Hemşirelik Bilimi Dergisi 2636-8439 Aydin Adnan Menderes University 10.54189/hbd.1640225 Public Health Nursing Disaster Nursing Halk Sağlığı Hemşireliği Afet Hemşireliği Nursing Students’ Capacity to Response to Chemical, Biological, Radiological and Nuclear Hazards: A Descriptive Study on Knowledge, Self-Sufficiency and Attitudes Hemşirelik Öğrencilerinin Kimyasal, Biyolojik, Radyolojik ve Nükleer Tehlikelere Müdahale Kapasitesi: Bilgi, Öz Yeterlilik ve Tutumları Üzerine Tanımlayıcı Bir Çalışma https://orcid.org/0000-0003-2916-7907 Aslan Huyar Derya ULUDAĞ ÜNİVERSİTESİ, BURSA SAĞLIK HİZMETLERİ MESLEK YÜKSEKOKULU https://orcid.org/0000-0002-5476-9419 Esin Melek İSTANBUL ÜNİVERSİTESİ-CERRAHPAŞA, FLORENCE NİGHTİNGALE HEMŞİRELİK FAKÜLTESİ 12 26 2025 8 3 367 377 02 14 2025 04 30 2025 Copyright © 2018, Journal of Nursing Science 2018 Journal of Nursing Science

Objective: The aim of this study is to determine nursing students' knowledge, self-efficacy, and attitude levels regarding chemical, biological, radiological, and nuclear incidents and to reveal their ability to respond to emergencies in this context.Method: This descriptive study was conducted between December 2019 and March 2020. Nursing students enrolled in formal education at universities in the Marmara region constituted the study population. The sample consisted of a total of 450 fourth-year nursing students. One state and one foundation university were selected using stratified sampling. The data collection tools used in the study were: Demographic Information Form, Nursing Student Chemical, Biological, Radiological and Nuclear Knowledge Test, Nursing Student Chemical, Biological, Radiological and Nuclear Attitude Scale, and Nursing Student Chemical, Biological, Radiological and Nuclear Self-Efficacy Scale.Findings: Students' knowledge level regarding chemical, biological, radiological, and nuclear hazards (Mean±SD=10.142±5.239) was low, the mean attitude scale score (Mean±SD=4.194±0.631) was high, while the mean self-efficacy score (Mean±SD=2.654±0.857) is low.Conclusion: The nursing students in the sample of this study have low levels of knowledge and self-efficacy regarding these types of hazards, while their mean attitude scores are high. It is considered a professional requirement for nursing students to acquire knowledge and skills about such threats. The pandemic experience has demonstrated the critical importance of providing uninterrupted healthcare services, and it is thought that nursing students with sufficient training in this area will be able to perform effectively in extraordinary situations such as disasters and chemical hazards and increase the resilience of the healthcare system.

Amaç: Bu çalışmanın amacı, hemşirelik öğrencilerinin kimyasal, biyolojik, radyolojik ve nükleer olaylara dair bilgi, öz yeterlilik ve tutum düzeylerini belirlemek ve bu bağlamda olağanüstü hallere müdahale edebilme durumlarını ortaya koymaktır.Yöntem: Tanımlayıcı tipte olan bu çalışma Aralık 2019-Mart 2020 arasında yürütülmüştür. Marmara bölgesinde yer alan üniversitelerin örgün eğitimine kayıtlı hemşirelik öğrencileri çalışmanın evrenini oluşturmaktadır. Araştırmanın örneklemini toplam 450, 4. sınıf hemşirelik öğrencisi oluşturmaktadır. Tabakalı örnekleme yöntemi kapsamında bir devlet bir vakıf üniversitesi belirlenmiştir. Araştırmada kullanılan veri toplama araçları; Demografik Bilgi Formu, Hemşirelik Öğrencisi Kimyasal, Biyolojik, Radyolojik ve Nükleer Bilgi Testi, Hemşirelik Öğrencisi Kimyasal, Biyolojik, Radyolojik ve Nükleer Tutum Ölçeği ve Hemşirelik Öğrencisi Kimyasal, Biyolojik, Radyolojik ve Nükleer Öz Yeterlilik Ölçeğidir.Bulgular: Öğrencilerin Kimyasal, Biyolojik, Radyolojik ve Nükleer tehlikere dair; bilgi düzeyi (Ort±SS=10,142±5,239) düşük, tutum ölçeğinin ortalaması (Ort±SS=4,194±0,631) yüksek, öz yeterlilik puan ortalaması (Ort±SS=2,654±0,857) ise düşük aralıkta yer almaktadır.Sonuç: Bu araştırmanın örneklemini oluşturan hemşirelik öğrencilerinin bu tür tehlikelere karşı bilgi ve öz yeterlilik düzeyleri düşükken, tutum düzeyine ait ortalamaları yüksektir. Hemşirelik öğrencilerinin bu tür tehditler hakkında bilgi ve beceri kazanmaları mesleki bir gereklilik olarak değerlendirilmektedir. Pandemi deneyimi, sağlık hizmetlerinin kesintisiz sunulmasının kritik önemini göstermiş olup bu konuda yeterli donanıma sahip hemşirelik öğrencilerinin afet ve kimyasal tehlikeler benzeri olağanüstü durumlarda etkin bir şekilde görev alabilecekleri ve sağlık sisteminin direncini artırabilecekleri düşünülmektedir.

