Journal articles on the topic 'Emergency camp'
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Otto, Katrina, and Stephen Juma Bota. "Kenya Medical Camp 2007." Journal of Emergency Nursing 34, no. 2 (April 2008): 159–62. http://dx.doi.org/10.1016/j.jen.2008.01.005.
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Mattera, Connie J. "Musings of a camp nurse." Journal of Emergency Nursing 24, no. 1 (February 1998): 66–68. http://dx.doi.org/10.1016/s0099-1767(98)90176-3.
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Jensen, E. C., R. C. Albrecht, S. L. Hansen, C. N. Paul, and D. W. Voigt. "Camp within a Camp: A Unique Experience for Burn Survivors." Journal of Burn Care & Research 27, Supplement (March 2006): S153. http://dx.doi.org/10.1097/01253092-200603001-00210.
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Currie, Jane. "Emergency nursing on the Everest base camp trek." Emergency Nurse 9, no. 1 (April 2001): 6–9. http://dx.doi.org/10.7748/en.9.1.6.s11.
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Katz, Irit. "Camp evolution and Israel's creation: Between ‘state of emergency’ and ‘emergence of state’." Political Geography 55 (November 2016): 144–55. http://dx.doi.org/10.1016/j.polgeo.2016.09.003.
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Abourahme, Nasser. "The Camp." Comparative Studies of South Asia, Africa and the Middle East 40, no. 1 (May 1, 2020): 35–42. http://dx.doi.org/10.1215/1089201x-8186016.
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Abstract The figure of the camp towers over our present. Our planners find it indispensable. Our political grammar finds it unavoidable. Our very conceptions of “the city,” and its once stable inside/outside demarcations, find its challenge insuperable. Not only do more people and more categories of people inhabit camps than ever before, from refugees and migrants to the homeless and detainees, but the camp form today proliferates at the heart of urban space and across the global North/global South divide. Camps are no longer temporary sites of emergency management. They are a global logic of government, an enduring colonial technology at the heart of the response to the climate/border crisis. Taking up the example of the Palestinian refugee camp, this article argues that camps no longer teach us anything about legal exceptions; rather they underline the politics of inhabitation. Camps enact the collapse of the separation between life and politics by making the very fact of inhabitation in itself the basis of political control and contestation. If our world is becoming uninhabitable, the camp, the most common defense against racialized bodies moving to find a place to live, becomes the place where the very political stakes of inhabitation come to the fore.
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Brandenburg, Mark A., Mary Beth Ogle, Beth A. Washington, Mike J. Garner, Sue A. Watkins, and Karin L. Brandenburg. "“Operation Child-Safe”: A Strategy for Preventing Unintentional Pediatric Injuries at a Hurricane Katrina Evacuee Shelter." Prehospital and Disaster Medicine 21, no. 5 (October 2006): 359–65. http://dx.doi.org/10.1017/s1049023x00004015.
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AbstractIntroduction:Children represent a vulnerable population, and special considerations are necessary to care for them properly during disasters. Comprehensive disaster responses include addressing the unique needs of children during mass-casualty incidents, such as the prevention of unintentional injuries. Early in the morning of 04 September 2005, approximately 1,600 Hurricane Katrina and/or flood survivors from NewOrleans, including approximately 300 children, arrived at Camp Gruber, an Oklahoma National Guard base in Eastern Oklahoma.Problem:The primary function of Camp Gruber to train support personnel for the Oklahoma National Guard. This is not a child-safe environment. It was hypothesized that the camp contained numerous child injury hazards and that these hazards could be removed systematically using local child injury prevention experts, thereby preventing unintentional injuries to the displaced children.Methods:On 08 September, “Operation Child-Safe” was launched by the Pediatric Injury Response Team to identify and remove pediatric injury hazards from Camp Gruber. Injury prevention experts from the Safe Kids Tulsa Area (SKTA) Chapter, the closest pediatric injury prevention group in the region, spearheaded the operation. Several visits were required to remove all of the injury hazards that were identified.Results:Many hazards were identified and removed immediately, while others were addressed in a formal letter to the Camp Gruber Commander for required consent to implement changes. Hazards identified in the camp included, but were not limited to: (1) dangerous chemicals; (2) choking hazards; (3) open electrical outlets; and (4) missing smoke detectors. Bicycle helmets, car seats, strollers, portable cribs, and other safety-related items were passed out to families in need. A licensed daycare facility also was established in order to give the adult guardians a break from constant supervision. Over the course of one month, only one preventable injury (minor head injury) was reported during camp operations, and this particular injury occurred two days before “Operation Child-Safe” was initiated (Day 3 of camp operations).Conclusions:In the aftermath of an event that displaces large numbers of people, it is likely that children will be exposed to numerous injury hazards. Volunteers with expertise in child injury prevention are needed to make an evacuee shelter safer for children.
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Radics-Johnson, Jennifer B., Li Zhang, Anwen Huang, and Daniel W. Chacon. "92 Is Virtual Burn Camp as Effective as In-Person Burn Camp?" Journal of Burn Care & Research 42, Supplement_1 (April 1, 2021): S63—S64. http://dx.doi.org/10.1093/jbcr/irab032.096.
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Abstract Introduction Burn camps provide a safe haven for child burn survivors to socialize and participate in recreational activities away from the unwanted stares from the public. But when a worldwide pandemic forced one of the world’s largest burn camps to forgo an in-person camp and pivot to a virtual camp, would the virtual burn camp prove as effective as an in-person burn camp? Methods In a 4-year retrospective review of camper evaluations within 2017–2020, we aimed to assess if the campers’ evaluation responses of virtual camp were consistent with their responses from past in-person camp evaluations. Camper self-evaluation forms were reviewed to record camper responses to questions regarding their opinions on camp. Camp rosters were reviewed to determine which campers attended virtual Burn Camp in 2020 as well as in-person Burn Camp among the years 2017–2019, and matched sample comparisons were reviewed (2020 vs. 2017; 2020 vs. 2018 and 2020 vs. 2019). Categorical variables were summarized as frequency and percentage, and continuous variables were described as median and range. To assess if the responses to each question were consistent between 2020 vs. 2017, 2018 and 2019, McNemar’s test was used. Statistical significance was declared based on a p value< 0.05. Results Within 2017–2020, there were 444 camper evaluations submitted. In 2020, there were 137 registered campers. Sample size of this study was small due to a low response rate to evaluation form requests from virtual Burn Camp participants. There were 31 individual completed evaluations forms (23% response rate). Among 31 campers, 20, 22 and 20 campers attended 2017, 2018, and 2019 in-person Burn Camp, respectively. Participants’ demographic characteristics are summarized in Table 1. Comparisons between 2020 vs. 2017, 2018 and 2019, in general, the campers’ responses were consistent. However, for Question #8 (Did you learn anything new from the other burn survivors at this event?) in 2020, more people (n=8) answered Not/A little while they answered Yes/Mostly in 2019 (p=0.046). Participants’ responses to Question#8 are summarized in Tables 2 and 3. Conclusions Virtual Burn Camp was generally as effective as in-person Burn Camp in almost all areas of assessment, except for the ability for burn-injured children to learn from other burn-injured children. The virtual Burn Camp model provided some interaction between counselors and campers, but did not allow for much interaction between campers, resulting in a greater response of “A Little” or “Not at All” to the question “Did you learn anything new from the other burn survivors at this event?”
