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Emergency Response Plan

The actions taken in the initial minutes of an emergency are critical. Prompt action and warnings can save lives, minimize physical damage to structures and property, and allow for better resilience. Every business should develop and implement an emergency plan for protecting employees, contractors and visitors.

Developing an Emergency Plan

Developing an emergency plan begins with an understanding of what can happen. Consider the following actions when reviewing your risk assessment and considering the performance objectives that you established for your program.

• Assess what resources are available for incident stabilization. Consider  internal resources and external resources , including public emergency services and contractors.
• Document available resources. Determine whether external resources have the information they would need to handle an emergency. If not, determine what information is required and be sure to document that information in your plan.
• Prepare emergency procedures for foreseeable hazards and threats.

Plans should define the most appropriate protective action for each hazard to ensure the safety of employees and others within the building.

• Determine how you will warn building occupants to take protective action.
• Develop protocols and procedures to alert first responders including public emergency services, trained employees and management.
• Identify how you will  communicate with management and employees  during and following an emergency.

10 Steps for Developing the Emergency Response Plan

• Review performance objectives for the program.
• Review hazard or threat scenarios identified during the  risk assessment .
• Assess the availability and capabilities of  resources  for incident stabilization including people, systems and equipment available within your business and from external sources.
• Talk with public emergency services (e.g., fire, police and emergency medical services) to determine their response time to your facility, knowledge of your facility and its hazards and their capabilities to stabilize an emergency at your facility.
• Determine if there are any regulations pertaining to emergency planning at your facility; address applicable regulations in the plan.
• Develop protective actions for life safety (evacuation, shelter, shelter-in-place, lockdown).
• Develop hazard and threat-specific emergency procedures using the  Emergency Response Plan for Businesses .
• Coordinate emergency planning with public emergency services to stabilize incidents involving the hazards at your facility.
• Train personnel  so they can fulfill their roles and responsibilities.
• Facilitate  exercises  to practice your plan.

Emergency Planning Resources

Pre-Incident Planning

• Fire Service Features of Buildings and Fire Protection Systems  - U.S. Occupational Safety & Health Administration (OSHA) Publication 3256-07N
• Standard on Pre-Incident Planning  - National Fire Protection Association (NFPA) 1620

Protective Actions for Life Safety

• Evacuation Planning Matrix  – OSHA
• Evacuation Plans and Procedures eTool  - OSHA
• Design Guidance for Shelters and Safe Rooms

Last Updated: 12/22/2023

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Emergency Management Exercise Program, Essay Example

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Words: 311

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An emergency management organization should establish a comprehensive physical fitness program to ensure that its employees are prepared for many different types of disasters and possess the agility and strength to accomplish these objectives. An exercise program is highly beneficial within this type of organization as a means of maintaining a minimum level of fitness to provide support during the emergency response process (Santa Clara County Fire Department). An effective level of emergency preparedness is dependent upon these objectives and the ability of employees to be physically fit, flexible, and agile at all times (Santa Clara County Fire Department).

The US Department of Health and Human Services’ Federal Occupational Health program is available for use, in addition to a specialized program known as FedStrive, which is comprised of health and wellness initiatives for federal employees (Federal Occupational Health, 2013). The US Army has established physical fitness programs for its civilian employees so that they improve their health and are physically capable of handling any emergencies that might arise (Wenger, 2013). Also, the Office of Personnel Management has created a number of options for federal employees across a variety of agencies to improve their physical fitness and wellbeing (Wenger, 2013).

Each of the services provided by the federal government play an important role in determining how individual organizations might better prepare themselves in the event of an emergency. The development of these programs is often coordinated with guidance from the Office of Personnel Management in order to ensure that employees are receiving the time and resources that are necessary to participate in physical fitness programs, exercise routines, and nutritional programs to improve their personal health and wellbeing and their level of preparation for emergencies (Wenger, 2013).

Federal Occupational Health (2013). Retrieved from http://www.foh.hhs.gov/

Santa Clara County Fire Department. Training: physical fitness program. Retrieved from http://www.sccfd.org/physical_fitness.html

Wenger, Y. (2013). Federal workers get health and fitness programs. Retrieved from

http://articles.baltimoresun.com/2013-06-14/health/bs-md-healthy-federal-worker-20130614_1_fitness-two-gymnasiums-fort-meade

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5 Emergency Medicine Personal Statement Samples

Looking at emergency medicine personal statement samples can be very useful when preparing your residency applications. Your personal statement is one of the most challenging components of the  ERAS  or  CaRMS  residency applications, but it is also one of the most important ones. Especially when you consider the fact that emergency medicine is one of  the most competitive residencies . Your residency personal statement is a one-page essay that is supposed to tell the residency directors who you are, why you've chosen to pursue your chosen medical specialty - which in this case is emergency medicine - and why you are a good fit it. This blog will give you some tips for writing a strong personal statement and share five different winning emergency medicine personal statement samples that you can use as a frame of reference as you prepare for residency applications . 

>> Want us to help you get accepted? Schedule a free initial consultation here <<

Article Contents 19 min read

What is the purpose of a personal statement .

If you want to write a compelling  residency personal statement , you need to understand what this document is supposed to achieve. Your personal statement should highlight the "why" behind your decision to apply to a particular residency program. Essentially, you want your statement to answer the following three questions: 

 Imagine that you've been called for your residency interview, and the interviewer has asked \" How Will You Contribute to Our Program? \" or \u201cwhat kind of doctor will you be?\u201d. When they ask these questions, they are trying to find out what you have to offer as a candidate, and that's one of the things that your personal statement should tell them. Talk about your reasons for choosing the specialty, how your values align with theirs, your strengths and abilities, and what makes you unique as a candidate.  ","label":"What will you bring to the program?","title":"What will you bring to the program?"}]" code="tab2" template="BlogArticle">

We know that it sounds like a lot of information to fit in a one-page essay. It can be challenging to get right, but it is doable. Take a look at the emergency medicine personal statement samples below and pay attention to the way that the candidates answer these questions in their essays. 

On the second day of my medical school rotations, one of the attendings pointed at me and said, "Now he looks like an ER doc." I laughed because I was not surprised at all. I have always gravitated toward Emergency Medicine because it fits my personality. I am naturally energetic and drawn to a high-paced environment. 

I have been convinced that Emergency Medicine is the right fit for me since my first year of medical school, and I got to put my theory to the test during my Emergency Medicine rotation. In the space of a week, we saw gunshot wounds, infections, overdoses, broken bones, common colds, and motor vehicle accidents. At first, I wasn't sure I would be able to keep up with the pace of the trauma bay, but I thrived on it. 

A few weeks ago, I celebrated my upcoming medical school graduation by purchasing a 7500-piece jigsaw puzzle. It is the biggest puzzle I have ever attempted to solve, and I can't wait to get started. See, the thing is that solving puzzles of any sort makes me happy. It is one of the many reasons I hope to have a long and rewarding career as an emergency physician. 

As a third-year medical student, several factors motivated me to choose a residency in emergency medicine. During my clerkship, I got to experience the fast-paced, unpredictable nature of the emergency room. I quickly found a mentor in one of the attendings that I worked with. His breadth of knowledge, enthusiasm, and calm efficiency - even when all hell seemed to be breaking loose around us - showed me how challenging emergency medicine could be. My interest was certainly piqued, and the more I learned, the more I wanted to know. 

I especially enjoyed the challenges of the undifferentiated patient. Often in the emergency room, you are the first to assess and treat a patient who's come in with little more than a chief complaint. You, therefore, have to start the process of diagnosing them from the very beginning. I loved the challenge of being faced with a set of symptoms and having to identify their common etiology. 

That said, the most gratifying part for me was the interactions that I had with my patients. Behind all the symptoms that I was presented with were real people from all walks of life. I specifically remember a 62-year-old man who had been brought in after losing consciousness, falling in his kitchen, and getting a deep laceration on his forehead. He was presenting with vertigo and showing symptoms of malnutrition. While I attended to his bleeding forehead, we got to talking, and he explained to me how he had recently lost his wife and had been on a juice fast so that he could try to live longer. I was able to have a conversation with him and advise him on the kind of diet that was better suited for him. 

I pride myself on my ability to quickly build rapport with people, especially patients. It is a skill that has always served me well, but it had never felt so useful as it did in the emergency room. Every patient has a story, and sometimes part of treating them is taking a few minutes to ask the right questions and make them feel heard. I was honestly surprised to learn that immersing myself in the unpredictable nature of the emergency room did not mean that I had to interact less with patients. On the contrary, I feel like I got a chance to connect with more people during my emergency medicine rotation than on any other service. 

It taught me that emergency physicians wear many different hats throughout the day, and depending on the situation, they can call on various aspects of their medical training. Some cases require the kind of patience and bedside manner that people typically associate with internal and family medicine, while others need a physician who is as quick, decisive, and creative as a trauma surgeon. You never know which hat you will need to wear until your patient is in front of you, and then you simply have to adapt so that you can provide them with the best care possible. 

For these reasons, a career in emergency medicine would satisfy my curiosity, constant need to be challenged, and need to connect with patients. I know that I have the skills and the drive required to pursue my training and become a competent emergency physician. Leading a musical band has taught me the importance of communication and shown me that while I am capable of working on my own, I enjoy being a part of a team, and I know how to reach out for assistance when need be. 

I look forward to joining a residency program that will help me develop my medical skills and that values patient care and will help me achieve my goal of becoming a caring, competent emergency physician.  

