Don Mariano Marcos Memorial State University

South La Union Campus

COLLEGE OF COMMUNITY HEALTH AND ALLIED MEDICAL
SCIENCES Agoo, La Union, Philippines

NURSING CARE MANAGEMENT

(NCM 106 RLE)

MODULE IV
DISASTER NURSING
DMMMSU 2
 MODULE IV
DISASTER NURSING

Content Page
Introduction 3 Learning Outcomes 3 Module Organizer 3 Case
Scenario 1: Typhoon Ondoy 5 Case Scenario 2: Typhoon Yolanda 7
Case Scenario 3: ULTRA Stampede 9 Module Summary 11 Module
Evaluation 11
Appendices 12

NCM 106 (RLE) : Module IV BSN Level IV

DMMMSU 3

MODULE IV

CARING FOR CLIENTS WITH CELLULAR ABERRATIONS

INTRODUCTION
This self- learning module on related learning experience presents the
principles and techniques of nursing care management of sick clients with problems in
during a disaster.
It is hoped that you will learn the fundamental attributes and apply
competently the principles of disaster nursing in the nursing practice to provide safe
and quality care to the injured or ill during a disaster, assist individuals to improve
health and well-being within the community.
 Your related learning experience on this topic is composed of 96 hours.

LEARNING
OUTCOMES
After studying the module, you should be able to:

1. Utilize disaster management competently.

2. Perform a holistic assessment based on the case scenarios provided. 3.
Utilize assessment information to formulate client-centered plan of care. 4.
Apply bioethical concepts/ principles, core values, and nursing standards in the
care of clients during a disaster.

MODULE ORGANIZER
There are three case scenarios in the module. Work on the exercises carefully.

Spaces are given for you to write your answers. You may wish to use additional
sheet/s of paper if necessary. The forms for Disaster Management and Impacts of
Disaster Form are attached on the appendices. Rubrics in evaluating your outputs are
also included.

Submit your outputs to us your tutors at the CCHAMS office. You may also wish
to send an electronic copy of your outputs to our email or to our NCM 106 RLE Google
classroom using your official DMMMSU email.

Aside from the main content, there are supplementary materials included in
this module to strengthen your learning represented by the following icons:

Video Links

In case you encounter difficulty, discuss this with us during the face-to-face
meeting as per schedule, if the situation permits. If not, contact your instructors on
Mondays and Tuesdays from 8:00 am to 5:00 pm through Facebook messenger, Google
classroom or Google email.

Good luck and have fun learning!!!

NCM 106 (RLE) : Module IV BSN Level IV

DMMMSU 4
Disaster management helps us identify and cope from hazards and to prevent
and alleviate human suffering in the face of emergencies. It provides preparedness
services and information before disaster strikes and assists in recovery. Disaster risk
reduction helps us to conduct effective disaster response while reducing risks of a
disaster.
The following case scenarios are footage of disaster happened in the Philippines that
will guide you in disaster management which provides an overview of disaster
management and describes the whole cycle process of helping individuals, families
and communities to prepare for, respond to and recover from disasters.
 TASK
Watch the following videos and find out some of the ways you can serve the
community before, during and after disasters and other activities to prevent the
occurrence of those disasters by applying your knowledge in the principles of disaster
management.
For each of the disaster listed below, state 3 activities on each phase of
disaster management to prevent or minimize the impact of disaster and defend your
answer. Write your answer in the space provided.

NCM 106 (RLE) : Module IV BSN Level IV

DMMMSU 5

CASE 1
TYPHOON ONDOY
DISASTER MANAGEMENT
Mitigation Preparedness Response Recovery

NCM 106 (RLE) : Module IV BSN Level IV

DMMMSU 6

State 5 impacts of the disaster on each column and defend your

answer. Write your answer in the space provided.
IMPACTS OF DISASTER

Health Environmental Economic

NCM 106 (RLE) : Module IV BSN Level IV

DMMMSU 7
CASE 2
TYPHOON YOLANDA
DISASTER MANAGEMENT

Mitigation Preparedness Response Recovery

NCM 106 (RLE) : Module IV BSN Level IV

 DMMMSU 8 State 5 impacts of the disaster on each column and
defend your answer. Write your answer in the space provided.
IMPACTS OF DISASTER

Health Environmental Economic

NCM 106 (RLE) : Module IV BSN Level IV

 DMMMSU 9

CASE 3
ULTRA Stampede

https://youtu.be/wkkcywQUay0
DISASTER MANAGEMENT

Mitigation Preparedness Response Recovery

 NCM 106 (RLE) : Module IV BSN Level IV

DMMMSU 10

State 5 impacts of the disaster on each column and defend your answer. Write
your answer in the space provided.
IMPACTS OF DISASTER

Health Environmental Economic

 NCM 106 (RLE) : Module IV BSN Level IV

DMMMSU 11

MODULE SUMMARY
In module IV, you have learned about the principles of disaster nursing in caring
for clients affected with disaster.
 There are three case scenarios in module IV.

Case 1 and 2 focuses on disaster management and analysis on the impacts of

disaster during natural disaster such as flood and typhoon.

And lastly, Case 3 deals with disaster management about man-made disaster.

Congratulations! You have just finished Module IV.