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Purdin, Susan, Paul Spiegel, Katelyn P. Mack, and Jennifer Millen. "Surveillance beyond Camp Settings in Humanitarian Emergencies: Findings from the Humanitarian Health Information Management Working Group." Prehospital and Disaster Medicine 24, S2 (August 2009): s202—s205. http://dx.doi.org/10.1017/s1049023x00021592.
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AbstractIntroduction:Surveillance is an essential component of health and nutrition information management during humanitarian situations. Changes in the nature and scope of humanitarian assistance activities have created new challenges in health surveillance, particularly outside of camp-based settings.Objectives:The primary aim of the Humanitarian Health Information Management Working Group was to identify challenges and areas that need further elucidation in a range of non-camp settings, including urban and rural as well as low-and middle-income countries.Results:Three major themes emerged: (1) standardization of measures and methodologies; (2) context in data collection and management; and (3) hidden populations and the purpose of surveillance in urban settings. Innovative examples of data collection and management in community-based surveillance were discussed, including task-shifting, health worker to community member ratio, and literacy needs.Conclusions:Surveillance in non-camp settings can be informed by surveillance activities in camp-based settings, but requires additional consideration of new methods and population needs to achieve its objectives.
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Minkowitz, Shlomo, Kristen Leeman, Ashley E. Giambrone, Jennifer F. Kherani, Lily M. Belfi, and Roger J. Bartolotta. "Emergency Radiology “Boot Camp”: Educating Emergency Medicine Residents Using E-learning Radiology Modules." AEM Education and Training 1, no. 1 (January 2017): 43–47. http://dx.doi.org/10.1002/aet2.10002.
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Ataya, Ramsey, Rahul Dasgupta, Rachel Blanda, Yasmin Moftakhar, Patrick Hughes, and Rami Ahmed. "Emergency Medicine Residency Boot Camp Curriculum: A Pilot Study." Western Journal of Emergency Medicine 16, no. 2 (March 23, 2015): 356–61. http://dx.doi.org/10.5811/westjem.2015.1.23931.
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Lorenz, Richard. "Emergency water for a refugee camp: a volunteer's perspective." Proceedings of the Institution of Civil Engineers - Civil Engineering 157, no. 6 (November 2004): 27–31. http://dx.doi.org/10.1680/cien.2004.157.6.27.
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Zakaria, Fiona, Josip Ćurko, Ahmed Muratbegovic, Hector A. Garcia, Christine Maria Hooijmans, and Damir Brdjanovic. "Evaluation of a smart toilet in an emergency camp." International Journal of Disaster Risk Reduction 27 (March 2018): 512–23. http://dx.doi.org/10.1016/j.ijdrr.2017.11.015.
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Yelvington, Miranda L., and Gretta E. Wilkinson. "503 Burn Camp Volunteer Engagement." Journal of Burn Care & Research 42, Supplement_1 (April 1, 2021): S98—S99. http://dx.doi.org/10.1093/jbcr/irab032.154.
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Abstract Introduction Much has been published in burn literature regarding the positive impact of camp participation on burn survivors. Less has been said about the positive benefits reaped by the volunteers who freely give their time to support burn camp initiatives. Often these volunteers are fire fighters, members of the hospital’s burn team, family members or burn survivors or adult burn survivors. Occasionally, volunteers have no prior ties to the burn injury community. These individuals donate their time to attending burn camp as a counselor or camp volunteer and many serve through the year on planning and organization committees. Prior studies have reported a positive professional benefit from camp participation including improved job effectiveness and motivation. Counselors also reported personal benefits including personal growth and socialization. The same benefits may be present for non-counselor volunteers. Methods This survey-based project explored the attitudes of burn camp volunteers. Surveys were sent to current and past volunteers of one facility’s Pediatric Burn Camp. These include but are not limited to community members, firefighters, medical staff and Burn Team members. Surveys were sent via mail with a follow-up email sent one month later to encourage survey completion. Results Surveys were sent to 40 pediatric burn camp volunteers. 28 respondents reported between 1 and 27 years of camp participation. 75% report no regular contact with burn survivors related to their occupation. 29% of respondents were firefighters, 18% were burn team members and 32% were burn survivors. Respondents answered write in questions related to what they love about camp and how their camp experience could be made better. Nine topics related to attitudes were addressed in a Likert scale format. Statistical analysis will be performed to evaluate trends in volunteer attitudes and to compare attitudes to longevity of camp participation, volunteer age and occupation. Trends in recommended camp improvements will be addressed. Conclusions Longevity of camp participation is directly related to volunteer believes and attitudes. Whether because of other responsibilities, changing vocations or a loss of interest in the cause, often volunteers fail to return year to year. Volunteer engagement is an essential part of keeping burn camp a viable resource for pediatric burn survivors. By assessing volunteer perceptions, camp directors can discover areas for improvement and camp attributes that draw volunteers to burn camp. Volunteer recruit strategies developed with these trends in mind may be more successful in attainment and retention of dedicated volunteers.
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Alfes, Celeste M., and Amanda S. Rowe. "Interprofessional Flight Camp Attracts 29 Graduate Nurses From Puerto Rico." Air Medical Journal 35, no. 2 (March 2016): 70–72. http://dx.doi.org/10.1016/j.amj.2015.12.008.
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Brubaker, Ruth B., Curt Bay, Daniel W. Chacon, Madeleine Carson, Jade A. Cahill, and Kevin N. Foster. "93 Virtual Burn Camp 2020 vs. In-Person Burn Camp - Did It Hit the Mark." Journal of Burn Care & Research 42, Supplement_1 (April 1, 2021): S64—S65. http://dx.doi.org/10.1093/jbcr/irab032.097.
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Abstract Introduction Burn camps have served burn-injured youth in the U.S. for over 35 years. Camp is a rehabilitation program that has been recognized as an important part of young survivors’ recovery. The 2020 global pandemic made an in-person camp impossible, so volunteers rallied to provide a virtual experience. Registered campers received a “Camp in a Box” filled with activities, art supplies, a camp tee-shirt, and snacks to enjoy at Virtual Burn Camp (VBC). Participants connected with campers and counselors online. This study sought to determine how youth viewed VBC compared to in-person camp, how the pandemic was affecting their emotional status and whether VBC helped them. Methods The study asked participants to rate survey items regarding levels of comfort, connection, and support at VBC vs. in-person camp on a 4-point scale from 1. NO! 2. no 3. yes 4. YES! Multiple choice questions such as My favorite thing about virtual camp, and “Things I missed most about regular burn camp” - choose 2. General stress & anxiety levels related to Covid-19 were assessed, as well as if VBC helped to reduce their anxiety/stress levels. Results Pediatric burn survivors (n=77) participating in 2 virtual camps, demographic’s included mean age 13.8 years, male (n=39%), female (n=61%), visible scars (74%) vs. (10%) hidden scars with the majority representing racial/ethnic minorities (65%) vs. white (35%). Campers reported feeling more connected at in-person camp (84%) vs. VBC (38%). Feeling supported was higher at regular burn camp (84%), but the majority (76%) also claimed feeling supported at VBC. Camper’s favorite things about VBC were Camp in a Box (66%), Being Part of the Burn Community (51%), and Seeing Counselors (47%). Things missed most about regular burn camp were seeing Friends (83%) and Counselors (61%). Respondents reported high Covid-19 related stress/anxiety levels (66%) and (88%) said that VBC reduced their anxiety/stress. Top benefits included feeling Happy (48%) and Thankful (32%). Conclusions Pediatric burn survivors place a high value on their burn community involvement. Though not the preferred camp method, the VBC earned high marks for camper’s improved emotional status and for reducing their Covid-19 stress and anxiety levels. The program succeeded in helping Virtual Campers feel supported and provided an important venue for connecting them with their burn-injured peers and camp counselors.