When I was a child, my mother often asked me what I wanted to become when I grew up, and up until high school, the answer was never a doctor. My parents are both family physicians, as are my grandmother and my oldest sister. No one ever said anything to me, but I always assumed they wanted me to follow in their footsteps. And I felt like although I didn't want to be, I was different from them because I had no desire to pursue a career in medicine at all. 

That said, when you grow up in a house full of physicians, you learn a few things without knowing it. I found that out during a camping trip with my 7th-grade class when one of my friends had an allergic reaction, and we couldn't find an adult to help. Ms. XY was in the bathroom for a maximum of five minutes, but it felt like hours for us as we watched our friend break out in hives and struggle to breathe. I decided to call my mum instead of waiting for our teacher. Whenever she tells this story, she insists that I sounded like an intern on her first day when she picked up, and I said: "X seems to be reacting to something, we are not sure what it is, but she has raised patches of skin all-over her neck and her pulse feels slower than it should be. She needs Epi, right?"

This was not a ground-breaking diagnosis, by any means but it was my first time dealing with someone who was having an allergic reaction. I remember feeling a sense of pride at the fact that I had been level-headed enough to take note of the symptoms that my friend was having and seek help and communicate effectively. After confirming that my classmate did indeed need a shot from an epi-pen, so I went to get one from Ms. X, and she administered the shot. 

Even though I had a few experiences of this nature, I was still going back and forth between four different professions, and I could not decide on one. First, I wanted to be a chemist, then a teacher, then a therapist, and then a police officer, and back and forth. It was my guidance counselor in high school that helped me figure out that the right medical career could combine all the things that I love about the professions I grappled with.  

I didn't believe her at first, but she was right. After a few conversations with her on the topic, I finally started looking into the different fields that medical doctors can work in. I read an article describing emergency physicians as decisive jacks of all trades, who thrive in high-energy, fast-paced environments, and it felt like they were describing me. That was when my interest in emergency medicine was piqued.

It turned into a mission during my first week of clinical rotations when I worked in the emergency room and loved every minute of it. Every single day in the x general hospital emergency department, I saw at least one gunshot wound, a person with one or multiple broken bones, a motor vehicle accident, and a person whose medical condition is nonurgent. On many days, we had to treat several of those cases simultaneously. 

My time at X general hospital confirmed that emergency medicine could give me a platform to do everything I love about the other professions I had considered. As an emergency physician, I get to be on the front lines and occasionally provide preventive care. I also have to listen to my patients and make sure they feel heard and understood, all while teaching them how to take care of their bodies in order to heal correctly. 

Now, I can think of no better place to spend my professional career than the emergency department, and I know that with the right training, I will be able to provide my patients with the best care possible because that is exactly what every single patient deserves.

Want an overview of the tips that we cover later in this blog? Check out this infographic:

I didn't always want to be an emergency medicine physician. Actually, when I was in elementary school, I remember telling my dad that I wanted to be an engineer because someone had said to me that they fixed broken things, and I thought that was the coolest thing in the world. I wanted to fix broken things and make people happy. It wasn't until much later that I realized that medicine allows you to do something far cooler, in my opinion: fix people's bodies. 

While in college, I got the opportunity to explore the intense, fast-paced world of critical care through an internship. Within a few months of working as a scribe at the X medical center emergency department, I fell in love with emergency medicine. I worked the same hours as some doctors and saw the same number of patients they saw. As I transcribed their medical decision-making, I would imagine myself in their shoes and wonder how I would react to similar situations. The time that I spent in that emergency department gave me an in-depth look at what being an emergency room physician means daily. I got to see them be radiologists, intensivists, orthopedists, and so much more. I admired the physicians who worked in the Emergency Department and loved that they got to wear so many different hats on a given day. 

Some days were busy from the moment I came in for my shift to when I would leave to go home. Other days were so quiet that I could actually study for my MCAT right in the middle of the emergency room. The calm rarely lasted long, though, and I always looked forward to the next patient because you never knew what to expect. Sometimes it was a child with a broken bone or a pregnant woman with vaginal bleeding and abdominal pain. Other times it was a drunken man who wanted to tackle everybody in his way or a police officer with a gunshot wound. I found myself excited to get to work, and I just knew that emergency medicine was the perfect specialty for me. It promised to give me a platform to make medical decisions, use the full breadth of the skills I would have as a doctor, be hands-on with my patients, and experience something different every day. 

There was no doubt in my mind that emergency medicine was right for me, but I was yet to figure out whether I was a good fit for emergency medicine. When I finally got into medical school, I spent a lot of time reflecting on the qualities that I was told a good emergency physician should have. I knew that I was a good team player because I have been part of a team my whole life. As one of the founding members of a small African dance group in my city, I have always taken the opportunity to be both a leader and a team member in great stride, and we have danced together for thirteen years now. My time as president of the Pre-med Student Union at X university taught me that sometimes you have to take control, and other times, you have to ask for help and work with others. I now know how o recognize those times, and I feel comfortable in both situations. 

By my third year of medical school, I was more confident in my skills, and I started to believe that I am well suited to be an emergency physician. On one particular day, I was in the residence cafeteria when a small fire broke out, and chaos erupted around me. I didn't have to think about my actions; I just knew that I needed to remain calm, look for the nearest exit, and help as many people as possible get there. One of my classmates thanked me when we got outside and told me that I was very calm under pressure, a quality that I did not realize I possessed but looking back, I could see right away that she was right. I have always thrived under pressure. I can keep a level head in busy, fast-paced environments and focus on the task I have in front of me. 

This theory was tested when I saw my first patient on the first shift of my first emergency medicine rotation. I had arrived five minutes before my shift to get acclimated to the department that I would be working in that day. Right behind me were paramedics, bringing in a two-month-old male who was hypothermic, hypotensive, and barely breathing. I watched in awe as the entire medical team coordinated to intubate, place a peripheral line, administer medications, and work to save this infant's life. Everyone worked together like it was a choreographed dance, and I was able to step back, look for the place where I'd be most helpful, and jump in. I helped one of the residents run the labs, and within an hour, the little boy was stabilized and on his way to the intensive care unit. 

I went home many hours and patients later, still thinking about that little boy and how the emergency team's quick and coordinated efforts potentially saved his life. Each day after that, I continued to learn. I learned during my rotations on other services and in medical school. Now, I hope to get the chance to learn from one of the best residency programs in the country so that one day, I, too, can be a part of a coordinated effort to save lives as a skilled emergency medicine physician.

Use a Residency Match Calculator will to assess your match chances this year. It's a quick and easy way to find out how competitive you are for your chosen medical specialty! ","label":"Bonus tip:","title":"Bonus tip:"}]" code="tab3" template="BlogArticle">

I am the youngest of nine children and my parent’s only daughter, so I am used to commotion, and I have learned to thrive within it. When I was growing up, our house was only quiet in the dead of night, and even then, my older brothers would sometimes be playing around in the basement. By the time I was in high school, I'd gotten so used to the chaos around me that very little could break my concentration. I am very aware of my surroundings, but I've learned to decipher what requires my attention and what doesn't. My partner often refers to it as my superpower, and I guess it is in some ways. 

This superpower served me well when I first moved to the United States at the age of sixteen and had to spend most of my free time studying. I was able to study in the busy cafeteria during lunch period and in loud classrooms during free periods. I even managed to do my homework in the stands at football games while my brother was playing on a few occasions. I grew up in France, so moving to America meant learning a new curriculum in a language that I did not speak very well at the time. The first few weeks were challenging, but once I figured out how to use my superpower to put in more study hours, I started making progress. Eventually, I graduated in the top 25% of my class. 

I approach everything that I do with this same dedication and work ethic. I did it throughout my undergrad years, when I worked as a teacher's assistant, ran track for the school team, and completed my degree in biotechnology. I also did it in medical school, where I discovered that I genuinely enjoy teaching by offering tutoring lessons. I plan to continue in this way during my residency and during what I will work to ensure is a long and fulfilling career. 

I believe that my perseverance and passion will help me along the way as I train to become a doctor, but it is because of my curiosity, compassion, and love for the field that I know that with the proper training, I can be a great emergency physician. When I was in primary school, we had a career day, and one of my classmates' friends came in and told us all about his work as an ER doctor. He talked about how he got to heal kids and adults who were hurting, and then he gave us lollipops and told us that if we worked hard, we could do it too. I was sold! At the dinner table that evening, I explained to my family that I was going to become a doctor. They all assumed it was because of the lollipop, but my interest had just been piqued, and the more I've learned about medicine since then, the more I've wanted to know. 

I had always been drawn to emergency medicine because of the fast-paced and unpredictable nature of the emergency room. During my clerkship, I got to learn more about the core specialties in medicine, and I confirmed that emergency medicine was perfect for me. One of the attendings that I worked with in the ER told me that "emergency doctors are people who just like doing things, all the time." She told me that she knew it was right for her when she realized that she was just as comfortable around big scary things like traumas and codes as when dealing with children with appendicitis. 

Her words stayed with me because they described precisely how I felt during my time in the emergency room. I loved the diversity in patients' presentations—surgical, medical, social, psychiatric, etc. I loved being required to think on my feet and act quickly to provide lifesaving or limb-saving care at a moment's notice. 

Emergency medicine is the perfect platform for me to utilize my superpower, work ethic, and passion for medicine to provide patient care in an environment that is almost reminiscent of the home I grew up in. I cannot imagine a more fulfilling career path for myself. 

