Geriatric Mental Health Disaster and Emergency Preparedness

50 Geriatric Mental Health Disaster and Emergency Preparedness
GEPR STRATEGIC GUIDELINES
TYPE OF RESPONSE PURPOSE OF RESPONSE OUTCOMES
Curriculum
Development
Curriculum
Dissemination
Policy
Development
To include curricular content
on bioterrorism preparedness
for older adults in allied
health and continuing
education training programs.
Suggested content
includes clinical services
and outreach, education, and
policy.
Curricular materials will be
disseminated through all
GEC and community
partners (e.g., schools,
health facilities) using
multiple media (e.g., printed
materials, conferences,
Website).
GEC networks will work to
ensure that policy makers at
all levels of government are
aware of the special needs
of older adults.
Table 3.2
Health care workers will
know more about the
elderly, including their
special needs and how
those needs should be
met. Treatment for
exposure to certain
toxins will be addressed.
GECs will identify local
partners (e.g., health
departments, AAAs) to
assist in the
implementation of training.
The training programs will
be evaluated on an ongoing
basis.
Enhanced knowledge should
ensure that the needs of
older adults are included in
programs and policies.
From “Geriatric Education Centers Prepare to Combat Bioterrorism,” by N. Tumosa,
2003, Aging Successfully, 13(1), 20–21.
nating a national curriculum on bioterrorism and emergency preparedness
for older people.
A needs assessment was conducted to determine the extent of programs
being offered and future plans of the 51 GECs funded at that time.
The assessment found that 21 of the GECs had already developed curricula
on the topic, with existing circulation through trainings, curricula, Web
sites, and various written materials. The committee formulated a Mission
Statement (Table 3.1) and developed a three-pronged Strategy Plan
(Table 3.2) to guide the national network of GECs in a coordinated response
to the threats facing older adults. Specifically, the GEPR Collaborative
suggested that the GEC network engage in curriculum development,