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Patrick, S., G. Mastoras, and A. Krywenky. "MP24: The University of Ottawa's Department of Emergency Medicine pre-internship boot camp: a descriptive review." CJEM 21, S1 (May 2019): S50—S51. http://dx.doi.org/10.1017/cem.2019.159.
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Innovation Concept: Emergency Medicine (EM) residency programs in Canada have transitioned to competency based medical education and the first stage of the curriculum focuses on standardizing learner competency. Pre-internship boot camps provide a focused opportunity to assist with this standardization prior to residency training. The objective of this descriptive review was to describe our institution's EM pre-internship boot camp in the context of current literature and to summarize the state of EM boot camp curricula across all reported EM residency programs. Methods: The description of our two-day boot camp included its curriculum design, required preparation and resources, and a detailed timeline of each day's events. To compare our boot camp to current literature, a comprehensive search of both primary and gray literature was performed. Curriculum, Tool or Material: Our institution's boot camp is two days of teaching focused on clinical knowledge and procedural competency, with a large component centered on simulation. Day one consisted of an introduction to the boot camp, a review of crisis resource management principles and advanced cardiac life support (ACLS) algorithms, ACLS simulation sessions, and small group skill sessions on common emergency department procedures. Day two contained a point of care ultra sound lecture, an ultrasound guided central venous catheterization session, pigtail and chest tube insertion sessions, and high-fidelity simulation cases. In comparison to the other pre-internship boot camps that were identified in the literature, our boot camp offers a unique focus and format. Conclusion: This review is the first to report on an EM-specific boot camp at a non-American institution, and it provides a framework for the development and refinement of pre-internship EM boot camps at other universities.
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Tuel, Mary. "Camp Nursing in the Ozark Mountains: One Emergency Nurse's Experience." Journal of Emergency Nursing 31, no. 5 (October 2005): 470–72. http://dx.doi.org/10.1016/j.jen.2005.07.060.
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Chin, C. J., C. A. Chin, K. Roth, B. W. Rotenberg, and K. Fung. "Simulation-based otolaryngology – head and neck surgery boot camp: ‘how I do it’." Journal of Laryngology & Otology 130, no. 3 (January 11, 2016): 284–90. http://dx.doi.org/10.1017/s0022215115003485.
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AbstractBackground:In otolaryngology, surgical emergencies can occur at any time. An annual surgical training camp (or ‘boot camp’) offers junior residents from across North America the opportunity to learn and practice these skills in a safe environment. The goals of this study were to describe the set-up and execution of a simulation-based otolaryngology boot camp and to determine participants' confidence in performing routine and emergency on-call procedures in stressful situations before and after the boot camp.Methods:There were three main components of the boot camp: task trainers, simulations and an interactive panel discussion. Surveys were given to participants before and after the boot camp, and their confidence in performing the different tasks was assessed via multiple t-tests.Results:Participants comprised 22 residents from 12 different universities; 10 of these completed both boot camp surveys. Of the nine tasks, the residents reported a significant improvement in confidence levels for six, including surgical airway and orbital haematoma management.Conclusion:An otolaryngology boot camp gives residents the chance to learn and practice emergency skills before encountering the emergencies in everyday practice. Their confidence in multiple skillsets was significantly improved after the boot camp. Given the shift towards competency-based learning in medical training, this study has implications for all surgical and procedural specialties.
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Burkle, Frederick M., Jimmy T. S. Chan, and Richard D. S. Yeung. "Hunger Strikers: Historical Perspectives from the Emergency Management of Refugee Camp Asylum Seekers." Prehospital and Disaster Medicine 28, no. 6 (September 30, 2013): 625–29. http://dx.doi.org/10.1017/s1049023x1300887x.
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AbstractThe treatment of hunger strikers is always contentious, chaotic and complex. The management is particularly difficult for health professionals as it raises unprecedented clinical, ethical, moral, humanitarian, and legal questions. There are never any easy answers. The current situation of prisoners from the Iraq and Afghanistan Wars currently at the Guantanamo Bay Detention Center in Cuba demands unprecedented transparency, accountability and multilevel coordination to ensure that the rights of the strikers are properly met. There are scant references available in the scientific literature on the emergency management of these tragedies. This historical perspective documents the complex issues faced by emergency physicians in Hong Kong surrounding refugee camp asylum seekers from Vietnam in 1994 and is offered as a useful adjunct in understanding the complex issues faced by emergency health providers and managers.BurkleFMJr., ChanJTS, YeungRSD. Hunger strikers: historical perspectives from the emergency management of refugee camp asylum seekers. Prehosp Disaster Med. 2013:28(6);1-5.
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Fournet, Kathleen. "Camp Nursing—A Rewarding Change of Pace." Dimensions Of Critical Care Nursing 8, no. 2 (March 1989): 102–8. http://dx.doi.org/10.1097/00003465-198903000-00007.
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Hussein, A. Shek, M. I. Yussuf, G. Tarsitani, and A. Curti. "Nutritional State of Children in Jalalaksi Refugee Camps, Somalia." Prehospital and Disaster Medicine 1, no. 3 (1985): 305–7. http://dx.doi.org/10.1017/s1049023x00065924.
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AbstractMigration of whole populations, driven by natural calamities or war in search for safe territory, has come to the attention of International Organizations. The sanitary situation of refugee camps in Somalia which take care of the nomad populations arriving from the contested Ogaden territory, has been studied in Nov.-Dec. 1980 at the refugee camp of 3alalaksi. A study of the environment and organization of the camp was made to examine housing, water supply, sewage and alimentation. The nutritional state of refugees was recorded. The anthropometric data of 1185 children, including weight, height and arm circumference according to age and sex have provided interesting comparisons.
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Mayer, Nichole F., Kerry Mikolaj, Tim Schuetz, and Trudy Boulter. "506 Creating Strategic Structure, Curriculum, and Training to Provide an Effective Virtual Burn Camp During a Pandemic." Journal of Burn Care & Research 42, Supplement_1 (April 1, 2021): S100. http://dx.doi.org/10.1093/jbcr/irab032.157.