Five Tips for a strong personal statement

1. start early.

Writing a residency personal statement, especially for a competitive field like emergency medicine, is not something that you can rush through. We recommend that you give yourself at least six to eight weeks to brainstorm, write, edit and polish your personal statement. The earlier you start, the more time you will have to review your statement and get a second pair of eyes to look at it to ensure it is as compelling as possible. You do not want to be scrambling at the last minute and end up with a subpar essay because you waited until the last minute to get the job done.  

The key to an excellent personal statement is preparation. You should take the time to brainstorm and plan the structure of your essay for two reasons: First, because having a structure will guide you and keep you on track as you write. Secondly, because we tend to get attached to our work, and if we get to a point where we realize that the flow of the personal statement is off, it is harder to delete a whole paragraph than it is to just rewrite a few sentences. We suggest that you brainstorm first. Think about the questions that we mentioned earlier and write down your answers to those questions, as well as any memorable experiences that have contributed to your decision to become a physician.

4. Stay true to yourself

Students often make the mistake of writing what they think the program directors want to hear instead of the truth. This usually backfires because it can end up sounding cliché and generic, but also because it will likely not be consistent with the rest of your application. Your personal statement should be about you and your suitability for the residency program. So, be honest and don't try to fabricate your statement or exaggerate your experiences. Instead, tell the residency program directors about your exposure to medicine, what you've learned, and how your experiences led to you wanting to pursue this vocation. 

Have you started preparing for your residency interviews? This video is for you:

5. Seek feedback

It's not enough to make statements about yourself. If you want to write a compelling statement, you need to back your claims up with specific examples or short anecdotes. Not only do people tend to remember such things more, but it is just a more impactful way to write. For example, instead of saying, "I am good at handling stress," you could say, "My role as the oldest sister of five children has often tested my ability to handle stressful situations." The second sentence is more memorable, and if you followed it up with an anecdote about one of those stressful situations, it would be even more impactful. It shows the directors that you have experience dealing with stressful situations, and it also gives them some new information about your background.

Your residency personal statement shouldn't be longer than one page unless otherwise specified. You should aim for an essay that is between 650 and 800 words.

Your personal statement should tell the program directors why you've chosen to pursue your specialty, why you're suited for it, and their program.

They are an essential part of your residency application as they give you a chance to tell the program directors why you are a good fit for your chosen field and their program in your own words. You should definitely not underestimate their importance. 

While you can certainly send different versions of your personal statement to different programs, we do not recommend that you address them to any program in particular because this would mean writing several different personal statements. Instead, focus on writing personal statements that are tailored to specific specialties. 

That depends on the concern in question. You should only discuss issues that you haven't addressed in other application components and that are relevant to the rest of your statement. If you address any red flags, make sure you demonstrate maturity and honesty by taking ownership of the problem and explaining how you've learned and grown from your mistakes.

Yes. Emergency medicine is one of the most competitive residencies, so you need to ensure your residency application is compelling if you want to secure a spot in a top program.

No, you do not. Most students apply to 15 - 30 residency programs in one application cycle, so writing a letter for each one is simply not feasible. Instead, you should write a letter for each specialty that you are considering.

You can write a strong personal statement if you take the time to brainstorm and plan for your essay early, use specific examples in your writing, and seek feedback from experts. 

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113 Emergency Department Essay Topic Ideas & Examples

Inside This Article

The emergency department is a fast-paced and challenging environment where healthcare professionals must be prepared to handle a wide range of medical emergencies. Whether you are a student studying to become a nurse or doctor, or you are already working in the emergency department, having a solid understanding of various essay topics can help you enhance your knowledge and skills in this field.

In this article, we will provide you with 113 emergency department essay topic ideas and examples that you can use for research, study, or to enhance your understanding of emergency medicine.

• The role of triage in the emergency department
• Managing overcrowding in the emergency department
• The impact of mental health emergencies in the emergency department
• Strategies for improving patient flow in the emergency department
• The use of technology in the emergency department
• The challenges of managing pediatric emergencies in the emergency department
• The importance of teamwork in the emergency department
• The role of communication in the emergency department
• The ethical dilemmas faced by healthcare professionals in the emergency department
• The impact of substance abuse on emergency department visits
• Managing geriatric emergencies in the emergency department
• The impact of socioeconomic status on emergency department utilization
• The role of emergency medical services in the emergency department
• The challenges of managing trauma patients in the emergency department
• The impact of natural disasters on emergency department operations
• The role of simulation training in preparing healthcare professionals for emergencies
• The challenges of managing infectious disease outbreaks in the emergency department
• The impact of cultural beliefs on emergency department utilization
• The role of emergency preparedness in the emergency department
• The challenges of managing obstetric emergencies in the emergency department
• The impact of violence-related injuries on emergency department visits
• The role of quality improvement initiatives in the emergency department
• The challenges of managing psychiatric emergencies in the emergency department
• The impact of healthcare disparities on emergency department utilization
• The role of research in improving emergency department care
• The challenges of managing environmental emergencies in the emergency department
• The impact of healthcare policies on emergency department operations
• The role of emergency department nurses in providing quality care
• The challenges of managing non-urgent visits in the emergency department
• The impact of burnout on emergency department staff
• The role of emergency medicine physicians in the emergency department
• The challenges of managing drug overdoses in the emergency department
• The impact of homelessness on emergency department utilization
• The role of emergency department technicians in providing care
• The challenges of managing pediatric trauma patients in the emergency department
• The impact of malpractice lawsuits on emergency department operations
• The role of emergency department administrators in improving efficiency
• The challenges of managing sepsis patients in the emergency department
• The impact of overcrowding on patient outcomes in the emergency department
• The role of emergency department pharmacists in medication management
• The challenges of managing stroke patients in the emergency department
• The impact of patient satisfaction on emergency department care
• The role of emergency department social workers in providing support
• The challenges of managing cardiac emergencies in the emergency department
• The impact of health literacy on emergency department utilization
• The role of emergency department radiology in diagnosing patients
• The challenges of managing respiratory emergencies in the emergency department
• The impact of electronic health records on emergency department operations
• The role of emergency department chaplains in providing spiritual care
• The impact of cultural beliefs on emergency department care
• The role of emergency department volunteers in supporting patients
• The impact of substance abuse on emergency department utilization
• The role of emergency department security in maintaining safety
• The impact of trauma on emergency department staff
• The impact of healthcare disparities on emergency department care
• The role of emergency department nurses in providing compassionate care
• The challenges of managing geriatric emergencies in the emergency department
• The role of emergency medical services in pre-hospital care
• The role of emergency department physicians in diagnosing and treating patients
• The role of emergency department technicians in providing

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Planning Guides

Planning Considerations

Comprehensive Guides

Houses of Worship & Schools

Pre-Disaster Recovery

Other Resources

Accomplished properly, planning provides a methodical way to engage the whole community in thinking through the lifecycle of a potential crisis, determining required capabilities and establishing a framework for roles and responsibilities. It shapes how a community envisions and shares a desired outcome, selects effective ways to achieve it and communicates expected results.

A shared planning community increases the likelihood of integration and synchronization, makes planning cycles more efficient and effective and makes plan maintenance easier.

We have resources to guide the way.

Climate Adaptation Planning: Guidance for Emergency Managers

The guide helps emergency managers incorporate climate adaptation into emergency management planning efforts. The structure is designed to walk state, local, tribal, and territorial partners through the Six Step Planning Process, as identified in “ Comprehensive Preparedness Guide 101: Developing and Maintaining Emergency Operations Plans .” The climate guide also highlights existing climate mapping tools, trainings, and potential funding resources. Supporting documents include:

• Executive Summary
• Two-page outline on the six-step planning process for climate
• Standalone federal resources document

Have questions? Email the National Integration Center .

Local Elected and Appointed Officials Guide

The document and associated quick reference guide and checklists provide an executive-level introduction to emergency management concepts and principles for local senior officials and identifies local senior officials’ roles and responsibilities for emergency management before, during and after disasters. Download the Quick Reference Guide and Checklist . View the short video on potential roles local elected and appointed officials can play before, during and after disasters.

Evacuation and Shelter-in-Place

Identifies relevant concepts, considerations, and principles that can inform jurisdictions in planning for evacuation and/or shelter-in-place protective actions.  The research report Improving Public Messaging for Evacuation and Shelter-in-Place and its companion slide library documents findings from peer-reviewed research and presents recommendations for informing community members about risk and providing effective warnings.

The Shelter-in-Place Pictogram Guidance provides the public clear protective action guidance for 10 hazards and three building types. The guidance includes recommended interior locations by hazard, additional protective actions, and duration. Social media friendly versions are available to provide clear protective action guidance regardless of platform.

Complex Coordinated Terrorist Attacks

Identifies  concepts and principles relevant to the development of related plans and the completion of a THIRA.

Engaging Faith-based and Community Organizations

Provides a methodology for emergency managers to engage and build partnerships with faith-based and community organizations in order to enhance resilience.

Disaster Financial Management Guide

Identifies the capabilities and activities necessary to prepare and successfully implement disaster financial management while maintaining fiscal responsibility throughout response and recovery operations.

Hazardous Materials Incidents

Provides officials with information and resources on hazardous materials, incident preparedness and response and practices to increase community resilience to those incidents.