 Acil Durumlar Afetler Hemşirelik Öğrencileri KBRN CBRN Disasters Emergencies Nursing Students Destekleyen bir kurum bulunmamaktadır. Akbal, KY. (2019). Investigation of the knowledge and behaviour level of the hospital workers against chemical, biological, radioactive, nuclear cases. (Master’s Thesis). Üsküdar University, Institute of Health Sciences, Department of Occupational Health and Safety, İstanbul. Altun A. (2022). Covid-19, Biological weapons and bioterrorism. Academıc Social Resources Journal, 7(34), 129-137. doi:10.29228/ASRJOURNAL.57435 Aslan Huyar D, Esin M. (2021). Development of chemical, biological, radiological, nuclear hazards knowledge, attitude and self-efficacy scales for nursing students. Journal of Advanced Research in Health Sciences, 4(1), 20- 30. Aslan Huyar D, Esin MN. (2023). Effects of bloom's mastery learning model based on CBRN preparedness programme on learning skills of nursing students: A randomised controlled trial. Nurse Education in Practice, 67, 1-10. doi:10.1016/j.nepr.2023.103568. Ayvazoğlu G, Cengiz S. (2020). Preparation and Volunteering Level Determination for CBRN: The Case of Gümüşhane Province. The Journal of International Scientific Researches, 5(Ek), 47-54. doi:10.23834/isrjournal.842117 Büyüköztürk Ş, Kılıç Çakmak E, Akgün ÖE, Karadeniz Ş, Demirel F. (2011). Scientific research methods. Ankara: Pegem Academy Publishing House. Coica R, Kachur E, Lima V, Lipper S. (2004). Guidelines for Preclerkship Bioterrorism Curricula. Academic Medicine, 79(4), 366-375. doi:10.1097/00001888-200404000-00019 Currie J, Kourouche S, Gordon C, Jorm C, West S. (2018). Mass casualty education for undergraduate nursing students in Australia. Nurse Education in Practice, 28, 156-162. doi:10.1016/j.nepr.2017.10.006 Cusack L, Arbon P, Ranse J. (2010). What is the role of nursing students and schools of nursing during disaster? Collegian, 17(4), 193-197. doi:10.1016/j.colegn.2010.09.006 Erdoğan, Ö. (2018). Afet hemşireliği eğitimi. Türkiye Klinikleri Afet Eğitimi, 115, 120. Erdoğan S, Nahcivan N, Esin MN. (2015). Research in nursing: process, application and critical (1st ed.). İstanbul: Nobel Medical Bookstores. Hemşirelik Ulusal Çekirdek Eğitim Programı (HUÇEP). (2022). Erişim Tarihi: 20.12.2024. https://www.hemed.org.tr/2022-hucep/ Hisar KM, Yurdakul A. (2015). Evaluation of the knowledge of nursing students of a university about health services in disasters. Mehmet Akif Ersoy University Journal of Health Sciences Institute, 3(2), 54-65. International Counsel of Nursing (ICN). (2021). Core Competencies In Disaster Nursing Version 2.0. (Erişim tarihi:14.01.2025). https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf Iserson KV. (2020). Augmenting the disaster healthcare workforce. Western Journal of Emergency Medicine, 21(3), 490. doi:10.5811/westjem.2020.4.47553 İytemür A, Yeşil ST. (2020). Examining the opinions of nurses working in a university hospital about hospital disaster and emergency plans. Hacettepe University Journal of Nursing Faculty, 7(2), 138-148. doi:10.31125/hunhemsire.763162 Joint Commission on Accreditation of Healthcare Organizations (JCAHO). (2005). Standing together: An emergency planning guide for America’s communities. Erişim tarihi: 14.01.2025. https://www.clinician.com/articles/125589-jcaho-issues-guide-to-help-with-disaster-planning. Kalanlar, B. (2013). Afet hemşireliği ve yönetiminin hemşire öğrencilere öğretimi: Jennings’in hemşirelikte afet yönetim modelinin kullanılması (Doktora tezi), Hacettepe Üniversitesi, Ankara. Kalanlar B. (2018). Effects of disaster nursing education on nursing students' knowledge and preparedness for disasters. International Journal of Disaster Risk Reduction, 28, 475-480. doi:10.1016/j.ijdrr.2017.12.008 Karakoç, N. (2024). Determination