Investigating disaster preparedness education in pre-registration nursing curricula in New Zealand: A two-phase mixed-methods exploratory study

ABSTRACT Disaster events are increasing in scale, complexity, and impact worldwide, posing significant challenges to health systems. Nurses play important frontline roles during disasters and require appropriate preparation to respond effectively. While international frameworks such as those developed by the International Council of Nurses (ICN) and World Health Organization (WHO) provide guidance for disaster competencies in nursing curricula, evidence suggests that pre registration nursing education often lacks structured disaster preparedness content. This study explored disaster preparedness education in New Zealand’s pre-registration nursing programmes relative to international practice, with the aim of identifying gaps, strengths, and opportunities for alignment. A mixed-methods design was used. Phase 1 involved a Mixed Methods Systematic Review (MMSR) of international literature, which highlighted the importance of integrating disaster competencies into both theoretical and clinical components of nursing curricula. Phase 2 involved a small, self-selected nationwide survey of 22 New Zealand nursing programme providers to explore current practices, barriers, and opportunities for improvement. Findings indicate multiple gaps: Phase 1 identified inconsistencies in alignment with International Council of Nurses (ICN) competencies and variations in curriculum content and teaching methods internationally. Survey responses (n=3) were illustrative rather than nationally representative and reflected limited inclusion of disaster content and experiential learning, minimal alignment with international standards, and gaps between current practice and recommended frameworks. Respondents described barriers to integrating disaster preparedness competencies in pre-registration nursing education, including competing curriculum demands, insufficient teaching resources, lack of dedicated teaching time, and limited regulatory guidance or structured alignment with frameworks such as the ICN Core Competencies in Disaster Nursing Version 2.0 (International Council of Nurses, 2019) and the Coordinated Incident Management System (CIMS)(Department of the Prime Minister and Cabinet, 2019). Embedding disaster preparedness education aligned with global standards and national emergency management frameworks is needed to support the development of a confident, capable, and disaster-ready nursing workforce. The study provides recommendations for future research, regulatory and policy development, and curriculum design to support disaster preparedness in nursing education.