Cyber Incidents

Developed in coordination with the Cybersecurity and Infrastructure Security Agency (CISA), “ Planning Considerations for Cyber Incidents: Guidance for Emergency Managers Guide ” provides state, local, tribal, and territorial emergency managers with foundational knowledge of cyber incidents to increase cyber preparedness efforts in their jurisdictions. This guide is intended to help emergency management personnel collaboratively prepare for a cyber incident and support the development of a cyber incident response plan or annex. Download the Overview document and Critical Cyber Asset Identification & Prioritization Checklist . View the short video outlining the important roles emergency managers have in planning for cyber incidents impacting their communities through the identification and prioritization of critical services and dependencies.

Distribution Management Plans

Distribution Management Plans enable SLTT partners to strengthen capabilities before a disaster to enhance capacities to distribute resources to survivors after a disaster. FEMA. Effective 2019, all Emergency Management Performance Grant (EMPG) recipients are required to develop and maintain a Distribution Management Plan as an annex to their Emergency Operations Plan. View the frequently asked questions.

Disaster Housing

Guidance on national housing priorities, types of housing, key considerations and housing-specific planning recommendations that jurisdictions can apply when developing or improving housing plans.  ( Spanish )

Supply Chain Resilience Guide

Provides emergency managers with recommendations and best practices on how to analyze local supply chains and work with the private sector to enhance supply chain resilience using a five-phased approach.

Healthcare Facilities and Power Outages

Provides jurisdictions, utility owners/operators, and healthcare facilities with information and resources to improve resilience to power outages, integrate plans, and prioritize assistance during an outage.

Comprehensive Preparedness Guides (CPG)

Comprehensive preparedness guide 101: developing and maintaining emergency operations plans.

CPG 101 provides guidelines on developing emergency operations plans and promotes a common understanding of the fundamentals of community-based, risk-informed planning and decision making to help planners examine threats or hazards and produce integrated, coordinated and synchronized plans.

CPG 201: Threat and Hazard Identification and Risk Assessment (THIRA) and Stakeholder Preparedness Review (SPR) Guide

CPG 201 provides guidance for conducting a Threat and Hazard Identification and Risk Assessment (THIRA) and Stakeholder Preparedness Review (SPR).

CPG 502: Considerations for Fusion Center and Emergency Operations Center Coordination

CPG 502 outlines the information-sharing roles of fusion centers and emergency operations centers and identifies planning and coordination considerations each entity.

Emergency Operation Plans – Houses of Worship and Schools

Houses of worship.

Guide on emergency operations planning, discussing actions that may be taken before, during and after an incident to reduce the impact on property and loss of life. It encourages houses of worship to develop an emergency operations plan.

Institutions of Higher Education

This guide outlines principles of emergency management planning for institutions of higher education, provides a process for the development of emergency operations plans and describes the content with those plans.

K-12 Schools

This guide provides recommendations in the development of plans not only to respond to an emergency, but also outlines how schools (K-12) can plan for preventing, protecting against, mitigating the impact of and recovering from these emergencies.

Pre-Disaster Recovery Planning Guides

Tribal governments.

This guide prepares tribal governments for recovery efforts from future disasters by engaging with the whole community and planning for recovery activities that are comprehensive and long term.

State Governments

This guide helps states and territories prepare for recovery by developing pre-disaster recovery plans that follow a process to engage members of the whole community, develop recovery capabilities across government and nongovernmental partners and create an organizational framework for comprehensive recovery efforts.

Local Governments

This guide is designed to help local governments prepare for recovery from future disasters offering tools for public engagement, whole-community recovery, identification of existing recovery resources, and identifying outside partnerships that can help local governments build resilience.

Pre-Disaster Housing Planning Initiative

FEMA in partnership with the U.S. Department of Urban Housing and Development (HUD) published the Pre-Disaster Housing Planning Initiative Report to bolster state, tribal and territorial planning for housing recovery before disasters occur. The report offers insight into the technical assistance provided to Louisiana, Montana, New Jersey, and Washington during 2023 and the aspects that enabled the states to successfully engage in pre-disaster housing planning.

In addition to the report, a Pre-Disaster Housing Planning Checklist and Guide as well as a Federal Housing and Sheltering Resource Timeline and Compendium were developed during the initiative and are available for states, Tribal Nations and territories to begin maturing their pre-disaster housing strategies.

Private Public Partnerships

The Private-Public Partnerships (P3) Guide and supplemental documents provide jurisdictions with best practices to establish and maintain a private-public partnership to help coordinate mitigation, response & recovery planning and preparedness, and increase community resilience. 

Building Private-Public Partnerships

Execu tive Summary

P3 Guide  | View in  Sp ani sh

Restoration and Recovery Guide

Fact Sheets:

P3s Support Equitable Outcomes for Risk Reduction

P3s Support Reducing Risks and Building Resilience

Information Sharing Guide for Private-Public Partnerships

Provides recommendations and resources for any P3 to develop, conduct, and improve the capability to share information for resilience and all response and recovery. The members of a P3 often share information through the human and technical systems of a partnership network, a community resilience hub, or a business emergency operations center (BEOC).

Implementation of Community Lifelines

Lifelines enable the continuous operation of critical government and business functions and is essential to human health and safety or economic security.

Disaster Resource Identification Fact Sheet

This fact sheet provides recommendations and resources for jurisdictions to conduct disaster resource identification, includes recovery resources, guidance for how to search for disaster recovery resources, and recommendations for disaster resource management.

Emergency Operations Plans/ Emergency Management Program Topic Collection September 13, 2023

Topic Collection: Emergency Operations Plans/ Emergency Management Program

• Technical Resources
• Emergency Management
• Emergency Operations Plans/ Emergency Management Program

There is a sizeable body of evidence that supports planning for hazards, threats, and events that may impact access to, or the delivery of, healthcare services in a community. Each state has different requirements for healthcare organizations to ensure that they are properly planning for emergencies. The emergency management program (EMP) should detail how the facility implements the emergency management principles of mitigation, preparedness, response and recovery and the personnel, authorities, and other details of program administration. Healthcare system planners must ensure that their EMP accounts for the current and changing landscape of requirements, regulations, threats, and hazards. Complying with standards and following programs (EMP) will help healthcare entities reliably respond to and recover from disasters, as well as work cohesively and effectively with emergency management partners.

The emergency operations plan (EOP) details what the facility or agency will DO during a disaster (incident command implementation, command center location and activities, specific plans by department, etc.). This plan should be developed as an all-hazards plan, and must integrate with local EOPs and coalition plans for information sharing and resource requests. Individual plans may also include specialty annexes for incidents such as burn, chemical, pediatric, or infectious disease (access the Plans, Tools, and Templates section in the rest of our Topic Collections for examples).

The resources in this Topic Collection highlight select standards, guidance, regulation, accreditation programs, and tools that can help healthcare emergency preparedness professionals create, or bolster the foundation of existing, programs and plans. Due to the interdependencies between, and reliance upon strong EOPs within EMPs, resources for both are provided in this Topic Collection. Resources are listed in separate sub-categories as appropriate. Though this Topic Collection is focused on healthcare, a limited number of public health agency plans are also included as resources in support of program and plan integration across partners. Access the Incident Management and Coalition Response Operations Topic Collections for more resources (particularly as coalition constructs and related documents can be a critical component of the EOP concept of operations).

Each resource in this Topic Collection is placed into one or more of the following categories (click on the category name to be taken directly to that set of resources). Resources marked with an asterisk (*) appear in more than one category.

Sections Navigation

Section navigation.

• This item doesn't have any comments

Education and Training

Event-specific lessons learned, guidance/guidelines.

• Brendan McCluskey The standard is free to access and provides the foundation for what a "good" emergency management program (whether based in HPH or otherwise) should be doing. 8/12/2015 8:45:12 AM

Plans, Tools, and Templates (EMP)

• Tony Barker Great tool that has very effective resource links. Makes the HVA process evidence based and provides an excellent format for use. Thank you to the development team! 12/12/2018 12:56:36 PM

Plans, Tools, and Templates (EOP)

• Bridget Kanawati Thank you for informing us of the broken link. It appears the plan was updated in 2018. We have updated our records with the new URL. 9/9/2019 10:19:55 AM
• Kristina Long Link doesn't work 9/8/2019 4:01:38 PM

Plans, Tools, and Templates (Public Health)

Standards and regulations, agencies and organizations.

This ASPR TRACIE Topic Collection was comprehensively refreshed in July 2019 and reviewed in September 2019 by the following subject matter experts (listed in alphabetical order): Eric R. Alberts , Corporate Director, Emergency Preparedness, Emergency Management, Orlando Health; Amanda Bogard , National Integration Center, National Preparedness Directorate, Federal Emergency Management Agency; Jim Bolen , MS, Deputy Director, Butler County (Ohio) Emergency Management Agency; Julie Bulson , DNP, MPA, RN, NE-BC, Director, Emergency Preparedness, Spectrum Health; Craig DeAtley , Director, Institute for Public Health Emergency Readiness, MedStar Washington Hospital Center; Michael Gurnick , Chair, Ashland Branch, Massachusetts Medical Reserve Corps, Region 4A; John Hick , MD, HHS ASPR and Hennepin County Medical Center; Michael Melton , MA, MPA, MEP, Emergency Logistics Coordinator, Los Angeles County Department of Public Health; Christopher Riccardi , CHSP, CHEP, Manager, Business Continuity Program, CHOC Children’s Hospital; Mary Russell , EdD, MSN, Healthcare Emergency Response Coalition of Palm Beach County, Florida; and Michael Vineyard , Senior Advisor to the ASPR Deputy Assistant Secretary, Incident Command & Control.

