department achieve consistent and positive employee response to emergencies | Program slides and brochure in (Qureshi, 2004) | |
(Jen et al., 2022) [41] | Self-protection skills | proper sequence and techniques for donning and doffing PPE | The mobile video online learning method reduced learning anxiety, improved COVID-19 prevention knowledge, academic performance, critical thinking ability, and learning self-efficacy of nurses | Mobile-video online learning |
(Dhal & Mohapatra, 2022) [42] | 1. Communication skills 2. Professional development capacity 3. Basic nursing skills 4. Mentoring skills 5. Adaptation 6. Ethical skills | / | Identifying training need help nurse perform better during pandemic | / |
(Lavin et al., 2019) [43] | 1. Preparation 2. Communication skills 3. Self-protection skills 4. Laws and ethics 5. Policy and regulations | The definition of vector; Building community action plan; Success story | The online learning tool kits can increase nurses’ knowledge of public health emergencies, and improved preparedness | Platform: Thing Link |
(Lauck et al., 2022) [44] | Critical care skills | The basics of mechanical ventilation; foundations of acute/critical care practice,; electrocardiogram interpretation; oxygenation and ventilation and shock states | Nurses reported a high- level of perceived support and safe care provided | Remote education modules |