Hostname: page-component-586b7cd67f-tf8b9 Total loading time: 0 Render date: 2024-11-28T23:08:15.413Z Has data issue: false hasContentIssue false
  • English
  • Français

Research on Disaster Literacy and Affecting Factors of College Students in Central China

Published online by Cambridge University Press:  14 April 2020

Di Zhang Open the ORCID record for Di Zhang [Opens in a new window] ,
Xiaofang Zhu ,
Zhengrong Zhou ,
Xiao Xu ,
Xueying Ji  and
Aihua Gong
Di Zhang
Affiliation:
School of Medicine, Jiangsu University, Zhenjiang, P. R. China
Xiaofang Zhu
Affiliation:
The Affiliated Hospital of Xuzhou Medical University, Xuzhou, P. R. China
Zhengrong Zhou
Affiliation:
School of Medicine, Jiangsu University, Zhenjiang, P. R. China
Xiao Xu
Affiliation:
School of Medicine, Jiangsu University, Zhenjiang, P. R. China
Xueying Ji
Affiliation:
School of Medicine, Jiangsu University, Zhenjiang, P. R. China
Aihua Gong*
Affiliation:
School of Medicine, Jiangsu University, Zhenjiang, P. R. China
*
Correspondence and reprint requests to Aihua Gong, School of Medicine, Jiangsu University, 212013, Zhenjiang, P.R. China (e-mail: [email protected]).
Get access Rights & Permissions [Opens in a new window]

Abstract

Objectives:

Disaster literacy, which is a concept involved in moral quality, knowledge, and ability, impacts the disaster response. This study aimed to evaluate disaster education needs and to determine the affecting factors of disaster literacy among college students.

Methods:

A cross-sectional study was conducted through questionnaires. A total of 7200 college students from 10 colleges and universities in 5 provinces and cities in China were investigated.

Results:

Disaster education needs were urgently. For the participants, 79.43% stated that their families were not prepared for disaster prevention items, 96.36% suggested a campus emergency rescue team, and 88.64% obtained disaster knowledge through TV or Internet, and only 12.89% had offered relevant courses in their disciplines. The total scores of college students’ disaster literacy were 87.85 ± 19.86, which was at a low level. Multiple linear regression analysis showed that age, major, grade, place of residence, parental education, mother’s occupation, disaster experience, disaster training experience, and family disaster preparedness significantly affected college students’ disaster literacy, especially grade, family disaster preparedness, and place of residence.

Conclusions:

College students’ disaster literacy education is urgently needed. Families, communities, colleges and the government should attach importance to disaster literacy education for college students.

Keywords

affecting factorscollege studentsdisaster literacyeducational needsstatus survey
Type
Original Research
Information
Disaster Medicine and Public Health Preparedness , Volume 15 , Issue 2 , April 2021 , pp. 216 - 222
Copyright
Copyright © 2020 Society for Disaster Medicine and Public Health, Inc.