It was comprehensively reviewed in 2016 by the following subject matter experts (listed in alphabetical order): Eric Alberts , BS, FPEM, CHS-V, CDP-1, CHPP, CHEP, SEM, CFRP, FABCHS, Manager, Emergency Preparedness, Orlando Health, Inc. (Hospital System); Marc Barbiere , MPH, CEM, VPEM, Fairfax County Health Department, Office of Emergency Preparedness; Amanda Bogard , M.A., Branch Manager for Disaster Preparedness, Barren River District Health Department; James Bolen , MS, Planning & Operations Manager, Butler County (Ohio) Emergency Management Agency; Pete Brewster , Office of Emergency Management, Veterans Health Administration; Julie Bulson , MPA, BSN, RN, Director, Emergency Preparedness, Spectrum Health; John Hick , MD, HHS ASPR and Hennepin County Medical Center; and Brad Learn , Regional Healthcare Preparedness Coordinator, Kentucky Department for Public Health.

Featured Resources

The Disaster Available Supplies in Hospitals (DASH) Tool

Utility Failures in Health Care Toolkit

On-Campus Health Care Facility Armed Assailant Planning Considerations

Mpox Resources

COVID-19 Resources Page

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Essay: The Federal Emergency Relief Administration

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Essay: The Federal Emergency Relief Administration (FERA)

Sample Searches

• Road, bridge, street, railroad construction
• Waterway improvements
• Land clearing projects
• Park and playround maintenance
• School maintenance projects
• Workshops and training centers
• Water and sewer pipeline repairs
• Fuelwood gathering
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Other Resources

The Civil Works Administration

The economic collapse of 1929 known as the Great Depression caused widespread hardship throughout the United States. When President Franklin Roosevelt took office in January 1933, 15 million Americans were unemployed. Many had lost not only their jobs, but their also their savings and homes and were dependent on relief money from the government to survive. Businesses and banks had closed, production and sales of goods and services had been severely reduced. Most federal relief efforts had been mired for some time in a quagmire of political and legislative wrangling. Little aid or direction had actually reached the state level.

On May 22, 1933, the Federal Emergency Relief Administration (FERA) was inaugurated. The chief architect of this program was Harry Hopkins, the former president and executive director of the New York State Temporary Emergency Relief Administration and a man who had, by 1933, 20 years of experience in social work and welfare administration. He had worked with (then Governor) Franklin Roosevelt in New York, and the two became good friends, with Hopkins serving as Roosevelt's chief advisor and confidant throughout his administration.

Hopkins sprang into action less than a week after Roosevelt's inauguration, approaching Roosevelt's secretary of labor, Frances Perkins, with a plan for a program of federal relief. Impressed, Perkins agreed to take the proposal to Roosevelt, who quickly agreed to the plan.

"When Roosevelt appointed Hopkins as director of FERA, he called him to his office for a five-minute talk. The president told the Washington newcomer two things: give immediate and adequate relief to the unemployed, and pay no attention to politics or politicians. Hopkins did just that. Thirty minutes later, seated at a makeshift desk in a hallway . he began a program committed to action rather than debate, a program that would eventually put 15 million people to work. Even more important, FERA established the doctrine that adequate public relief was a right that citizens in need could expect to received from their government." (J. Hopkins p. 309)

FERA had three primary objectives: 1) Adequacy of relief measures; 2) providing work for employable people on the relief rolls; and 3) diversification of relief programs.

FERA accepted as elementary that all needy persons and their dependents should receive sufficient relief to prevent physical suffering and to maintain a minimum standard of living." (Williams p. 96) In a report to Congress in 1936, FERA indicated that while actual physical suffering was prevented, it was never fully possible to achieve living standards of minimum decency for the entire population in need of relief.

It has been estimated that during this period of relief, roughly three-fourths of the heads of families on relief were employable. They may not have been generally employable in private industry due to age, but they were considered employable by FERA. The FERA's goals for work relief included not only genuine work (as opposed to "make work projects") but also work opportunities that were sufficiently diversified to give relief workers employment in line with their previous job experience. The working conditions and wages also had to be in line with those found in the private sector.

The purpose of FERA was to work cooperatively with state government, providing federal grants for relief purposes. Grant applications required that states were to provide information on the amounts necessary to meet relief needs in the state and the amounts available from public and private sources within the state to contribute toward those relief needs. States also were to provide information on provisions made to assure adequate administrative supervision of the funds, the methods by which adequate relief levels would be assured, and the purposes for which the funds would be used. The provisions of the Federal Emergency Relief Act of 1933 provided that authorization for FERA would expire in two years from the date of inception.

The most pressing problem for FERA at first was to build up adequate local relief organizations. Few of the existing state relief agencies had been in existence for more than 7 or 8 months at the time of creation of FERA. Those state relief agencies that were deemed to be inadequate or flawed in some way had to be overhauled to meet the requirements of FERA.

Most states had little experience with running genuine work relief programs and almost no experience in providing appropriate work for white-collar workers. Despite directives and orders issued in 1933, states and localities were not quick to cooperate by accepting federal projects. Either through inertia or a desire to institute projects of purely local interest and benefit, state involvement in work relief programs were slow to start in 1933. Faced with continued high unemployment and concerns for public welfare during the coming winter of 1933-34, FERA institute the Civil Works Administration (CWA) as a short-term measure to get people to work.

As the CWA program drew to a close in March 1934, it was replaced by the Emergency Work Relief Program of FERA. This program continued and expanded many of the projects begun under the CWA.

The bulk of the work relief projects, were engineering and construction oriented. Other projects included sanitation improvements, repair or construction of public buildings, national park improvements, real property surveys, library projects, art and theater projects, and archeological excavations. The Washington Emergency Relief Administration (WERA) supervised numerous construction and repair projects in the state. In Seattle, it built the Montlake playfield field house and the Montlake Community Clubhouse, which has since acquired the name "Tudor Building," after its architecture. Other projects in Washington were of an agricultural nature. Among these were a rural electric survey of the state, research on the development of new fruit by-products, research to determine the vitamin C content in Washington apples, a survey of part-time farming, and research on the use of by-products of the fishing industry as feed for the poultry industry. (WSU MASC)

The Emergency Work Relief Program provided for three special classes of projects for white-collar workers: 1) Planning; 2) public health, welfare and recreation; 3) education, arts and research. ." It had been estimated that there were about 560,000 white-collar workers between the ages of 16 and 64 on the relief rolls in March 1935, approximately 11 percent of all employable persons on relief rolls at this time. "Federal encouragement of white-collar projects has been productive of more bitter criticism than any other single activity of the various federal relief agencies.Much of the criticism.has arisen from a misunderstanding of the peculiar problems which beset the relief agencies in attempting to meet adequately the relief needs of those white-collar workers who were forced to apply for relief."

"During 1932 and 1933 a growing number of unemployed teachers applied for relief after their resources had become exhausted. Shortly after the FERA was initiated we attempted to do something for this group of needy teachers. Obviously it was hardly enough to give them direct relief. With thousands of teachers out of work there were, at the same time, hundreds of thousands of men and women in need of educational facilities. We decided to put these unemployed teachers to work teaching those unemployed who wanted instruction." (H. Hopkins p. 113)

In March 1935, at the peak of the emergency education program, more than 44,000 persons were employed and the number of pupils was slightly higher than 1,724,000. Each state could choose to develop or emphasize any or all of the following, depending on local conditions: 1) General adult education; 2) literary classes for adults; 3) vocational education; 4) vocational rehabilitation; and 5) nursery schools for pre-school children from underprivileged homes.

Another part of the emergency education program was the college student aid program. It provided part-time employment for those college students who would otherwise have been unable to continue their education. The projects for the students were planned and supervised in large part by the college authorities.

Funds through the emergency education program were made available for student employment at Washington State University (WSU) in Pullman from 1934 to 1936. During part of this time period there were also funds available through the Civil Works Administration but these were primarily for public works projects. The FERA funds at WSU were administered by a Central Faculty Committee made up of the Dean of Men, the Dean of Women, the Superintendent of the Central Correspondence Office and one faculty member. The Committee operated through the office of the Dean of Men.

The requirements for the use of the funds were that they be used to employ not more that 10% of the total full time student population, of which 25% had to be students not previously enrolled. Although the FERA funds enabled many students to attend WSU who could not otherwise afford to, the program was terminated in 1936 when this relief activity was transferred to the Works Progress Administration.

Prior to FERA, few efforts were made to institute special projects for women. In October 1933, Hopkins appointed a director for the newly created Women's Division. FERA also ordered states to appoint a qualified woman to head a women's division in each state agency. These agencies were to plan special projects that would benefit women and to exert pressure on other divisions of state relief agencies to insure that women had equal consideration for work opportunities for which they were qualified.

"Among the projects providing work for women were sewing room projects in which clothing, bedding, towels, etc., were fabricated for distribution to persons on relief rolls; food canning projects; nursing and teaching projects; and various research and statistical surveys." (Williams p. 132)

Finally, there were three types of special programs within FERA, the Federal Surplus Relief Corporation, the Self-Help Cooperative Program, and the Transient Program. The Federal Surplus Relief Corporation had two main purposes. First, it helped keep farmers above the destitution level by serving as an agency for removing price-depressing surplus commodities from the open market. Secondly, it served as the agency through which these surplus commodities were made available to the state and local relief administrations for distribution to relief clients. At times, processing of the commodities was done by work divisions of the state relief agencies.