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Abstract Introduction When forming our virtual burn camp, burn camp leadership generated themes for each day to formulate a strategic camp curriculum, providing building blocks over the week to create camp community and connection. Each of the themes were well defined with defining concepts. The goal of the program was to provide consistency and guidance for our staff who were located all over the country and beyond to structure our virtual programming for our campers. Methods Burn camp leadership created a theme for each of the 5 days of virtual burn camp to create fluidity across the camp. Supporting these daily themes, we defined 5 core words to further outline the overall theme for the day. Our opening day theme was Creating Community. Accompanying our theme of Creating Community, we provided counselors with the following driving concepts: acceptance, belonging, inclusion, bonded, and connection. Our theme for the second day was Growth. We provided the following driving concepts to support Growth: develop, flourish, thrive, stretch, and progressing. The third day’s theme was Inspire with the following driving concepts: encourage, motivate, energize, enthuse, and lead. Dream was the theme for the fourth day with the following driving concepts: aspire, consider, visualize, imagine, and ambition. Our last day of camp our theme was Hope to inspire kids to look into the future beyond virtual burn camp. The driving concepts included: optimism, plan, promise, confidence, and wish. These themes and driving concepts with definitions were provided to our cabin counselors prior to camp and were sent out each morning. Counselors were required to complete a Google Survey at the end of each day to assess effectiveness and ability to execute the theme for the day. Results The themes and driving concepts allowed for intentionality for each day that provided fluidity for our virtual burn camp. Each daily theme built on the previous theme(s) to provide a connected community and intentional camp experience. Results of our Google Surveys showed the counselors were able to create community, facilitate growth, inspire campers, encourage campers to dream and instill hope. Conclusions Despite a challenging circumstance and an unprecedented situation facing our burn camp, our burn camp leadership team was able to create a structured and strategic framework with which to guide our virtual burn camp. This structure allowed our counselors to feel empowered to facilitate programming each day to connect our campers and move them forward despite difficult times.
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Hashikawa, Andrew, Stuart Bradin, and Michael Ambrose. "Review of Disaster and Emergency Preparedness Among Summer Camps in the United States: Updates and Challenges." Prehospital and Disaster Medicine 34, s1 (May 2019): s61. http://dx.doi.org/10.1017/s1049023x19001377.
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Introduction:More than 14 million children in the United States attend summer camps yearly, including many special medical needs children. Summer camps are at risk for multiple pediatric casualties during a disaster. The American Camp Association, in the 2017 critical issues report, identified emergency preparedness as the top critical health and safety issue. Camps, compared to school-based settings, face unique challenges when planning for disasters, but research has been challenging because of the lack of access to camp leadership and data.Aim:Provide a targeted up-to-date synopsis on the current state of disaster preparedness and ongoing collaborative research and technology interventions for improving preparedness among summer camps.Methods:Researchers partnered with a national health records system (CampDoc.com) and American Academy of Pediatrics disaster experts to review results from a national camp survey. Main themes were identified to assess gaps and develop strategies for improving disaster preparedness.Results:169 camps responses were received from national camp leadership. A substantial proportion of camps were missing 4 critical areas of disaster planning: 1) Most lacked online emergency plans (53%), methods to communicate information to parents (25%), or strategies to identify children for evacuation/reunification (40%); 2) Disaster plans failed to account for special/medical needs children (38%); 3) Staff training rates were low for weather (58%), evacuation (46%), and lockdown (36%); 4) Most camps (75%) did not plan with disaster organizations.Discussion:Collaboration with industry and disaster experts will be key to address the gaps identified. Current research and interventions include the recent release of a communication alert tool allowing camps to send mass text emergency notifications. Additionally, a recent pilot to incorporate disaster plans into the electronic health records platform emphasizing communication, evacuation, and identification of local experts has begun. Efforts to develop a unified disaster tool kit for summer camps remains a challenge.
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Mikolaj, Kerry, Brad Jackson, Trudy Boulter, and Nichole M. Schiffer. "507 Capturing Growth and Change Through the Burn Camp Experience." Journal of Burn Care & Research 43, Supplement_1 (March 23, 2022): S88. http://dx.doi.org/10.1093/jbcr/irac012.138.
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Abstract Introduction The American Camping Association (ACA) has asked in their study titled, Youth Development Outcomes of the Camp Experience: Evidence for Multidimensional Growth, “In what ways do children change because of camp experiences?” Our burn camp program wanted to answer this same question about the medical specialty camp experience. Camp counselors and staff have been addressing this question in their camp summary reports for years, focusing on independence, social relationships, and adventure/risk taking. This project asked campers and caregivers/parents to rate their experiences of change in these key areas of growth and development. Methods The ACA supported the development of the Camper Growth Index instrument. We selected items from this larger scale to address three areas of change in our burn camp population: Independence/Leadership, Adventure/Exploration, and Social Skills. Three to four items were selected for each area based on the strength of their factor scores in the original study, relevance to our medical specialty camp setting, and the growth we were already documenting in our counselor reports. Campers ages 8–18 and their caregivers/parents rate items addressing these areas on a 4-point Likert scale (disagree a lot, disagree a little, agree a little, agree a lot). Sample questions are “I am good at doing things on my own”, “I like to talk to kids I don’t know yet”, and “My child likes to try new activities”. Items are phrased in positive and negative directions (reversed scored). All 60 campers and caregivers received these questions prior to camp. The same questions will be sent 3 months post camp to assess change in these areas. Results Preliminary findings from the pre-camp responses indicate positive evaluations in these three areas. We will be gathering post-camp responses from youth and caregivers / parents to assess change over the camp experience and return to home and school. Conclusions Burn camps are a vital part of the burn rehabilitation and aftercare experience for young burn survivors and their families. Documenting the change we all believe happens at burn camp (and hear about anecdotally from our campers and families) remains an important task. The Camper Growth Index utilized by the broader ACA study allows us to assess the camper and caregiver/parent experience of this change.
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Williford, Desiree N., Alaina Tiani, Gabrielle N. Harrah, Kristine Durkin, Linda Leonard, Gina Hajduk, Ariel Aballay, and Christina Duncan. "788 Improving Burn Camp Attendance: A Quality Improvement Study and Implications for Future Planning." Journal of Burn Care & Research 41, Supplement_1 (March 2020): S229. http://dx.doi.org/10.1093/jbcr/iraa024.365.