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Brown, LM, Haun, JN, Peterson, L. A proposed disaster literacy model. Disaster Med Public Health Prep. 2014;8(3):267–275. doi: 10.1017/dmp.2014.43CrossRefGoogle ScholarPubMed
Tan, Y, Liao, X, Su, H, et al. Disaster preparedness among university students in Guangzhou, China: assessment of status and demand for disaster education. Disaster Med Public Health Prep. 2017;11(3):310–317. doi: 10.1017/dmp.2016.124CrossRefGoogle ScholarPubMed
Ragazzoni, L, Ingrassia, PL, Gugliotta, G, et al. Italian medical students and disaster medicine: awareness and formative needs. Am J Disaster Med. 2013;8(2):127–136. doi: 10.5055/ajdm.2013.0119CrossRefGoogle ScholarPubMed
Lim, GH, Lim, BL, Vasu, A. Survey of factors affecting health care workers’perception towards institutional and individual disaster preparedness. Prehosp Disaster Med. 2013;28(4):353–358. doi: 10.1017/S1049023X1300349XCrossRefGoogle Scholar
Niu, W, Zhang, JX, Yang, Y. Deductive reasoning and creativity: a cross-cultural study. Psychol Rep. 2007;100(2):509–519. doi: 10.2466/pr0.100.2.509-519CrossRefGoogle ScholarPubMed
Bagheri Amiri, F, Doosti-Irani, A, Sedaghat, A, et al. Knowledge, attitude, and practices regarding HIV and TB among homeless people in Tehran, Iran. Int J Health Policy Manag. 2018;7(6):549–555. doi: 10.15171/ijhpm.2017.129CrossRefGoogle ScholarPubMed
Goh, YM, Chua, S. Knowledge, attitude and practices for design for safety: astudy on civil & structural engineers. Accid Anal Prev. 2016;93:260–266. doi: 10.1016/j.aap.2015.09.023CrossRefGoogle Scholar
Jain, T, Sibley, A, Stryhn, H, et al. Comparison of unmanned aerial vehicle technology-assisted triage versus standard practice in triaging casualties by paramedic students in a mass-casualty incident scenario. Prehosp Disaster Med. 2018;33(4):375–380. doi: 10.1017/S1049023X18000559CrossRefGoogle Scholar
Jasper, EH, Wanner, GK, Berg, D, et al. Implementing a disaster preparedness curriculum for medical students. South Med J. 2017;110(8):523–527. doi: 10.14423/SMJ.0000000000000681CrossRefGoogle ScholarPubMed
Li, YH, Li, SJ, Chen, SH, et al. Disaster nursing experiences of Chinese nurses responding to the Sichuan Ya’ an earthquake. Int Nurs Rev. 2017;64(2):309–317. doi: 10.1111/inr.12316CrossRefGoogle Scholar
Wenji, Z, Turale, S, Stone, TE, et al. Chinese nurses’relief experiences following two earthquakes: implications for disaster education and policy development. Nurs Educ Prac. 2015;15(1):75–81. doi: 10.1016/j.nepr.2014.06.011CrossRefGoogle ScholarPubMed
Li, Y, Turale, S, Stone, TE, et al. A grounded theory study of turning into a strong nurse: earthquake experiences and perspectives on disaster nursing education. Nurse Educ Today. 2015;35(9):e43–e49. doi: 10.1016/j.nedt.2015.05.020CrossRefGoogle Scholar
Evans, D, Allen, H. Emotional intelligence: its role in training. Nurs Times. 2002;98(27):41–42.Google ScholarPubMed
Liu, H, Li, M, Jin, M, et al. Public awareness of three major infectious diseases in rural Zhejiang province, China: a cross-sectional study. BMC Infect Dis. 2013;13:192. doi: 10.1186/1471-2334-13-192CrossRefGoogle ScholarPubMed
Li, H, Yeung, WJ. Academic resilience in rural Chinese children: individual and contextual influences. Soc Indic Res. 2019;145(2):703–717. doi: 10.1007/s11205-017-1757-3CrossRefGoogle Scholar
Pan, L. From left-behind children to young migrants: the intergenerational social reproduction of rural migrant labor in China. Eurasian Geogr Econ. 2018;59(2):184–203. doi: 10.1080/15387216.2018.1484298CrossRefGoogle Scholar
Černe, M, Hernaus, T, Dysvik, A, et al. The role of multilevel synergistic interplay among team mastery climate, knowledge hiding, and job characteristics in stimulating innovative work behavior. Hum Resour Manage J. 2017;27(2):281–299. doi: 10.1111/1748-8583.12132CrossRefGoogle Scholar
Tkachuck, MA, Schulenberg, SE, Lair, EC. Natural disaster preparedness in college students: implications for institutions of higher learning. J Am Coll Health. 2018;66(4):269–279. doi: 10.1080/07448481.2018.1431897CrossRefGoogle ScholarPubMed