The Self-Help Cooperative Program was a small part of FERA which had as its mission to help existing grassroots cooperatives produce goods for themselves and to facilitate the exchange or barter of other goods needed by the members of the cooperative but which could not be produced within this group. The program also helped groups that wished to start cooperatives.

"The need for a special program for transients soon became manifest. Localities have always regarded the indigent transient as an undesirable character and a drain upon local resources. During the depressing this age-old dislike was fanned by the fear that a non-resident who was seeking relief might at any moment take some job which 'properly' belonged to a local person." (Williams p. 147)

The Transient Division of FERA was established in July 1933, volunteering to furnish all the necessary funds for a transient program in those states that drew up an approved plan for dealing with transients. "Local antagonism toward transients was so great, however, that despite the fact that no state and local funds were required, only a few states had applied for funds before September 1933." (Williams p. 148) It was not until late in December that 40 states and the District of Columbia were operating transient programs. Most states required a period of residence of one year to qualify for relief in that state, and FERA accepted this. FERA defined as a transient one who had lived less than the twelve preceding months in the state in which he was applying for aid.

During the period of over two years that the program was in existence, transient relief bureaus existing in most large cities and along the main travel routes. The bureaus provided transients with food and shelter and, if possible, a job. At times, large transient camps were set up on the outskirts of cities.

FERA and the Seattle Salvation Army collaborated in the operation of shelters for homeless men at two locations in Seattle: 213-1/2 Second Avenue South (the former United States Immigration Building) and at 117-1/2 Main Street. Because of Seattle's position as a gateway city to the Pacific and to Alaska, transients who visited the shelters came from all over the United States and even from foreign nations. Because Federal Emergency Relief Act of 1933 mandated that FERA should end two years after its inception, a new program was needed to take its place. The program put in place was called the Works Progress Administration (WPA), and it took over and improved the programs put in place by FERA. The WPA was created May 6, 1935, by authority of the Emergency Relief Appropriate Act of 1935.

References Consulted

Hopkins, Harry L. Spending to save: the complete story of relief. Seattle: University of Washington Press, 1936.

Hopkins, June. "The road not taken: Harry Hopkins and New Deal Work Relief." Presidential Studies Quarterly 29, 2(306-316).

Washington State University Libraries Special Collections web site. Accessed July 31, 2003. https://content.libraries.wsu.edu/digital/custom/collections

Williams, Edward Ainsworth. Federal aid for relief. New York: Columbia University Press, 1939.

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Home — Essay Samples — Life — Paramedic — Why i Want to be a Paramedic

Why I Want to Be a Paramedic

• Categories: Dream Career Paramedic

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Words: 936 |

Published: Aug 31, 2023

Words: 936 | Pages: 2 | 5 min read

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Embracing the path to becoming a paramedic, passion for helping others, adaptability and thriving in high-pressure environments, desire to make a difference in emergency situations, interest in medical knowledge and lifesaving techniques, effective communication and teamwork, problem-solving and critical thinking skills, personal experiences and influences, the importance of professionalism and ethical practice, future goals and contributions, conclusion: embracing the path to becoming a paramedic.

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Emergency Medicine

• EMERGE Summer Research Program

Emergency Medicine and Emergency Care Research Guided Experience (EMERGE)

The EMERGE program at the Washington University School of Medicine in St. Louis is a six-week program offered to medical students to provide an introduction to emergency care research and emergency medicine careers. 

Students will be paired with emergency medicine faculty to complete an emergency care research project.  Didactics focused on emergency care methodology and career pathways will be combined with shadowing opportunities in both clinical and clinical research environments. 

2025 program dates: June 9 thru July 18

• Provide program participants with a foundation in emergency care research. 
• Convey emergency medicine research career options to program participants.  EMERGE program mentors conduct research in the following areas and will be paired with program students according to the student’s research interests:
• Stroke 
• Respiratory failure 
• Sedation 
• Immune response to respiratory infections 
• COVID/Influenza vaccine effectiveness 
• Gun violence prevention 
• Patient safety and quality 
• Implementation/de-implementation science 
• Emergency ultrasound 
• Emergency procedures 
• Cardiac arrest 
• Opioid use disorder 
• Traumatic brain injury 
• Social determinants of health 
• Simulation 

Benefits 

• Participants will receive a $2,500 stipend for the six week program. 
• On campus housing will be provided by the program. 
• Program will provide some meals at didactic sessions and program events. 

Application information 

Please follow these steps to apply:  

• Complete the  application intake form (PDF)  and return to  [email protected]  as soon as possible. 
• One letter of recommendation is required. Please ask whoever you choose to directly email the letter of recommendation to  [email protected]  as soon as possible, but before April 30, 2025. 
• Curriculum vitae/resume  
• Medical school transcript

For more information, contact EMERGE program coordinator, Allyson Artis, at  [email protected] to determine if a late application can be accepted.  

• Emergency Care Research Core

State of Illinois

Domestic Violence Court after-hours program for emergency orders of protection serves almost 2,000

Announcement, Press Release | September 06, 2024

The Circuit Court of Cook County’s Domestic Violence Division has helped nearly 2,000 people during its after-hours pilot program for filing petitions for emergency orders of protection, now entering its third year.

Between September 6, 2022 and August 18, 2024, judges working between 9 p.m. and 3 a.m. on weekdays and between 1 p.m. and 6 p.m. on weekends have conducted hearings regarding   1,925 petitions for civil emergency orders of protection. Of these, 1,477 have been granted. 

The program, spearheaded by Chief Judge Timothy C. Evans, has assisted people in difficult circumstances, such as an assault survivor who prepared documents directly from her hospital bed, according to a court advocate.

“I would like to thank the Domestic Violence Division judges, Presiding Judge Judith C. Rice and staff, Illinois Legal Aid Online (ILAO), victim advocates, representatives of the clerk’s office and law enforcement for helping to provide this valuable service to domestic violence victims,” said Chief Judge Evans. “Their work has ensured a safe and secure environment for the hearing of domestic violence matters after regular business hours, protecting both the safety of victims and the rights of the accused.”

Before expanding the program to cover victim needs around the clock, Judge Evans wanted to test the program in a pilot. Use of the program has substantially increased in its first two years – from 25 total petitions for emergency orders of protection granted in the first six weeks to 140 petitions granted in the most recent six-week period.

 “Access to justice is critical for survivors of domestic violence,” said Judge Rice. “This program was designed to offer the court’s resources on a survivor’s terms; to literally and figuratively meet them where they are. We’re honored to be a part of this expansive and comprehensive system of support as we recognize that a survivor may find themselves in crisis any time of day and night. The sheer number of the nearly 2,000 survivors who’ve benefited from this program is a testament to its need.”

Courtney Herrera, program director for Connections for Abused Women and their Children (CAWC), said that the program is “vital” in helping survivors of domestic violence obtain orders of protection seven days a week, outside of normal business hours.

“Survivors often face numerous barriers—such as lack of transportation, childcare issues, physical injuries, or work obligations—that make accessing the courthouse difficult,” Herrera said.

Herrera said that one case involved a survivor of ongoing domestic violence who was hospitalized after an assault by her abuser.

“Fearing discharge and a return to her abuser, she received personalized legal support and assistance in preparing documents directly from her hospital bed through the after-hours program,” Herrera said.

Through the program, petitioners seeking civil emergency orders of protection complete online forms developed in partnership with ILAO. If petitioners want supportive advocacy services, including help with completing the court forms, they can work with an advocate from CAWC or The Network, Advocating Against Domestic Violence. 

Petitioners participate in a video (Zoom) hearing before the after-hours judge on duty. The hearing is recorded for later transcription by the Court Reporters Office. If an interpreter is required, the court uses a telephone-based service. Upon entry, the order is transmitted immediately to the Illinois Law Enforcement Agencies Data System (LEADS), and to the Cook County Sheriff’s Office for service on the respondent.

Judges in the Domestic Violence Division take turns doing one week on overnight and weekend duty – during that time, their regular calls are taken by another judge.

Regular business hours for the court are 8:30 a.m. to 4:30 p.m., both in-person and remotely on Zoom. The top reasons petitioners give for using the after-hours program are difficulty getting off of work, fear of an abuser finding out, and the difficulty of bringing small children to the courthouse, according to LaShanda O’Quinn, suburban court administrator and supervisor of the pilot, who surveys users of the program.

“Some have to go to a friend’s house to use Zoom,” O’Quinn said. She noted that many who ask for orders of protection are seniors alleging abuse by family members. She said petitioners say they are “very grateful” for the program.

The pilot program was initiated on the recommendation of a Blue Ribbon committee of experts, which recommended best practices for the Domestic Violence Division. Chief Judge Evans reestablished the committee in October 2021, after it had been dormant for about a decade.

                                                                                                  Follow the court on ‘X’ at  @cookcntycourt

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D.C. Act 25-522. Family Re-Housing Stabilization Program Protection Emergency Amendment Act of 2024.

To amend the Fiscal Year 2024 Budget Support Act of 2024, the Fiscal Year 2024 Revised Local Budget Act of 2024, and the Fiscal Year 2024 Budget Support Emergency Act of 2024 to amend the Homeless Services Reform Act of 2005 to establish grounds for an extension to the Family Re-Housing Stabilization Program, and, subject to available funding, to require the Department of Human Services, or its designee, to thoroughly consider the totality of a participant's circumstances, including the participant's progress and eligibility for affordable housing.