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Abstract Introduction Based on research showing the benefits of camp settings, our overnight, 5-day summer camp is designed to provide social support, acceptance, rehabilitation, and normative childhood experiences for our pediatric burn survivors (ages 7–17). Typical recreational activities (e.g., swimming, sports, crafts) and burn-specific programming (e.g., peer support discussions) are infused into camp. Despite this enriching opportunity, some individuals decide not to attend camp. The purpose of this quality improvement study was to better understand factors influencing decisions not to attend our summer camp and to identify strategies for overcoming these barriers to optimize attendance in the future. Methods Beginning in February 2019, we attempted to contact and interview 81 guardians of children who were eligible and invited to our summer camp but did not attend in 2017 and/or 2018. Attempts to contact were made via telephone by a trained burncamp staff member. Three attempts to contact were made per family unless otherwise reached. Our interview guide elicited reasons that led to their decision not to attend camp. Interviews were completed in approximately 30 minutes or less. Results Sixty-four contacts were unsuccessful, resulting in a 79% failure to contact rate. Only 17 individuals (21%) were successfully contacted. Thirteen caregivers (16%) completed the interview via telephone, while 4 (5%) refused to take part in the interview. Principal reasons for non-attendance included school attendance, parental beliefs about camp (e.g., child being away from home), other conflicting activities (e.g., other camps, vacations), and perceived lack of need for support (e.g., my child is doing well/does not need to go to a burn camp). Conclusions Despite the positive psychosocial outcomes observed among survivors who attend camp, large numbers of families and youth are not attending. While the purpose of the study was to explore factors influencing decisions not to attend camp, we also learned that it is important to address barriers to successfully contacting families. Challenges in planning the logistics of camp, specific strategies for engaging families over time, and ideas for addressing reported barriers to attendance (e.g., empowering well-adjusted survivors to attend to support others) will be discussed in this presentation. Applicability of Research to Practice Results from this quality improvement project have impacted camp planning and recruitment strategies. Findings may lead to increased enrollment rates and enhanced awareness of camp and its benefits.
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Banks, Jessica, Matt Ferdock, and Jennifer Nagle. "502 Adapting to COVID19: Can Virtual Burn Camp be as Impactful as Last Year’s In-person Camp?" Journal of Burn Care & Research 42, Supplement_1 (April 1, 2021): S98. http://dx.doi.org/10.1093/jbcr/irab032.153.
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Abstract Introduction Skin is not the only casualty following a burn accident. Many children suffer long term, debilitating emotional effects from their burn injury (Abdullah et al. 1994; Kornhaber et al. 2018). Armstrong-James et al. (2018) and Maslow and Lobato (2010) found that summer camps explicitly designed for burn survivor children can positively impact children’s adaptability to stares and comments and improve their sense of self-esteem. Camp Susquehanna has been a summer camp for burn survivors for the past 25+ years. When the COVID19 pandemic closed many businesses, we decided to transition our in-person camp to 100% online. Researchers demonstrated the positive effects of summer camp for burn survivors (Maslow & Lobato, 2010; Bakker et al. 2011). However, the effects of a 100% online camp are not known. Our concern was, are we able to transition and be as impactful as it is face to face at camp? What will the schedule and activities look like in this new format? How will we ensure all children participating will have access to online and the supplies necessary? Methods We opted to select a three-week format with two sessions a day divided into two age groups. We ensured every child had internet access then mailed out a “camp in the box.” It contained all the things needed for each planned activity. The critical question remained, however, will we be as impactful? The current research looks at quantitative and qualitative measures of self-esteem, happiness, and satisfaction following participation in a three-week summer program held in July 2020. We make comparisons to previous years’ results. The authors expected that self-esteem, happiness, and satisfaction levels matched or exceeded last years’ levels. Results We collected data from 42 campers and 22 volunteer camp counselors. Results show that campers were able to receive the support they needed, not only from the staff but also from their peers. Conclusions The delivery method was indeed different this year, but the positive effect on our campers remained the same.
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Amital, Howard, Michael L. Alkan, Jakov Adler, Iyzhak Kriess, and Yehezkel Levi. "Israeli Defense Forces Medical Corps Humanitarian Mission for Kosovo's Refugees." Prehospital and Disaster Medicine 18, no. 4 (December 2003): 301–5. http://dx.doi.org/10.1017/s1049023x00001242.
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AbstractIn April 1999, during the crisis in Kosovo, the Israeli government launched a medical, field hospital in order to provide humanitarian aid to the Albanian refugees that fled from their homes in Kosovo. This facility was set up by the Medical Corps of the Israeli Defense Forces, in a refugee camp located in Northern Macedonia. During the 16 days during which the hospital functioned, the medical staff treated 1,560 patients and hospitalized >100. The field hospital served as a referral center for all of the other primary clinics that were hastily erected in the camp and its surroundings. This communication elaborates on the various aspects of the humanitarian medical aid that were provided by this medical facility and the conclusions that learned from such a mission.
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Bowman, Brenda, and M. Easy Stilson. "Meeting the Nursing Shortage: A Nursing Camp for Prospective Nursing Students." Journal of Emergency Nursing 31, no. 5 (October 2005): 512–14. http://dx.doi.org/10.1016/j.jen.2005.06.016.
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Mikolaj, Kerry, Trudy Boulter, Brad Jackson, and Tim Schuetz. "564 Use of the Pediatric Quality of Life Measure in the Burn Camps Population." Journal of Burn Care & Research 41, Supplement_1 (March 2020): S123. http://dx.doi.org/10.1093/jbcr/iraa024.192.
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Abstract Introduction The Pediatric Quality of Life Inventory (PedsQL) is a tool used to measure health-related quality of life in children and adolescents. The PedsQL measures physical, emotional, social, and academic function. Our burn camp program provides comprehensive programming in a supportive, challenging environment to enhance care of a child with a burn injury. Our camp addresses: isolation, social skill development, body image, negative beliefs, risk-taking, and academic challenges. The lessons learned at camp are unique and build lifelong success. The PedsQL will provide data on changes that are being made with our campers over time. We hypothesize positive changes in PedsQL scores with the addition of burn camp. Methods The PedsQL consists of forms for children ages 2–4, 5–7, 8–12, and 13–18. Pediatric self-report is measured in children and adolescents ages 5–18. There is a separate parent proxy-report of the child’s health-related quality of life for ages 2–18. Before camp begins, parents are mailed the parent report to fill out and are due back prior to the first day of camp. Campers fill out the form on the first day of camp. Data is entered into an excel spreadsheet. Follow up parent and child/adolescent surveys are then sent out 3 months post camp. Three month follow up data is entered and compared to original scores. Three scores are generated from the data including total score, psychosocial score, and physical health score. A higher score indicates a better Health-Related Quality of Life. Results We trialed the use of the PedsQL in our adolescent burn camp, consisting of 23 campers ages 13–18. We received 8 (34%) follow up surveys. The results of these scores are trending in a positive direction. We used the PedsQL for our burn camp program consisting of 77 campers ages 8–18. We will obtain 3 month follow up data by Dec 2019 and will assess the data and report the changes. Conclusions The PedsQL is a tool that can help our camp program track changes/progress in our campers in the areas listed above. We have seen positive changes in our small sample size and predict we will see positive changes with our larger camp population in the next few months. Applicability of Research to Practice Using outcome measures for medical specialty camps is necessary and currently lacking in the literature. The PedsQL tool is used in healthy, acute and chronic health conditions, making it applicable for burn camp programs. The PedsQL has established norms for the healthy population for benchmarking purposes and community health comparisons. This tool will help our burn camp program assess the psychosocial, physical and academic growth of our campers.
