Health disparities, social determinants, and risk perception of disasters all affect vulnerable populations in emergency situations. For example, people living in poverty are more likely to live in vulnerable housing and lack resources to undertake preventive measures (IBHS, 2018). Additionally, older adults with health disparities might require special assistance to evacuate or protect themselves during a disaster (CDC, 2012; CDC, 2017; Mendez, 2010). Risk perception is also a significant force affecting vulnerable populations. If the perception of risk is adequate, people are more likely to follow recommendations for evacuating or protecting their homes. Inadequate risk perception, on the other hand, could cause people to disregard the risk and the necessity of preventive measures (Bevc, Simon, Montoya, & Horney, 2014). Thus, disaster preparedness efforts need to target vulnerable populations specifically. The present paper will discuss the nurses’ role in disaster preparedness and outline how various concepts and frameworks apply to nursing care for vulnerable populations.
One of my colleagues participated in disaster relief following the 2010 earthquake in Haiti. She volunteered with one of the nursing organizations that provided medical services in the area. The vulnerable populations most affected by the disaster included older adults and low-income families. Most of them were left homeless, unemployed, and without access to clean water and proper medical care. Part of the reason as to why these populations were affected so severely was that there were no preparations in place for vulnerable populations in Haiti. As a result, the communities relied on the help of volunteers after the disaster.
Nurses have a unique role in disaster preparedness efforts as they have the capacity to reach vulnerable populations and engage them in various programs. For instance, nurses can act as messengers delivering information about emergency preparedness to vulnerable communities (CDC, 2015). Nurses can also help in planning and executing disaster relief because they are familiar with local communities and are aware of the people’s needs.
Nursing education can also have an essential role in the process as it can equip nurses with the skills and knowledge required for providing care to vulnerable populations in emergency situations. For example, Wilkinson and Matzo (2015) state that nurses face a number of challenges while participating in disaster relief, and proper nursing education on the topic could help them to provide high-quality care to affected persons. In particular, nursing education should focus on preparedness, response, and recovery competencies that are essential for nurses working in disaster relief efforts (Wilkinson & Matzo, 2015). Thus, nursing education could be beneficial for emergency response.
Caring for vulnerable populations may involve various ethical challenges and dilemmas. For example, people from vulnerable populations might experience concerns related to dignity (Carlson, 2017). Dignity-enhancing care could help to provide care to vulnerable populations without impacting a patient’s dignity. Gastmans (2013) offers an ethical framework that can help nurses to resolve ethical dilemmas involving vulnerable patients using interpretative dialogue. An interpretative dialogue enables nurses to consider multiple viewpoints involved in the ethical conflict, thus reaching a better judgment. Moreover, nurses rely on the four principles of bioethical care (autonomy, nonmaleficence, beneficence, and justice) to resolve ethical conflicts and promote patients’ interests (“Principles of Biomedical Ethics,” 2000). According to these principles, decisions made by nurses should show respect for autonomy, rationality, and competence, and support the patient’s best interests (UK Clinical Ethics Network, n.d.). Finally, the ANA Code of Ethics can guide nurses’ decisions in ethically challenging situations involving vulnerable populations. The ANA Code of Ethics explains the core values and principles that nurses should apply in decision-making, thus helping to reach a beneficial conclusion.
References
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Carlson, K. (2017). Nurses and vulnerable populations: Ethics and social justice.Multibriefs: Exclusive. Web.
Centers for Disease Control and Prevention (CDC). (2012).Identifying vulnerable older adults and legal options for increasing their protection during all-hazards emergencies. Web.
Centers for Disease Control and Prevention (CDC). (2015).Planning for an emergency: Strategies for identifying and engaging at-risk groups.Web.
Centers for Disease Control and Prevention (CDC). (2017). Emergency preparedness & vulnerable populations: Planning for those most at risk. Web.
Gastmans, C. (2013). Dignity-enhancing nursing care: A foundational ethical framework. Nursing Ethics, 20(2), 142-149.
Insurance Institute for Business & Home Safety (IBHS). (2018). Vulnerable populations. Web.
Mendez, T. B. (2010). Disaster planning for vulnerable populations: Mental health. Critical Care Nursing Clinics of North America, 22(4), 493-500.
Principles of biomedical ethics. (2000). Web.
UK Clinical Ethics Network. (n.d.).Specific ethical considerations relevant to the care and treatment of vulnerable patients. Web.
Wilkinson, A. M., & Matzo, M. (2015). Nursing education for disaster preparedness and response. The Journal of Continuing Education in Nursing, 46(2), 65-73.