1. Higher Education Pandemic Symposium November 2, 2007 University of Vermont Lessons from Operation Panflu

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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)

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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 )

17. 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)

18. 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

19. 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

20. Nancy Erickson Communication Director nericks@vdh.state.vt.us pandemicflu.gov healthvermont.gov