Higher Education Pandemic SymposiumNovember 2, 2007 • University of Vermont

Lessons from Operation Panflu

Review Emergency Operations Plan• Keep operational plans complete, up-to-date

• Incomplete plan = difficult to form plan of action for situation

RECOMMEND:• Draft annexes for pandemic flu, isolation &

quarantine• FLAG areas that need development

Review EOC Roles & Responsibilities• Use Incident Command System (ICS)

• Failure to use ICS = hard to coordinate response

RECOMMENDS:• Set ICS roles for campus staff in EOP• Get ICS training for staff … • … and for campus response groups• Write MOUs for coordinating agencies

Plan for EOC Infrastructure• Consider:

visual and IT aids - headphones - conference calling - disaster mgmt. software - PIO - media center - security

• Go without = hard to manage emergency

RECOMMEND:• ID infrastructure needs & fill them• Drill EOC often • Visit experienced EOCs to learn best practices

Know Who is Who• Keep current contact info for all critical personnel

• Integrate external agencies into college/U operations

RECOMMENDS:• Diagram resources for local staff at state, federal levels• Establish college/U, health department working relationships• Recognize by sight, name, function• ID vests for all command personnel• Clarify command & control for health dept. and college/U

personnel

Take Action to Control Infection• Plan to take immediate infection control actions• Swift isolation = decreases potential for spread of illness

RECOMMEND:• Specify infection control measures, procedures in plan

Allow Access to Patient Info• Clinic staff need access to patient medical information,

authority to release

• Without info = can’t know medical status, compromises medical judgment

RECOMMEND:• Allow access to patient medical information for clinic

staff ONLY

Give Medical Attention FAST• Provide for immediate medical attention for infected students

• Delay = lack of cooperation; potential to spread illness

RECOMMENDS:• Practice health department/behavioral health coordination• Go-kit with response checklist for any infectious disease–

intake forms, fact sheets, info handouts, contact lists, etc.

• IDEA: health care worker on call (cell) to answer medical ?s

Understand Isolation & Quarantine• Know/ understand definitions, purpose, plans and protocols

• Lack of understanding = hard to implement

RECOMMEND:• Review Vermont legislation - ensure legal counsel refer to

current EOC plans• Train all campus staff for their roles• Outreach campaign = students, families, community• Public information (e.g. laminated cards in dorms,

welcome packs)

Plan for Quarantine Site• ID adequate facility for quarantine (bathrooms, fire safety,

enough beds, etc.)

• Safe, comfortable facility = reduce stress, increase cooperation

RECOMMEND:• Create checklist of necessaries for location & facility• Tour potential facilities to make sure they will work

Plan for Quarantine Support• Food service, laundry, supplies, biohazard bags,

communication needs• Logistical supports = reduce stress, increase cooperation,

free staff time

RECOMMEND:• Plan for all logistical needs to support patients and staff• Create Job Action Sheet for Quarantine Site Liaison• Assign Liaison when quarantine is activated• Drill quarantine sites and coordination with EOC

Plan for Security• Maintain isolation or quarantine with security, PPEs

• Lack of security = isolation or quarantine breaks, potential spread of illness

RECOMMEND:• Create Job Action Sheet for Security• Assign Security when isolation or quarantine is

activated

Communicate Safety Measures• All info about quarantine must be communicated to all• If not = staff respond without personal protection

RECOMMEND:• Provide complete info about active quarantines to all

personnel • Train health and college/U staff in ICS, unified

command, PPE use

Clarify Authority to Release• ONLY the person with authority to do so can release

patients from quarantine.• Premature release = potential for spread of illness

RECOMMEND:• Lab results should be forwarded promptly to those in

clinical setting who are authorized to do the testing – and act on the results

• Others should be cautioned that this is part of a specialized role

Consider Behavioral Health Effects• Quarantine decisions must be based on science/protocols,

NOT empathy• Premature release = potential for spread of illness

RECOMMEND:• Consider behavioral health in quarantine planning• Train staff regarding mental/emotional rigors

Communicate about Quarantine• If quarantine is voluntary, enforcement is by information-sharing,

risk communication

• Without enough info = students go home, to dorm, to hospitals

RECOMMENDS:• Coordinate health and college/U quarantine plans • Station security officers trained in use of PPE

• (Develop college/U panflu communication plans with health)

Communicate with Students• Provide full, accurate, consistent, credible information

throughout event

• Without info = more stress, fear; less trust, cooperation

RECOMMEND:• Develop list of commonly asked Qs & As, fact sheets• (Train in Crisis & Emergency Risk Communication)

Communicate with Families• Family Assistance Center = means to communicate with,

provide psychological support to families

• In pandemic flu situation = physical or virtual?

RECOMMEND:• Write plan to establish FAC for emergencies, including

activation, support features, staffing• Investigate staff resources with health or mental health

department

The Internet & Public Info• Use of internet by quarantined students can affect media

relations and coordinated public information efforts

• Blogs or video posts by students = potential to spread rumors, mis-info

RECOMMEND:• Restrict web access to secure, password-protected

website for students and their families• Update plans to reflect internet use; include adequate

IT support

Nancy EricksonCommunication Directornericks@vdh.state.vt.us

pandemicflu.govhealthvermont.gov