MODULE EVALUATION
Before moving to the next topics, we would like to hear your honest feedback
with this module. This will not in any way affect your grade for this course.

Kindly rate the following areas with a scale of 1 to 5, with 5 as the highest and
1 as the lowest.
Criteria Rating

1. Completeness of Content

2. Relevance of Content

3. Clarity of the text and message

4. Alignment of the assessment activities with

the learning outcomes

Comments and Suggestions:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

NCM 106 (RLE) : Module IV BSN Level IV

DMMMSU 12

APPENDIX A
 RUBRIC FOR DISASTER MANAGEMENT
CRITERIA EXCEEDS MEETS NEARLY DOES NOT SCORE
EXPECTATIONS EXPECTATIONS MEETS MEET
EXPECTATIO EXPECTATION
NS S

Identification 20 15 10 5
of the Main Identifies, labels, Identifies, labels, Identifies, labels, Unable to
Issues/ and understands and understands and understands identify, label,
Problems all relevant main all but one or all but three or and
issues and/or two four understand
problems relevant main relevant main relevant main
issues and/ or issues and/or issues and/or
problems problems problems

Analysis of 20 15 10 5
Issues Insightful and Thorough Superficial Incomplete
thorough analysis analysis of analysis of analysis of the
of all the most of the some of the problems/
programs/ problems/questio problems/ questions
questions ns presented in questions presented in the
presented in the the presented in the case
case case case

Effective 20 15 10 5
Response and/ Each response is Each response Each response Each response is
or Solutions to correct, well- is mostly is minimally incorrect, or
Case Study written, correct, or correct, well- poorly written,
Questions appropriately well-written, or written or or
referenced, and appropriately appropriately unreferenced,
relevant to referenced, and referenced, or and irrelevant
question(s) or relevant to irrelevant to to
problem(s) question(s) or question(s) or question(s) or
presented problem(s) problem(s) problem(s)
presented presented presented

Format, 8 6 4 2
Spelling, There are no There are There are some There are
Grammar mechanical minimal mechanical multiple
errors such as mechanical errors such as mechanical
spelling, errors such as spelling, errors such as
formatting, and spelling, formatting, and spelling,
grammar. formatting, and grammar formatting and
grammar. grammar

Content 32 24 16 8
95- 100 % of 50 – 95 % of the < 50 % of the All of the data are
data are data are data are incorrect/ No
accurate and accurate and accurate and output; Grossly
correct; 95 – 100 correct; 50 – correct; < 50 % incomplete/ No
% complete 95% complete complete output
Little to no data Some data are Most data are
are lacking missing missing

TOTAL (100)

Reference: Robin Donohoe Dennison, J. R. (2015). Evaluation Beyond Exams in Nursing Education: Designing Assignments and Evaluting .with Rubrics. New York City: Springer Publishing Company.page 167-173
 NCM 106 (RLE) : Module IV BSN Level IV

DMMMSU 13
APPENDIX B

RUBRIC FOR IMPACTS OF DISASTER

CRITERIA EXCEEDS MEETS NEARLY DOES NOT SCORE
EXPECTATIONS EXPECTATIONS MEETS MEET
EXPECTATIO EXPECTATION
NS S

Identification 20 15 10 5
of the Main Identifies, labels, Identifies, labels, Identifies, labels, Unable to
Issues/ and understands and understands and understands identify, label,
Problems all relevant main all but one or all but three or and
issues and/or two four understand
problems relevant main relevant main relevant main
issues and/ or issues and/or issues and/or
problems problems problems

Analysis of 20 15 10 5
Issues Insightful and Thorough Superficial Incomplete
thorough analysis analysis of analysis of analysis of the
of all the most of the some of the problems/
programs/ problems/questio problems/ questions
questions ns presented in questions presented in the
presented in the the presented in the case
case case case

Effective 20 15 10 5
Response and/ Each response is Each response Each response Each response is
or Solutions to correct, well- is mostly is minimally incorrect, or
Case Study written, correct, or correct, well- poorly written,
Questions appropriately well-written, or written or or
referenced, and appropriately appropriately unreferenced,
relevant to referenced, and referenced, or and irrelevant
question(s) or relevant to irrelevant to to
problem(s) question(s) or question(s) or question(s) or
presented problem(s) problem(s) problem(s)
presented presented presented

Format, 8 6 4 2
Spelling, There are no There are There are some There are
Grammar mechanical minimal mechanical multiple
errors such as mechanical errors such as mechanical
spelling, errors such as spelling, errors such as
formatting, and spelling, formatting, and spelling,
grammar. formatting, and grammar formatting and
grammar. grammar

Content 32 24 16 8
95- 100 % of 50 – 95 % of the < 50 % of the All of the data are
data are data are data are incorrect/ No
accurate and accurate and accurate and output; Grossly
correct; 95 – 100 correct; 50 – correct; < 50 % incomplete/ No
% complete 95% complete complete output
Little to no data Some data are Most data are
are lacking missing missing

TOTAL (100)

Reference: Robin Donohoe Dennison, J. R. (2015). Evaluation Beyond Exams in Nursing Education: Designing Assignments and Evaluting .with Rubrics. New York City: Springer Publishing Company.page 167-173
NCM 106 (RLE) : Module IV BSN Level IV