of chemical, biological, radiological, nuclear and explosive (cbrn-e) event knowledge, attitudes and self-efficacy of future health professionals. (Master's Thesis). Tekirdağ Namık Kemal University, Tekirdağ. Karam A. (2013). Radiological Incidents and Emergencies. In T. G. Veenema (Ed.), Disaster nursing and emergency preparedness: For chemical, biological, and radiological terrorism and other hazards (3rd ed., pp. 496-517). New York: Springer Publishing Company. Khalaileh MA, Bond E, Alasad JA. (2012). Jordanian nurses' perceptions of their preparedness for disaster management. International Emergency Nursing, 20(1), 14-23. doi:10.1016/j.ienj.2011.01.001 Konal Korkmaz, E. (2023). Tekrarlı simülasyon temelli afet eğitiminin hemşirelik öğrencilerinin afete müdahaledeki öz yeterliliklerine etkisi. Ege Üniversitesi Sağlık Bilimleri Enstitüsü, Halk Sağlığı Hemşireliği Anabilim Dalı, İzmir. Labrague L, Hammad Gloe K, McEnroe-Petitte D, Fronda D, Obeidat A, Leocadio M, et al. (2018). Disaster preparedness among nurses: A systematic review of literature. International Nursing Rewiev, 65, 41-53. doi:10.1016/j.ijdrr.2017.12.008 Lin S, Deng X, Ryan I, Zhang K, Zhang W, Oghaghare E, et al. (2022). COVID-19 symptoms and deaths among healthcare workers, United States. Emerging Infectious Diseases, 28(8), 1624-1632. doi:10.3201/eid2808.212200 Littleton-Kearney MT, Slepski LA. (2008). Directions for disaster nursing education in the United States. Critical Care Nursing Clinics of North America, 20(1), 103-109. doi:10.1016/j.ccell.2007.10.008 Olson DK, Scheller A, Larson S, Lindeke L, Edwardson S. (2010). Using gaming simulation to evaluate bioterrorism and emergency readiness education. Public Health Reports, 125(3), 468-477. doi:10.1177/003335491012500316 Pattillo MM, O’Day TM. (2009) Disaster response: The University of Texas School of Nursing experience. Nursing & Health Sciences, 11, 378–381. doi:10.1111/j.1442-2018.2009.00500.x Polat, Y. (2024). Pre-hospital healthcare personnel's preparedness, awareness, attitudes, and behaviors towards chemical, biological, radiological, nuclear, and explosive (CBRNE) threats: a case study of Sakarya province. (Master’s Thesis). Tekirdağ Namık Kemal University/ Institute of Health Sciences, Department of Emergency Aid and Disaster Management, Tekirdağ. Ranse J, Ituma OW, Bail K, Hutton A. (2022). Disaster education in undergraduate nursing curriculum: A Delphi study to prioritise content for nursing students. Collegian, 29(5), 590-597. doi: 10.1016/j.colegn.2022.02.001 Satoh M, Iwamitsu H, Yamada E, Kuribayashi Y, Yamagami-Matsuyama T, Yamada Y. (2018). Disaster nursing knowledge and competencies among nursing university students participated in relief activities following the 2016 Kumamoto earthquakes. SAGE Open Nursing, 4, 2-9. doi:10.1177/2377960818804918. Sawada Y, Kojo S, Nakayama A, Tsugeno H. (2015). Disaster nursing education program in nursing university. Bulletin of Niimi College, 36, 21–26. doi: 10.1177/2377960818804918 Veenema T. (2003). Chemical and biological terrorism preparedness for staff development specialists. J Nurses Staff Dev, 19(19), 218-227. doi:10.1097/00124645-200309000-00001 World Health Organization (WHO). (2020). Health and care worker deaths during COVID-19. Erişim Tarihi:20.10.2021. https://www.who.int/news/item/20-10-2021-health-and-care-worker-deaths-during-covid-19 Xia R, Li Si, Chen B, Jin Q, Zhang Z. (2020). Evaluating the effectiveness of a disaster preparedness nursing education program in Chengdu, China. Public Health Nursing, 37(2), 287-294. doi:10.1111/phn.12685 Yamamoto, A. (2013). Development of disaster nursing in Japan, and trends of disaster nursing in the world. Japan Journal of Nursing Science, 10, 162–169. doi:10.1111/jjns.12042