General Summary and Epidemiological Rationale of Bioterrorism

Introduction

The term "bioterrorism" speaks of carbon-based components used as artilleries to further individual or managerial agendas. Bioterrorism acts range from a single disclosure focused at a person by an alternative individual to state-funded hereditary competition ensuing in mass casualties (Markenson, 2005). The only aspect that makes bioterrorism different is that the resources desired to make dynamic natural proxies are eagerly accessible. (Simpson, 2018). After the aftermath of 9/11, very few cases of bioterrorism have been acknowledged in the US. A disaster attack can happen as a result of any pathogenic microorganism. Examples of these proxies are anthrax (a bacterium), and smallpox (a virus) and they are both dangerous (Markenson, 2005). Anthrax cannot be spread while smallpox is readily transmitted from one person to another. In humans anthrax manifests itself in three forms; inhalational, cutaneous and intestinal. This essay will intricate more on immediate of teaching plan on disaster and epidemiological justification of community response to teaching areas of strength and areas of development.

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The notion behind teaching a community on possible attacks on our nation was one of the areas that need an improvement, however instilling knowledge of the various ways of response and defensive mechanisms when they are faced with a possible attack is of great concern (Markenson, 2005) when teachers are developing their plan to educate people on how to respond whenever there is an attack. Since the 9/11 attack in the US, the possibilities of another biological terrorist attack is quite existent. We are all aware of what transpired during the 9/11 attacks, and the hatred and war that engrossed the nation during that particular period and this motivates human beings to learn more about these tactics, and the main reason is to avoid another biological attack by terrorists which is possible.

This makes the presentation on this subject a tough task someone can ever deliver. In my case, this is a problematic subject in my case as public speaking is not my strongest trait. However, this was my skills of ensuring that I save the lives of individuals through impacting them with knowledge and expertise on how they will defend themselves when there is an attack.

The other teaching plan and preparation on mitigation of attacks will be based on specific proxies such as anthrax, (Shiau, 2018), Ebola and smallpox, teaching the general population on to coupe up when the disease occurs like in the cases of Ebola, there is a need to enforce quarantine measures to control the spread of the disease. In the case of the anthrax outbreak, there is a need to teach families to develop a plan, develop a method on how to access antibiotic during and better still before the anthrax crisis. Ensuring your teaching plan integrates symptoms of anthrax and teaching them the significance of having vaccines in place for smallpox. In case of an outbreak of smallpox the teaching plan developed for the community and different teaching plans will be used in various cities as each community has its own exceptional needs and challenges and this should be carefully followed to ensure the members of the community have an adequate response to a smallpox emergency. There is also the need to incorporate protective techniques like curbing the outbreak of this disease through vaccination and by clearly explaining both medical and ethical importance of the community concerning them getting vaccinated.

According to (Simpson,2018), the department of health services has placed an important role over the past two years in ensuring there is an effective teaching plan that will respond to bioterrorism. The federal state and the efforts of community leaders have helped in teaching community members on how to react in the event of a bioterrorist attack. Such measures may include lying down flat and crawling to hiding places whenever there is an explosion and contacting relevant security agencies for help and finally giving first aid to those with injuries. This will help in enhancing public health capabilities to respond to these kinds of emergencies (Simpson, 2018). In the contemporary world the public health officers have devised plans and mechanisms to respond to bioterrorism acts and this is clearly stated in their mission statement which focuses on enhancing health and quality of life through curbing and controlling diseases, damages and infirmities and in their disaster mission statement is to lead the effort of public health organizations in improving their willingness to notice and respond to the acts of bioterrorism.

Bioterrorism preparedness is paramount and requires coordination between the public health, clinicians, emergency department and law enforcement officers in public health organizations. Public health organizations are the best case examples of ensuring you have an effective preparedness in time to properly manage a disaster. Some of the ways public health systems will do to achieve are through the following.

• Expansion and evaluation of detection systems when making a teaching plan
• Development and assessment of policy mechanisms and response procedures
• Teaching community members on relevant laws which will ensure the mitigation of disaster
• Assessment and synchronization of resources
• Teaching and training.