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Barr, Michele, Kelley Marrale, Anita Fields, and Lori Chrisco. "560 So Much More Than Just a Good Time: A Qualitative Look at a Burn Camp Experience." Journal of Burn Care & Research 41, Supplement_1 (March 2020): S120—S121. http://dx.doi.org/10.1093/jbcr/iraa024.188.
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Abstract Introduction Parents do not send their children to burn camp only to have fun. Since inception over three decades ago, burn specific camps have reported many benefits. A qualitative review of a well-established camp confirms that parents primarily send their kids to camp for the peer related social benefits that extend beyond the recreational aspects of a camp experience. Methods A nine-question survey was sent electronically to households of 58 burn survivors between the ages of 7–15 during the week after their child’s burn camp experience. Open-ended questions allowed for unrestricted disclosure of thoughts, feelings, praise or criticism. Responses were evaluated for similarities or differences to determine frequency and relative importance. The data was coded and analyzed for correlations into emergent categories with agreement between reviewers. Results The overall survey response rate was 63%. Categorical analysis of parent responses indicated their primary motivation for having a child attend camp was for the “Shared Experiences” with other burn survivors. Results indicated the enjoyment or fun aspect of camp was the least important motivational factor behind a parent’s decision. Analysis of the perceived benefits were social in nature, with “Connection” listed as the primary perceived benefit of the camp experience. Conclusions Fun is a byproduct of coming to camp, but not the primary reason parents send their kids to burn camp. The robust survey response rate suggests that parents are eager to share their thoughts about the impact of camp. The detailed responses demonstrate an understanding of and appreciation for the specific social and emotional benefits of this unique shared experience. Finding congruence between the rationale for camp attendance, and the perceived benefits is conducive to optimal program planning. Applicability of Research to Practice Although it is not possible to undo any traumatic events suffered by a child, research on burn camps has elucidated the benefits primarily through a qualitative lens. The burn community continues to be challenged in validating the benefits of camps quantitatively. Motivating people to engage in specific behaviors, like attending an event, is a crucial step for delivering aftercare programs designed to help their recovery. Burn camps can offer a safe environment, connection with others who understand, and the possibility for long term positive relationships with trusted adults to potentially mitigate the impact of a medical trauma. Further research about the impact of such programs on trauma healing is warranted.
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Dougherty, M. E., L. A. Anderson, K. Tran, and R. J. Kagan. "Transitions and Burn Camp - A Perfect Combination." Journal of Burn Care & Research 27, Supplement (March 2006): S162. http://dx.doi.org/10.1097/01253092-200603001-00228.
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Biggs, Katherine S., J. Jeffrey Heinrich, James F. Jekel, and Charles B. Cuono. "The Burn Camp Experience." Journal of Burn Care & Rehabilitation 18, no. 1 (January 1997): 92–98. http://dx.doi.org/10.1097/00004630-199701000-00017.
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Ilcan, Suzan, and Kim Rygiel. "“Resiliency Humanitarianism”: Responsibilizing Refugees through Humanitarian Emergency Governance in the Camp." International Political Sociology 9, no. 4 (November 20, 2015): 333–51. http://dx.doi.org/10.1111/ips.12101.
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Jackson, Brad, Trudy Boulter, and Kerry Mikolaj. "763 Burn Camp Multidisciplinary Staff: Efficacy of Training." Journal of Burn Care & Research 41, Supplement_1 (March 2020): S215. http://dx.doi.org/10.1093/jbcr/iraa024.342.
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Abstract Introduction One of the strengths of burn camps is the multidisciplinary staff who passionately combine their areas of expertise to create the camp experience, including fire service, burn survivors, burn center staff, camping professionals, donors, and community members. This gift also brings a challenge in developing a staff training program and experience that meets the needs of a diverse staff. This project utilizes post camp staff surveys to enhance our training and overall camp experience. Methods Staff at a residential medical specialty burn camp participated in a two-day training and then week-long camp for pediatric burn survivors, ages 7 – 19. Staff training included: burn treatment and rehabilitation with nursing / PT / OT / psych; focused review of all campers; intentionality with level 1 & 2 skills (adapted from M. Brandwein). 36 staff responded anonymously to an online survey about their experience of staff training and success enacting skills and approaches during the week with campers. Results 85% reported staff training met the goals of getting to know each other, learning the flow / layout of camp, identifying leadership styles, and learning about the campers. 90% indicated the training met the goal of understanding general burn care and healing process, while 88% reported achieving the goal of learning the impact of trauma, the significance of telling our stories, and learning general counseling tips. This year we added a focus on intentionality to ensure that campers were learning camp skills AND life skills in each activity (e.g., learning how to safely belay climb AND to trust others to support you). Content analysis of the open-ended comments about the impact of intentionality on success revealed the following themes: Increased goal setting, thoughtfulness, planning/preparation, clarity, insight, presence. Some staff commented that it was less applicable for younger cabins and a concern about developing too many themes/goals. 88 percent of counselor respondents agreed / strongly agreed that individualized goal plans were implemented in their cabins based on camper review and camper assessment. Conclusions The development and implementation of staff training for burn camp brings a variety of challenges. Staff come with varied experience, knowledge, and training. There are also multiple goals around knowledge and teamwork. Counselor feedback supports the multidisciplinary training model for transmission of knowledge specific to the camp. An increased focus on intentionality in each of our camp activities brought mostly positive responses, particularly benefitting older camper activities (e.g., 3 day outcamps), while younger campers might be learning camp related skills initially in preparation for the life skills down the road. Applicability of Research to Practice These results help to support and create developmentally informed training and programming for rehabilitative burn camps.
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Cutting, P. A., and R. Agha. "Surgery in a Palestinian refugee camp." Injury 23, no. 6 (January 1992): 405–9. http://dx.doi.org/10.1016/0020-1383(92)90018-n.
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Khobrani, Ahmad, Nirali H. Patel, Richard L. George, Neil L. McNinch, and Rami A. Ahmed. "Pediatric Trauma Boot Camp: A Simulation Curriculum and Pilot Study." Emergency Medicine International 2018 (2018): 1–8. http://dx.doi.org/10.1155/2018/7982315.
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Trauma is a leading cause of morbidity and mortality in infants and children worldwide. Trauma education is one of the most commonly reported deficiencies in pediatric emergency medicine (PEM) training. In this study, we describe the creation of a pediatric trauma boot camp in which trainees’ basic knowledge, level of confidence, teamwork, and communication skills are assessed. The primary goal of this pilot study was to create a simulation-based pediatric trauma curriculum for PEM fellows and emergency medicine residents utilizing Kern’s curricular conceptual framework. This was a pilot, prospective, single cohort, exploratory, observational study utilizing survey methodology and a convenience sample. The curriculum consisted of a two-day experience that included confidence surveys, a cognitive multiple-choice questionnaire, and formative and summative simulation scenarios. At the conclusion of this intensive simulation-based trauma boot camp participants reported increased confidence and demonstrated significant improvement in the basic knowledge and performance of the management of pediatric trauma cases in a simulated environment.
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Bartolucci, Andrea, Bayes Ahmed, and Ahmed Hossain. "I’M HERE: IMproving HEalth Communication in REfugee Camps." Prehospital and Disaster Medicine 37, S2 (November 2022): s101. http://dx.doi.org/10.1017/s1049023x2200200x.