BE IT ENACTED BY THE COUNCIL OF THE DISTRICT OF COLUMBIA, That this act may be cited as the "Family Re-Housing Stabilization Program Protection Emergency Amendment Act of 2024".

Sec. 2. Section 5062(a) of the Fiscal Year 2025 Budget Support Act of 2024, passed on 2nd reading on June 25, 2024 (Enrolled version of B25-784), is amended to read as follows:

" (a) Section 7(b)(4)(B) of the Homeless Services Reform Act of 2005, effective October 22, 2005 (D.C. Law 16-35; D.C. Official Code § 4-753.01(b)(4)(B)), is amended as follows:

" (1) The existing text is designated as sub-subparagraph (i).

" (2) New sub-subparagraphs (ii), (iii), and (iv) are added to read as follows:

"" (ii) Notwithstanding any other law; provided, that funding is available within the Family Re-Housing Stabilization Program ("FRSP") to implement this sub-subparagraph and sub-subparagraphs (iii) and (iv) of this subparagraph, the Department, or the Department's designee, shall consider requests for FRSP assistance extending past 12 months if:

"" (I) The participant has requested an extension in writing;

"" (II) The participant has made a good faith effort towards the achievement of goals set forth in an individualized plan with the aim of a targeted progression towards exit from the supports of FRSP, as observed by the service provider at consistent intervals, but cannot yet sustain housing stability independently of FRSP; and

"" (III) The participant has not yet been approved for permanently affordable housing.

"" (iii) When making a determination of whether to grant a participant in FRSP an extension beyond 12 months, the Department, or the Department's designee, shall:

"" (I) Consider the totality of the circumstances; and

"" (II) Grant extensions of time in increments not greater than 6 months with regular formal reviews every 3 months to ensure that participants are given the support necessary to exit FRSP with stable housing.

"" (iv) If a requested extension of FRSP assistance by a participant is denied, the participant shall be given 30 days written notice prior to the final subsidy payment explicitly setting forth the reason for the denial of additional assistance and inform the participant that the participant has a right to:

"" (I) Appeal the determination through a fair hearing and administrative review, including deadlines for requesting an appeal; and

"" (II) The continuation of FRSP services pending the outcome of any fair hearing requested within 15 days of receipt of a written notice of a termination.".

Sec. 3. Section 11(a) of the Fiscal Year 2024 Revised Local Budget Adjustment Emergency Act of 2024, enacted on July 8, 2024 (D.C. Act 25-499; 71 DCR ___), is amended to read as follows:

"" (II) Grant extensions of time in increments not greater than 6 months with regular formal reviews every 3 months to ensure that participants are given the support necessary to exit the program with stable housing.

Sec. 4. Sec. 5062(a) of the Fiscal Year 2024 Budget Support Emergency Act of 2024, passed on emergency basis June 25, 2024 (Enrolled version of B25-875), is amended to read as follows:

" (a) Section 7(b)(4)(B) of the Homeless Services Reform Act, effective October 22, 2005 (D.C. Law 16-35; D.C. Official Code § 4-753.01(b)(4)(B)), is amended as follows:

"" (ii) Notwithstanding any other law; provided, that funding is available within the Family Re-Housing Stabilization Program ("FRSP") to implement this sub-subparagraph and sub-subparagraphs (iii) and (iv) of this subparagraph, the Department of Human Services, or the Department's designee, shall consider requests for FRSP assistance extending past 12 months if:

Sec. 5. Fiscal impact statement.

The Council adopts the fiscal impact statement of the Budget Director as the fiscal impact statement required by section 4a of the General Legislative Procedures Act of 1975, approved October 16, 2006 (120 Stat. 2038; D.C. Official Code § 1-301.47a).

Sec. 6. Effective date.

This act shall take effect following approval by the Mayor (or in the event of veto by the Mayor, action by the Council to override the veto), and shall remain in effect for no longer than 90 days, as provided for emergency acts of the Council of the District of Columbia in section

412(a) of the District of Columbia Home Rule Act, approved December 24, 1973 (87 Stat. 788; D.C. Official Code § 1150 204.12(a).

Law Information

• D.C. Act 25-522 ( PDF )
• 71 DCR 9578

July 23, 2024

Legislative History ( LIMS )

107 Emergency Department Essay Topic Ideas & Examples

🏆 best emergency department topic ideas & essay examples, 👍 good essay topics on emergency department, ⭐ simple & easy emergency department essay titles, 💡 most interesting emergency department topics to write about.

