Threat and Hazard Identification and Risk Assessment (THIRA) is a 4 step process that helps the community understand its risk of hazards and helps state and local governments assess and estimate capability requirements to address these hazards.
In this assignment, you will develop a hazard assessment as a one or two page flyer (or trifold if you prefer) designed for community education relating to the public health hazard you selected for further study in your trainings this week-hurricanes. This flyer should:
· Provide basic demographic and geographic information related to the community, including population levels
· Introduce the potential for the hazard, supporting your statements with relevant facts
· Describe methods of mitigating the hazard
· Outline methods for preparing for the hazard
· Describe capabilities, resources including transportation options, and plans available for hazard response.
Please note this is to be original work rather than an existing hazard assessment flyer. Your assignment must be in Word or PDF format and will be submitted through Safe Assign to check for originality. Also, remember that your audience is the community, so though you will address all four THIRA areas, you must do so using plain language. Site all sources
Tips for Completing this Assignment:
● Some hazards are quite general and not population or geographically specific. But it is wise to include in the introductory portion of your flyer any relevant specific facts to the targeted group. For example, if your community education document was targeting the flu (a general hazard) in a predominantly elderly community, you would include the number of seniors in the community and the death rate from the flu or associated complications in seniors in recent years, as these help establish the risk and provide credibility to the hazard.
• Most of a community education flyer should focus on actions the targeted community can take. Again using the example of the flu hazard, the flyer might include guidelines to avoid contracting and transmitting the flu (i.e. hand washing, covering coughs, etc.), discuss logistics of getting appropriate flu vaccines (where, cost, etc.), indicate how to handle flu care at home should illness occur, and discuss when to go to the doctor or hospital should one become ill.
• Resources available should also be a component of a flyer. Again using the flu example, this would include information on flu shot clinics, transportation, and support services available in the community (e.g. senior shuttles, visiting nursing services for the elderly, etc.).
• Make sure the flyer presentation is suitable for the target audience. Using an elderly target audience for the flu hazard example, the flyer would need to use a large enough point size and plain language, as it is important that all members of the elderly population be able to read and understand the instructions clearly. And use images when possible to supplement text to address possible issues with language or literacy.
An example of the community education flyer for seasonal flu can be found below. Note: Make sure the flyer you develop is for the same hazard area which you studied in your online training this week (Hurricanes). Also, you must select a hazard other than seasonal flu (the example provided) for the flyer you develop.
Note the distinction between seasonal flu and pandemic flu as described by the CDC: https://www.cdc.gov/flu/pandemic-resources/basics/about.html