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Background/Introduction:Health care delivery in refugee camps is challenging; the setting of a refugee camp is a unique context that presents barriers and one of the main problems is the fragmentation and difficulty in communication and information sharing among HCWs deployed in a camp, especially in contexts where communication networks are not always available and accessible.Objectives:The overall objective of this project is to facilitate health communications among health care workers in a refugee camp where the communication network is not always available or accessible.Method/Description:A mesh network communication system will be deployed, tested, and evaluated to assess and evaluate the usage, feasibility, and reliability of the system, testing the capacity of the message to reach different parts of the camp.Results/Outcomes:During the project’s initial phase, local health care workers (HCWs) will support the project in identifying instances when communication is challenging and will create injects/mock scenarios to use in the following phase. In the second phase, the application of the new technology is evaluated; experimental research will compare the “as is” of the system and the “to be” solution using the new technology measuring key performance indicators (KPIs) (eg, time needed to send/receive information).Conclusion:The use of an available, affordable, and usable mobile and internet connectivity system in a context where communication networks are not always available or accessible will facilitate the communication among agencies, improve the coordination of health services, and improve the quality and timing of information sharing.
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Short, Tracee. "508 Cancel Burn Camp: No Way! Our Institutions Creation of a Virtual Burn Camp and What it Taught Us About Our Patients." Journal of Burn Care & Research 42, Supplement_1 (April 1, 2021): S101. http://dx.doi.org/10.1093/jbcr/irab032.159.
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Abstract Introduction Last year we planned and created our own burn camp. We saw a need not being served and jumped in a created a camp experience that was archived in a documentary and received stellar reviews by all who attended. The kids’ camp expectations was exceeded and everyone was looking forward to 2020. We planned for a great 2020 camp experience and then COVID struck. We debated about the safety to proceed with residential camp as we knew it. Other camps cancelled but our inner need to serve wouldn’t let us do this. Methods Our planning committee quickly shifted and began planning for how we can bring that experience to a virtual platform. We engaged our Facebook group and called every kid on our list to inform the parents of the change. We then created a daily schedule and purchased the items needed for all activities. We then sent or delivered these with a gift card to kids that couldn’t make the pickups. Pickups were scheduled in the cities where most of our kids reside. We conducted daily yoga and meditation, cooking classes, painting and campfire stories. We mixed daily online sessions with 3 tailgating meet ups. We invited guest lectures and left the virtual space open for the kids to hang out. Results At the final tailgate/virtual pizza party, we had an awards ceremony and received testimonials from kids and parents about how for the first-time siblings were able to participate. We delivered to 15 kids and had 20 attend the tailgate pickups. On average, we had 16 kids attend daily. Conclusions Parents could see how their child benefitted from this community and the intent of camp. This event revealed exactly where our patients reside from a socioeconomic standpoint. Deliveries to some homes left our volunteers in tears. This helped explain the discrepancy between interest expressed and the numbers that showed daily for events. It also made us recognize that camp means even more as it is an escape from their realities.
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Alden, Nicole E., Hope Hunter, Angela Rabbitts, and Roger W. Yurt. "Burn Camp: A Positive Experience for Volunteer Counselors." Journal of Burn Care & Research 27, no. 6 (November 2006): 809–12. http://dx.doi.org/10.1097/01.bcr.0000245416.20898.a1.
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Rimmer, Ruth B., Gilbert M. Fornaciari, Kevin N. Foster, Curtis R. Bay, Michelle M. Wadsworth, MacDonald Wood, and Daniel M. Caruso. "Impact of a Pediatric Residential Burn Camp Experience on Burn Survivors’ Perceptions of Self and Attitudes Regarding the Camp Community." Journal of Burn Care & Research 28, no. 2 (March 2007): 334–41. http://dx.doi.org/10.1097/bcr.0b013e318031a0f4.
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Galloway, Robin, Chris Names, and Melanie Mintken. "Horses – A Natural Fit for Camp Programs." Journal of Youth Development 6, no. 4 (December 1, 2011): 85–90. http://dx.doi.org/10.5195/jyd.2011.168.
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A 4-H Member’s Horse Camp allows horse project members to enjoy their equine partner in a non-competitive, outdoor setting. Campers learn about leave-no-trace outdoor ethics, trail riding, maneuvering trail obstacles, equine emergency first aid, and low impact camping. 4?H has long understood that providing opportunities for youth to learn about things that interest them is just one aspect of the program. Project specific content, in this case horses, helps youth in 4?H programs to develop important life skills. In the positive atmosphere at 4?H horse camp, youth may feel a sense of belonging, and are provided opportunities to develop mastery, independence, and a spirit of generosity? which are all essential elements in high quality youth development programs. Horse camps are a natural extension of opportunities for horse project members, and they can be added to existing camps, or create new camping lessons.
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Klöss, Thomas, Gunther Lenz, Heidi Schwandt-Boden, Johannes Bauer, and Raimund Stehle. "The Role of Regional Anesthesia under Field Conditions." Prehospital and Disaster Medicine 5, no. 4 (December 1990): 349–52. http://dx.doi.org/10.1017/s1049023x00027096.
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AbstractThe authors, who served as anesthesiologists for 15 months at an International Committee of the Red Cross (ICRC) surgical field hospital in a Cambodian refugee camp, report their anesthesiologic experience with 2,906 patients. In spite of preferential use of regional anesthetic techniques, general anesthesia was required in 68% of the cases. Local infiltration anesthesia was applied in 21% of the cases, conduction anesthesia in 3%, and spinal anesthesia in 8%.
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Elliott, Tricia B., Barbara A. Elliott, and Mark R. Bixby. "Risk Factors Associated With Camp Accidents☆." Wilderness & Environmental Medicine 14, no. 1 (March 2003): 2–8. http://dx.doi.org/10.1580/1080-6032(2003)014[0002:rfawca]2.0.co;2.
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Berthouze, Magali, Anne-Coline Laurent, Magali Breckler, and Frank Lezoualc’h. "New Perspectives in cAMP-Signaling Modulation." Current Heart Failure Reports 8, no. 3 (May 20, 2011): 159–67. http://dx.doi.org/10.1007/s11897-011-0062-8.
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Farrell, C., S. Teed, N. Costain, M. A. Austin, A. Willmore, A. Reed, J. Maloney, and R. Dionne. "P055: EMS boot camp: a real-world, real-time educational experience for emergency medicine residents." CJEM 19, S1 (May 2017): S96—S97. http://dx.doi.org/10.1017/cem.2017.257.