• A Hospital Emergency Room General processes in the emergency room are kept at a minimum in order to attend to patients as soon as possible.
• Emergency Nursing Disaster Preparedness: Teaching Plan The topic that will be covered in the teaching session is “Emergency Nursing Disaster Preparedness”, and the time allocated to cover the topic is 30 minutes.
• Nursing Metaparadigm Theories in Emergency Room The patient is the focus of the treatment plans and is liable for making the necessary informed decisions. Nursing is an art due to the values of compassion, empathy, and caring for handling patients.
• Personal Philosophy of Emergency Room Nursing However, the staff and the patients’ close ones contribute to the creation of the environment necessary for a fast healing process.
• How to Reduce Patient Waiting Time Mainly in Accident Emergency Department The patient waiting time can influence the outcomes of the visit by the patient to the hospital. The comparison of the use of the term “patient waiting time” makes it clear that the use of […]
• Enhancing Critical Elements of iCare in the ER Nurse’s Work Setting Nevertheless, partnership and cooperation, the procedure for obtaining and transmitting up-to-date knowledge about patients, the process of maintaining morale and positive mood among employees, as well as work about the demonstration of efforts and competencies, […]
• An Interdisciplinary Team in the Emergency Department It is expected that the proposed initiative will define the positions of the nurse in the unit and contribute to a transparent distribution of the roles of medical personnel.
• Communication in Hospital Emergency Department The IT department should have full information about the activities at this unit so that it may find a way of improving the communication system, especially when handling delicate scenarios such as Ebola outbreak.
• Intensive Care & Critical Care Skills in Nursing Therefore, the current research examines the importance of intensive and critical care skills in nursing. Due to this, ICU and critical care training can be considered most beneficial in nursing.
• Nursing Emergency Room Training Program The course is intended for new nurses, who will be operating in the emergency department. Students will be able to: Design and implement nursing strategies adequate for emergency department patients;
• Head Nurse’s Role in Emergency Department The ultimate role of the head nurse is to lead and direct the activities of other healthcare workers in the emergency department.
• Nurses Burnout in the Emergency Department Team Before introducing the same approach proposed in this study, it is essential to inform nurses about the problem and the benefits of the intervention.
• How to Mitigate the Covid-19 Type Crisis in America’s Emergency Rooms During the COVID-19 epidemic, America’s emergency rooms are the first point of contact for community-based care and hospital. The framework for responding to and comprehending COVID-19 is evolving quickly.
• The Emergency Department Management The vision statement provides the future with the desired position for the organization. The organization’s future is essential while discussing the vision and goal.
• Learning Outcomes from Critical Care Competencies The first approach in the procedure to enable the focus to be acquired on important topics is SWOT in order to understand the model and use it to enhance my personal and professional development.
• The Newborn Critical Care Unit Project: Pros & Cons The current Proposal is to develop a three-story structure with high-acuity NICU facilities on the first story adjacent to the maternity room and an empty area on the ground as well as the second floor.
• A Sentinel Event at the Emergency Department The general purpose of conducting RCA is to identify system vulnerabilities to eliminate and mitigate them and understand the reasons behind errors. In the third step of RCA, the HT will identify the causative and […]
• Emergency Medical Care and Nursing Overwork In this paper, I would like to discuss what I have contributed to the solution to the problem of overworked healthcare workers.
• The University of Washington Medical Center: Emergency Department Thus, the presented model is subject to consideration: the output is the provision of medical services, and the input is resources and information.
• Rapid Deployment of Critical Care Nurse Education During the COVID-19 Pandemic As suggested in the article, it is ambient to encourage non-critical care nurses to transition into ICU nurses in the face of a health crisis.
• Overcrowding in Dubai Government Emergency Department In a different spectrum, lack of adequate studies involving the assessment of the setback of congestion within the healthcare institutions contributes to the prevailing factor within the Dubai territories.
• Operations Research and Emergency Department In the healthcare industry, wait time refers to the time before obtaining service or, in a healthcare facility, the time before receiving care is offered.
• American Association of Critical Care Nurses’ Activity The association’s mission is to provide nurses with the necessary ground for “expert knowledge and the influence to fulfill their promise to patients and their families”. AACN recognition programs are instrumental in helping nurses feel […]
• Prevention Bundle to Reduce Hospital-Acquired Pressure Injuries in Critical Care The evaluation of the severity of pressure injuries is done with the Braden scale. The high-risk intervention was developed to facilitate recovery in patients with higher stages of pressure injuries.
• Effectiveness of SBIRT for Alcohol Use Disorders in the Emergency Department In this stage, the health practitioner asks the patient three questions regarding the quantity and frequency of alcohol use by employing the AUDIT-C tool.
• Community Health Nursing-Emergency Response In addition to the above, he remains the supervisor of all activities related to public health and ensures that a high level of public health is achieved during and after the disaster period.
• Child Asthma Emergency Department Visits: Plan for the Reduction The population of Central Harlem will be the target of this intervention that aims to decrease the rate of children’s asthma-related ED visits.
• The Child Asthma Emergency Department Visits The program makes it easy for medical caregivers to carry accurate assessments to pediatric patients. The program is easily scalable, and it is also sustainable, making 5A’s the best solution to Child Asthma Emergency Department […]
• Workplace Violence in Emergency Department Many researchers have argued that workplace violence is a cumulative set of actions that destroy the physical, mental, and psychological status of an individual in a working environment.
• The American Association of Critical-Care Nurses: Program Analysis The species of a particular bat is identified as the reservoir of the disease and the problems facing health care system in Uganda.
• Adult and Pediatric Emergency Rooms: Nurse Practitioners Role As a result, this article provides additional information regarding the changing roles of nurse practitioners in the emergency rooms. An evaluation of the effectiveness and acceptability of nurse practitioners in an adult emergency department.
• The Competencies of Disaster Nursing on a Scope of Emergency Department That is why the most important competencies in the case of a disaster are the problem-solving skills and critical but flexible thinking.
• Personal Protection of Nurses During Resuscitation: A Study in a Major Emergency The responsibilities of nurses are directly related to eliminating the conditions putting the life and well-being of the patient at risk.
• Nurse’s Perspectives on Medication Safety in Critical Care Units in Saudi Arabian Hospitals: A Pilot Study In other words, the working conditions of the nursing staff in a hospital are critical for the improvement of the quality of the patient care and the minimization of the number of medication errors.
• Emergency Room Budget The potential members of the team are the nurses, who know about all processes in the Emergency Room, and the financial workers, who know how to find the best financial propositions to the required services […]
• Disseminating Results Two Stages of the Emergency Department When the results of the project are disseminated to the stakeholders involved in the solution implementation, it is necessary to present the findings and discuss the significance of the outcomes in the format that is […]
• Standards of the American Association of Critical-Care Nurses The score on the second phase of assessment will be the full mark that is four out of four, and for the past years I have been in the institution I have learned a lot […]
• The Emergency Nurses Association Development The main purpose of the development of the association was to enhance the skills of the emergency nurses and to help them to adapt to changing health care requirements.
• Patient Care in Emergency Departments In the current paper, the author examines the process of care at the ED for patients presenting with chest pains. The time metrics for each patient are illustrated in the paper, together with a map […]
• Improving First Point of Contact Communication in Emergency Department Over the past four decades, physicians and nurses have worked to transform the hospital to HCA Hospital Corporation of America. For instance, the Hospital in Dallas played an important role in putting a spotlight on […]
• Nurse Emergency and Disaster Preparedness Hajj mass gatherings is common in this society and this increases chances that one of the risk factors may occur, which may lead to cases of emergency medical needs.
• Facility Planning – Emergency Room The first stage in the design and equipment of Anaheim Memorial Medical Center was to identify the needs of stakeholders and satisfy them in the best way.
• Should Family-Witnessed Resuscitation Be Allowed in the Emergency Department? This section also highlights the instruments that were used in the study and the pilot testing of the instruments. Demir conducted a study to examine the opinions of nurses about family presence during resuscitation.
• Pain Management in the Emergency Department Downey and Zun conducted a study to identify the relationship between pain management in the emergency department and patient satisfaction. By including studies that focus on these two different approaches to pain management in ED, […]
• Nursing Personnel’s Response to an Emergency The public health inspectors are involved in inspection of food premises and of vendors to ensure that they are licensed and have a valid license to operate; they also inspect the sanitation and hygienic conditions […]
• Critical Care and Advanced Practice Nurses Abstract Critical care and advanced practice nurses have a significant role in the creation of safe passage for patients in the hospitals in the United States Methodology This article written by three registered nurses have […]
• Benefits of Telemedicine for Emergency Departments The purpose of this paper is to examine the article by Zachrison and others and evaluate the advantages of telecare on the example of the functioning of emergency departments in the USA.
• Geriatric Critical Care in the Emergency Department As he explained to the elderly man, in the case of the provision of intubation, it would take time to get him off the ventilator.
• Unstable Adult Patient Management in the Emergency Department The abstract also provided important details relating to the article, including the approach used, the target population and the broader aim of the study, which was to standardise an emergency observation chart to allow healthcare […]
• Team Role in the Critical Care Unit A team that has negative interactions between its members also shows that the flow of information across the team is not complete, wherein only a few members are knowledgeable of the details and even the […]
• Nursing: Emergency Preparedness for Natural Disasters To effectively respond to accidents, it is extremely important to learn more about the reasons for natural disasters and the way the staff makes emergency decisions.
• Medication Error in the Emergency Room However, the complexity and fast-paced nature of care provided in the emergency department enhance the probability of errors occurring. In 2001 alone, more than 2,000 cases of medication errors and emergency room cases were reported […]
• Political Function of the American Association of Critical-Care Nurses The same applies to the relationship between policy and legislation, on the one hand, and health care and nursing, on the other.
• Nurses’ Role in Emergency Preparedness and Care The present paper will discuss the nurses’ role in disaster preparedness and outline how various concepts and frameworks apply to nursing care for vulnerable populations.
• Education Program for Emergency Unit Nurses By the end of the program, all the nurses will report improved preparedness to and confidence in managing the issues related to the three topics as evidenced by the self-reported preparedness element of the final […]
• Emergency Room Head Nurse in Saudi Arabia The present paper considers the role of an Emergency Room Head Nurse, which combines leadership and managerial responsibilities, specifically within the settings of the Kingdom of Saudi Arabia.
• Emergency Department and Applied Systems Theory Burnout is also related to the mental and physical health of the staff since it can lead to emotional exhaustion, potential bullying, nonsupportive working relationships, etc.
• Emergency Department: Leadership Strategy The given paper discusses the approach to leadership and the strategy helping to reduce the number of avoidable ED visits. In the case under consideration, the task of a nurse leader is to invent and […]
• Emergency Department Head Nurse’s Responsibilities The combination of their detailed knowledge of the work of an ED nurse and the position of a manager and leader results in the ability of HNEDs to successfully manage the department and improve the […]
• Nonurgent Emergency Room Visit’ Effects They also indicated that the in-flow was more than out-flow, and this strained EDs, implying that they could not cater for the large number of patients.
• Emergency Room Equipments Industry Profitability Medical patient’s demand for emergency room services resulted into claim for equipment and, consequently, the process led to increased profitability in the equipments industry.
• Emergency Department Information System for Health Care Organizations
• Infection Control in the Emergency Department
• Building Cyclic Schedules for Emergency Department Physicians
• The Demand for Non-emergent Emergency Department Visits
• Inadequate Staffing and Capacity of the Emergency Department
• The Solution to Reducing Emergency Department Crowding
• Emergency Department for Chest Pain
• Developing Emergency Department Nursing Team
• Racial and Ethnic Differences in Emergency Department Utilization
• Collaboration Meeting for Process Excellence in the Emergency Department
• Legacy Salmon Creek Emergency Department
• Patient Satisfaction in the Emergency Department
• Proposal to Eliminate Bottlenecks in the Emergency Department
• Forecasting Emergency Department Wait Times
• Pain Management for the Pediatric Emergency Department
• Artificial Neural Networks and Risk Stratification in the Emergency Department
• Implementation of an Emergency Department Computer System
• Ethical Dilemmas of Emergency Department Nurses
• Hospital Emergency Department and Supply Chain Management
• Factors Affecting Outpatient Follow-up Compliance of Emergency Department Patients
• Echocardiography in the Emergency Department
• Associated Factors With Sexual Assaults in a Gynaecology Emergency Department
• Speed of Treatment and High Load in the Emergency Department
• Predicting Patient Disposition in a Pediatric Emergency Department
• Emergency Department Utilization by the Elderly
• Patient Confidentiality in the Emergency Department
• Emergency Department for Treatment of Unexplained Fever
• Understanding Ethical Dilemmas in the Emergency Department
• Emergency Department Use Among Adult Medicaid Enrollees
• Preventable Emergency Department Visits for Nontraumatic Dental Conditions
• Hospital and Emergency Department Crowding in the United States
• Delivering Safe and High-Quality Healthcare in the Emergency Department
• Method for the Treatment of Skin Conditions in the Emergency Department of a Hospital
• Burnout Among Emergency Department Nurses
• Secondary Traumatic Stress in the Emergency Department
• Aggressive Behaviors and Assault in the Emergency Department
• Accurate Emergency Department Wait Time Prediction
• Boarding of Critically Ill Patients in the Emergency Department
• Drivers of Emergency Department Use and Implications for Policy
• The Emergency Department and Its Effects on Health Care
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Emergency Housing Voucher Program

Need something else?

• Emergency Rental Assistance Program (ERAP)
• NYCHA Section 8 Waitlist  for information about NYCHA Section 8 Waitlist application
• HPD Section 8  for information about HPD Section 8, also known as Housing Choice Voucher (HCV) program

The U.S. Department of Housing and Urban Development (HUD) has awarded a limited number of Emergency Housing Vouchers to the New York City Housing Authority (NYCHA) and the New York City Department of Housing Preservation and Development (HPD).

The EHV Program helps families and individuals to find housing by subsidizing a portion of rent based on their income.

EHVs are limited to families and individuals who are:

• At-risk of homelessness
• Domestic violence
• Dating violence
• Sexual assault
• Human trafficking
• Recently homeless and at high risk of housing instability

Learn more about the Emergency Housing Voucher (EHV) Program.

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The City intends to use the data collected from this survey to generally add and improve City services. Survey participation is voluntary. Participants in this survey will not receive further communication from the City with regards to this survey.

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