Prepared or Scared Pandemic Preparedness Makes the Difference

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Prepared or Scared? Pandemic Preparedness Makes
the Difference

• Mary Furnari, Director, Office of International
  Students and Scholars, Washington State
  University, Pullman
• Chris Andresen, Associate Director, Office of
  International Education, Willamette University
• Liz West, Assistant Director of Student Affairs,
  Washington State University Spokane

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Objectives

• Identify the community, institutional and
  individual issues surrounding pandemic planning
• Discuss how institutions can prepare for a
  pandemic influenza outbreak
• Explore implications for the international office
• Provide practical tips for assisting the
  international /study abroad students on your
  campus

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Seasonal or Pandemic?

• Seasonal influenza
• Usually peaks December through March in North
  America
• 36,000 deaths and 200,000 hospitalizations per
  year
• Typical victim is frail, elderly or very young.
• Pandemic influenza
• Rapid, global spread among humans
• No seasonal preference
• Comes in waves
• Total duration a year or more
• Millions of deaths

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Why the concern now?

• Pandemics have occurred every 10-49 years over
  the last 300 years (3 in last century)
• Most deadly was 1918 pandemic
• Avian influenza has similar characteristics to
  1918 flu
• Evidence of human to human transmission

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World Health Organization (WHO) Pandemic Response
Alert Phases
Currently at Phase 3 with 253 human cases in Asia
and Europe
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Confirmed Cases By Location
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Cumulative Number of Confirmed Human Cases of
Avian Influenza (H5N1)

• As reported to the World Health Organization

Total number of cases includes number of deaths.
WHO reports only laboratory-confirmed cases.
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1918 Flu Pandemic

• Most susceptible population 15-35 year olds
• 25 of Americans infected
• 50 million deaths world-wide, 675,000 in US over
  a 9 month period
• Patients were contagious for two days before
  symptoms began
• Once symptomatic, illness was fatal within 4-6
  days
• Worldwide threat within 4 weeks of first cases

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Clinical Features of H5N1

• Most cases have occurred in previously healthy
  children and young adults.
• Droplet infection acquired primarily from
  domestic poultry secretions
• Incubation period typically 2 days
• Most contagious one day before onset of illness
  and two days after

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Symptoms

• Typical human influenza-like symptoms (e.g.,
  fever, cough, sore throat, and muscle aches)
• Diarrhea, vomiting and abdominal pain in some
  cases
• Respiratory distress within 4-13 days, usually
  leading to pneumonia
• Multi-organ failure
• More than 50 of those infected have died.

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Public Health Goals

• Focused on controlling the spread
• Isolation of the sick
• Quarantine of the exposed
• Protective sequestration
• Social distancing
• Public education

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Community Control ofPandemic Influenza
Less Restrictive

• Isolation of Ill
• Management of contacts
• Quarantine of small groups
• Cancellation of specific events
• Closure of specific facilities
• Closure of facilities and transportation
• Widespread community quarantine

More Restrictive
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Planning Assumptions

• Pandemics can last 18 months with first 3-4
  months most deadly period
• In an affected community
• outbreaks may last 6-8 weeks
• may be several waves of outbreaks
• Absenteeism in workforce may be as high as 40
• 25 ill
• 15 caring for others or afraid to come to work
• Essential services may be disrupted

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University Preparedness

• Who should be on the preparedness committee or
  task force?
• How is preparedness different for residential
  versus non-residential campuses?
• What can/must be done for off campus students?

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University-Community Planning

• Directed by Spokane Regional Health District
• College/university work group meets monthly for
  two hours
• Bring concerns to health district
• Share best practices for education, resources,
  hygiene, preparation, stockpiles, emergency
  response plans, determination of essential
  personnel and functions, etc.

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University/Community Planning

• Explore new and existing community partnerships
  (university and local hospital, city and county
  health departments, and unconventional partners)
• At Willamette University, campus will provide
  services (triage, housing, food, etc.) for nearby
  hospital in exchange for access to resources

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University/Community Planning

• Participate in local tabletop exercises with city
  and county organizations
• Look for creative partnerships (State
  Fairgrounds, other campuses/schools in area,
  etc.)
• Individual units should participate in tabletop
  exercise

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University Preparedness

• Ideally, this process has already begun on your
  campus and includes personnel across divisions
  and departments
• Like all successful university charges, must have
  higher level administrative support and
  involvement
• Determine how information will be disseminated
  across campus

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University Preparedness

• Personnel policy
• Payroll issues
• Cross-training (40 absenteeism)
• Cancellation of classes
• Refund policies
• Evacuate vs. quarantine

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Upper Administration support

• What can an international office do independent
  of administration if they dont take it
  seriously?
• Promote avian flu preparedness in context of
  general emergency (flood, fire, earthquake,
  tsunami, etc.) preparedness

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Intl Office Strategies

• Continuity
• of Operations
• Plan
• (COOP)

• What are the primary, essential functions of
  office?
• Who provides service back up?
• What support (i.e. technical) needed for staff to
  accomplish?

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Intl Office Strategies

• Internal Preparedness

• Cross-training of staff
• Set up technology for working from off campus
  (when possible)
• Encourage personal preparedness for family, home

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Intl Office Strategies

• Inform students about pandemic
• