Community that is prone to natural disasters

 

 


You are a nurse leader in a community that is prone to natural disasters (e.g. Oklahoma – ‘tornado alley’, the Gulf Coast – ‘hurricane hot spot’, California – ‘raging inferno’, etc.).
You are part of a community collaborative effort to develop a community emergency preparedness ‘tool kit’.
Practicing in an advanced nursing role, you look for a model to help guide your design efforts. After exploring the theoretical literature, you determine that Social Learning Theory (SLT) – encompassing Cognitive Factors, Behavioral Factors, Environmental Factors – can be used to inform development of the ‘tool kit’.
Instructions:
Construct the assignment using the attached template.
For each of the 3 'factor' domains of SLT you will develop an intervention/strategy for the 'tool kit'.
Provide a rationale that demonstrates the linkage between your intervention and the factor domain for which you developed it. In other words, provide an explanation as to how your selected intervention/strategy is a cognitive, environmental, or behavioral approach.
You will need to provide at least 1 reference from a scholarly resource as support for each identified intervention/strategy.
considering that each of the interventions is in a different factor domain there should be a unique reference for each intervention/strategy - meaning a single reference for all 3 interventions/strategies does not demonstrate graduate level scholarship.
Understand that it is highly likely that you will either need to enlarge the domain topic boxes in the template to provide sufficient information about the intervention/strategy you identified; OR you can consider adding a page between the first page of the template and the References page where you can provide depth to the discussion.
Keep in mind that the depth of the discussion, supported by scholarly resources, needs to demonstrate graduate level scholarship.

 

 

Cognitive Factor: Disaster Self-Efficacy Training Module

 

The intervention focuses on the individual's mental preparedness, which is the cornerstone of the Cognitive Factor in SLT. According to Bandura (2004), self-efficacy—the belief in one's ability to exert control over one’s own motivation, behavior, and environment—is the single most powerful predictor of behavior. During a disaster, fear and chaos can lead to maladaptive cognitive appraisal (Masten & Narayan, 2012). The training module uses enactive mastery (successful virtual or imagined performance) and verbal persuasion (positive messaging) to build residents’ confidence in their ability to perform life-saving actions, such as securing pets, shutting off gas, and locating the nearest safe zone. By structuring the information as actionable, goal-directed steps, the module directly reinforces the belief that a positive outcome (survival and minimal loss) is achievable through competent action.

Sample Answer

 

 

 

 

 

 

 

This response outlines the Community Emergency Preparedness "Tool Kit" guided by Bandura's Social Learning Theory (SLT), detailing interventions linked to the Cognitive, Behavioral, and Environmental factors.

 

🌪️ Community Emergency Preparedness Tool Kit: Guided by Social Learning Theory (SLT)

 

SLT Factor DomainIntervention/Strategy for the Tool KitRationale (Demonstrating Linkage to Factor Domain)Scholarly Reference Support (APA Format)
Cognitive FactorsDisaster Self-Efficacy Training Module (Digital/Print)This module is a direct cognitive intervention aimed at improving self-efficacy and outcome expectations. The module guides residents through planning scenarios, visualizing successful emergency actions (e.g., "I can locate shelter quickly"), and practicing problem-solving skills (e.g., prioritizing necessary supplies). By simulating successful coping, the module enhances the belief in one's ability to execute the required actions during a disaster, a core component of cognitive preparedness.Masten, A. S., & Narayan, A. J. (2012). Child development in the context of disaster, war, and terrorism: Pathways of risk and resilience. Annual Review of

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