Exploring healthcare professional students’ perceptions of disaster management: a mixed-methods study

Banan Mukhalalati (), Nahla Hamed, Farah Bakri, Aisha Badawy, Salma Abbas, Sara Elshami and Mohamed Ibrahim
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Banan Mukhalalati: Health Sector Qatar University
Nahla Hamed: Health Sector Qatar University
Farah Bakri: Health Sector Qatar University
Aisha Badawy: Health Sector Qatar University
Salma Abbas: Health Sector Qatar University
Sara Elshami: Health Sector Qatar University
Mohamed Ibrahim: Health Sector Qatar University

Humanities and Social Sciences Communications, 2025, vol. 12, issue 1, 1-21

Abstract: Abstract The increasing frequency of disasters highlights the role of healthcare professional students (HCPS) as future responders and potential volunteers during crises. However, much of the existing research focuses narrowly on specific disciplines, such as nursing and medicine, which restricts a comprehensive understanding of perspectives across the broader interprofessional health professions. Additionally, countries with low disaster risk are often overlooked, despite the potential for preparedness complacency and underinvestment in training and resources. This study explores HCPS perceptions in Qatar, examining their knowledge, attitudes, and readiness for disaster response, while identifying barriers and facilitators to enhance preparedness. An explanatory sequential mixed-methods approach was used. Quantitative data were collected via a self-reported questionnaire aligned with the Disaster Management Framework and administered to HCPS from Qatar University Health Cluster. Qualitative data were gathered through six online focus groups (FGs) conducted via Microsoft Teams and analyzed using thematic analysis, guided by the Haddon Matrix Framework. Out of 1,392 invited participants, 455 HCPS responded (response rate = 32.7%), and 35 joined FGs. HCPS demonstrated a fair level of perceived knowledge (Median [IQR] = 44 [8]), good attitudes (Median [IQR] = 39 [5]), and good perceived readiness to practice (Median [IQR] = 42 [6]). HCPS emphasized the importance of training, practical simulations, and mental health support. Facilitators for student preparedness included institutional backing and social media for communication, while barriers included limited knowledge, psychological readiness challenges, and time constraints due to academic demands, such as coursework, exams, and clinical training. Despite positive attitudes, HCPS perceived knowledge gaps and readiness barriers. Interdisciplinary training integrating practical and psychological skills is crucial to developing a well-prepared healthcare workforce, particularly in regions considered at low disaster risk.

Date: 2025
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DOI: 10.1057/s41599-025-05904-7

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