Evidence map›Paper›PMID 42426971›Full record

ReviewInternational nursing review2026

Effective Educational Programs for Disaster Preparedness and Management: A Rapid Evidence Assessment.

Lara Delbene, Sara Mezini, Camilla Cacciabue, Roger Watson, Giuseppe Aleo, Marco Di Nitto, Milko Zanini, Gianluca Catania, Loredana Sasso, Annamaria Bagnasco

Abstract readReview
PubMed Full text at PMC Publisher
In one paragraph

Review in International nursing review, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

10 authors.

Lara DelbeneDepartment of Health Sciences, University of Genoa, Genoa, Italy.ORCID https://orcid.org/0009-0007-7446-4835
Sara MeziniDepartment of Health Sciences, University of Genoa, Genoa, Italy.ORCID https://orcid.org/0009-0008-8728-2413
Camilla CacciabueDepartment of Health Sciences, University of Genoa, Genoa, Italy.
Roger WatsonAcademic Dean, Southwest Medical University, Luzhou, China.ORCID https://orcid.org/0000-0001-8040-7625
Giuseppe AleoDepartment of Health Sciences, University of Genoa, Genoa, Italy.
Marco Di NittoDepartment of Health Sciences, University of Genoa, Genoa, Italy.ORCID https://orcid.org/0000-0001-8951-622X
Milko ZaniniDepartment of Health Sciences, University of Genoa, Genoa, Italy.ORCID https://orcid.org/0000-0002-1081-6279
Gianluca CataniaDepartment of Health Sciences, University of Genoa, Genoa, Italy.ORCID https://orcid.org/0000-0002-0862-071X
Loredana SassoDepartment of Health Sciences, University of Genoa, Genoa, Italy.ORCID https://orcid.org/0000-0001-5886-5937
Annamaria BagnascoDepartment of Health Sciences, University of Genoa, Genoa, Italy.ORCID https://orcid.org/0000-0002-9079-8460

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

aimTo evaluate the effectiveness of educational programs on disaster preparedness and management for emergency nurses and nursing students, focusing on teaching methods that enhance readiness and competence.

backgroundThe increasing frequency and severity of disasters require healthcare systems to be adequately prepared. Nurses, often on the frontline, must receive structured and effective training to respond to critical events with competence and resilience.

methodsA Rapid Evidence Assessment was conducted to explore and synthesize the available literature on educational interventions in disaster preparedness. Studies were identified through structured searches in international databases and were selected and evaluated using the PRISMA 2020 checklist. The quality of included studies was appraised using the CASP tool.

resultsThirty-six studies met the inclusion criteria. Educational programs incorporating realistic simulations, virtual technologies, and interprofessional exercises were most effective in improving technical skills, confidence, and crisis management. Programs varied in format and intensity but shared common elements such as experiential learning and integration of psychological preparedness. DISCUSSION: Educational interventions must balance theory with practice and adapt to diverse cultural and contextual needs. Simulations and technology-enhanced learning emerge as critical strategies to reinforce emergency competencies.

conclusionEducational programs in disaster preparedness positively influence nurses' readiness, skills, and confidence. Integrating these interventions into nursing education is essential to prepare a responsive and resilient workforce. IMPLICATIONS FOR NURSING: Ongoing and structured education strengthens nurses' ability to respond effectively during disasters, promoting professional growth and emotional resilience. IMPLICATIONS FOR HEALTH POLICY: Policies should support the mandatory inclusion of disaster preparedness training in nursing curricula and continuing education. National frameworks must prioritize standardized educational models to ensure healthcare system resilience and nurse preparedness worldwide.

Indexed as

Clinical CompetenceDisaster PlanningEducation, NursingEmergency NursingCurriculumDisaster NursingHumansdisaster nursedisaster preparednessEducational programnursing competencenursing educationRapid Evidence Assessmentsimulation training

Identifiers

PMID42426971
PMCPMC13351010

What OpenQuestion holds

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LicenceCC BY
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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.