When assessing effective teaching methods to use when training nursing students on how to respond and help during an instance of a bioterrorism attack. The students will be looking for effective presentation and sense of humor in the presentation. The teachers on the other hand should

• Avoid teaching techniques that will not apply to the instinct and judgments as a teacher on the topic of how to react when a disaster occurs.
• I am choosing a teaching technique that will be of benefit to your students in relations to disaster management techniques.
• They should know how to introduce the technique they tend to teach the students on defensive and disaster management skills when bioterrorism attack happens, and this should be practical.
• They should avoid using monotonous teaching techniques which would affect the morale of nursing students and length of class regarding time should be not too long.

Evaluation of teachers especially when it relates to sensitive topics like disaster management helps in improving the teacher quality and better teaching tools which will effectively contribute to training nursing students and the general public on the techniques of handling and mitigating these instances. They can observe three types of evaluation that teachers can use when developing a teaching plan for disaster management.

Scheduling evaluation this will be used by the teachers before the development of a teaching strategy on a program like a disaster management. This will incorporate the materials you will be required to apply to cover the program on bioterrorism management effectively.

The developmental evaluation takes place when the teacher is developing a sample of the teaching plan on a specific program in this case of disaster management. The students will be given the example of the subtopics the teacher will cover, and they will be required to read and have a general understanding before the final presentation on the topic. The teacher will then compile the draft materials and present the last piece on the program to the nursing students.

Comprehensive Evaluation will concentrate on how the teacher will financially come up with a teaching plan including where the program will take place. This is a significant factor in evaluating how the training of nursing students on how they will manage disaster attack from terrorists if it ever happens. This will also include the cost that the students who want to subscribe to the program are needed to pay.

Epidemiological Rationale

According to (Shiau, 2018), there is another factor that human being have not found compelling, and it is the control and cure of dangerous diseases like Cancer, cryptococcal meningitis, stroke, ischemic heart disease, and diabetes mellitus, anthrax, smallpox and there is need of a program on how to control some of these diseases and many more in the teaching plan. There are benefits to controlling the spread of pathogenic organisms and controlling the prevalence factor in them. There is a need for nurses to be aware of the threats that may come from diseases like smallpox, anthrax and other diseases and ensure they have proper curative and preventive measures. But another question is how will this be taught? And what will be the possible outcome of all this? The only answer is ensuring that the teaching plan follows the guidelines set out throughout the entire paper and those interested should take nursing.

Evaluation of Teaching Experience

According to (David, 2018), the overall experience of teaching on both programs was constructive and satisfying. This made me develop a passion for teaching important and compelling programs like in this case on how to react when trying to deal with disaster attack an epidemic outbreak. The reasons why the schedule came out positively is because all the instructions and guidelines were useful during the development of the teaching plan. This has helped me gain experience in teaching on contentious issues to people. The topic was a difficult one to navigate through, and it comes out positively was a plus for me. Coming up with the relevant information to teach nursing students on how to control and react when there is an outbreak of diseases and measures to take when there is a disaster from terrorists however there have not been many cases of bioterrorism attacks since the 9/11 attack.

Conclusion

We can conclude that there is a need to develop effective training methods which will be focused on contentious issues like disaster management and disease outbreak. Preparedness of bioterrorism is essential to avoid the extensive damage resulting from the event. .A disaster attack can happen as a result of any pathogenic microorganism. Examples of the agents are anthrax (a bacterium), and smallpox (a virus) and they are both dangerous. In the contemporary world, the public health officers have devised plans and mechanisms to respond to bioterrorism acts, and this is clearly stated in their mission statement which concentrates on improving health and value of life. Epidemiology is the study of how the existence of diseases often affects the preparedness of different groups of people.

References

Markenson, D., DiMaggio, C., & Redlener, I. (2005). Preparing health professions students for terrorism, disaster, and public health emergencies: core competencies. Academic Medicine, 80(6), 517-526.

Shiau, S., Kahn, L. G., Platt, J., Li, C., Guzman, J. T., Kornhauser, Z. G., ... & Martins, S. S. (2018). Evaluation of a flipped classroom approach to learning introductory epidemiology. BMC medical education, 18(1), 63.

Simpson, J. N. (2018). Bioterrorism attacks involving pediatric patients: preparedness and early recognition are critical. Pediatric emergency medicine practice, 15(12), 1-24.

David, P. M., & Le Devedec, N. (2018). Preparedness for the next epidemic: health and political issues of an emerging paradigm. Critical Public Health.