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Introduction/Innovation Concept: In 2014, Eastern Ontario paramedic services, their medical director staff and area community colleges developed an EMS Boot Camp experience to orient Queen’s University and the University of Ottawa emergency medicine residents to the role of paramedics and the challenges they face in the field. Current EMS ride-alongs and didactic classroom sessions were deemed ineffective at adequately preparing residents to provide online medical control. From those early discussions came the creation of a real-world, real-time (RWRT) educational experience. Methods: Specific challenges unique to paramedicine are difficult to communicate to a medical control physician at the other end of a telephone. The goal of this one-day educational experience is for residents to gain insight into the complexity and time sensitive nature of delivering medical care in the field. Residents are immersed as responding paramedics in a day of intense RWRT simulation exercises reflecting the common paramedic logistical challenges to delivering patient care in an uncontrolled and dynamic environment. Curriculum, Tool, or Material: Scenarios, run by paramedic students, are overseen by working paramedics from participating paramedic services. Residents learn proper use of key equipment found on an Ontario ambulance while familiarize themselves with patient care standards and medical directives. Scenarios focus on prehospital-specific clinical care issues; performing dynamic CPR in a moving vehicle, extricating a bariatric patient with limited personnel, large scale multi-casualty triage as well as other time sensitive, high risk procedures requiring online medical control approval (i.e. chest needle thoracostomy). Conclusion: EMS Boot Camp dispels preconceived biases regarding “what it’s really like” to deliver high quality prehospital clinical care. When providing online medical control in the future, the residents will be primed to understand and expect certain challenges that may arise. The educational experience fosters collaboration between prehospital and hospital-based providers. The sessions provide a reproducible, standardized experience for all participants; something that cannot be guaranteed with traditional EMS ride-alongs. Future sessions will evaluate participant satisfaction and self-efficacy with the use of a standard evaluation form including pre/post self-evaluations.
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Bowman, Brenda. "Response: “Nursing Camp” for High School Students Welcomes Young Men as Well as Young Women." Journal of Emergency Nursing 32, no. 1 (February 2006): 4. http://dx.doi.org/10.1016/j.jen.2005.11.010.
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Boulter, Trudy, Nichole F. Mayer, Kerry Mikolaj, and Tim Schuetz. "501 Creating a Virtual Burn Camp Experience: Growth, Hope, Dream, Inspire." Journal of Burn Care & Research 42, Supplement_1 (April 1, 2021): S97—S98. http://dx.doi.org/10.1093/jbcr/irab032.152.
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Abstract Introduction Our Burn Camps program has a suite of well-established residential programs. In 2020 we were forced to pivot to a virtual platform. Our goal was to uphold our mission; “to provide children who have sustained a burn injury and their families healing opportunities by offering inspiration, rehabilitation and shared experiences in a safe, nurturing and supportive environment.” Our theme “Always Together” utilized the following program pillars: creating community, growth, inspire, dream and hope. Methods Recruitment Campers/Counselors: The 2018–2020 campers were contacted providing virtual camp logistics and application information. Our best counselors returned as our 2020 staff. We built the same cabin groups as 2019. Staffing Camp leadership team and 2 Psychologists Platform The conference center provided ZOOM access for planning meetings and staff training. Four Zoom accounts were used to manage 8 cabin groups. Application A new online application was developed including the following questions: Coping with the pandemic, current social justice issues and access to technology. Schedule The schedule included 4 live meetings per day for 5 days. We included the anchors of camp: morning exercise, crafts, talent show, banquet, and play day. “Camp in a Box”: 125 boxes were designed and sent to campers, staff and donors. Boxes included envelopes for each day of the week, with content specific for each cabin. Results We had 62 campers registered for camp and 35 staff from across the country. Our “Camp in a Box” was successfully sent to 62 campers, 35 staff and 25 donors. We had four Zoom accounts. Each account was managed by a member of the leadership team. There was one primary Zoom account that hosted the large group activities for consistency. Each live activity that was offered was attended by 40–70 participants. Our Zoom calls were a mix of live and prerecorded videos. Counselors filled out a staff survey at the end of each evening allowing the leadership team feedback about the day’s activities and any camper concerns. Conclusions During a time when connection is so important, our community rose to the challenge and supported our campers. We were able to show that burn camp lives inside each of us no matter the location. Our campers and their families were engaged throughout the week and grateful for the opportunity. We learned a lot about running a virtual program and hope to use these concepts even when the pandemic is over.
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Radics-Johnson, Jennifer B., Daniel W. Chacon, and Li Zhang. "570 Who Benefits the Most from Burn Camps?" Journal of Burn Care & Research 41, Supplement_1 (March 2020): S125—S126. http://dx.doi.org/10.1093/jbcr/iraa024.197.
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Abstract Introduction Burn camps provide a unique environment and activities for children that have experienced a burn-injury. Positive outcomes from attending burn camp include increased self-esteem, decreased feelings of isolation and a greater sense of self-confidence. In a 3-year retrospective review of camper evaluations from one of the largest and longest running week-long burn camps in the nation for ages 5–17, we aimed to assess if a child’s gender, age, TBSA or ethnicity affected the impact that burn camp had on a child. Methods A 3-year retrospective review of a Burn Camp’s camper evaluation forms was conducted for campers that attended burn camp between 2017–2019. Camp rosters were reviewed to determine the camper gender, age, TBSA and ethnicity. Camper self-evaluation forms completed at the end of each camp session were reviewed to record camper responses to questions regarding their opinions on the impact camp had on them as well as how camp will impact their lives once they return home. Categorical variables were summarized as frequency and percentage, and continuous variables were describes as median and range. To check the relationship between two categorical variables, Chi-square test was used. To compare the continuous variable among groups, Kruskal-Wallis ANOVA was used. Statistical significance was declared based on a p value< 0.5. Results Within 2017–2019, there were 413 camper records. Participants’ demographic characteristics are summarized in Table 1. There were 208 males (50.3%) and 205 females (49.6%). The median age of campers were 11.86, 12.44 and 12.45 for 2017–2019, with the range from 5.16 years to 17.96 years. The median TBSA were 20, 20 and 18 for 2017–2019, with the range from 0.08 to 90. Collectively there were 47.7% Hispanic (n= 197); 24.2% Whites (n=100); 13.1% Black (n= 54); 4.6% Asian (n=19) and 7.7% Other (n=32). There were 395 camper self-evaluation forms submitted. Results of three questions there we were interested in are summarized collectively in Table 2. 57% of campers responded, “Yes, Definitely” to the question “After going to this event, will you feel more comfortable being around your classmates or friends?” 54% responded, “ Yes, Definitely” to the question “Do you feel more confident in sharing your burn story with others when returning home?” and 51% responded “Yes, Definitely” to “Did you learn anything that will help you when you return home?” Conclusions In analyzing the camper responses, there was no statistically significant difference in responses comparing gender, age, TBSA or ethnicity. Applicability of Research to Practice Research shows that burn camps have a positive effect on burn survivors including improving self-esteem, self-confidence and social skills. This study shows that burn camp is beneficial to burn survivors of varying gender, age, TBSA or ethnicity.
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Riefkohl-Ortiz, E., J. A. Frey, J. Yee, M. D. Gothard, P. G. Hughes, D. A. Ballas, and R. A. Ahmed. "264 Iatrogenic Critical Care Procedure Complication Boot Camp: A Simulation-Based Pilot Study." Annals of Emergency Medicine 72, no. 4 (October 2018): S105. http://dx.doi.org/10.1016/j.annemergmed.2018.08.269.
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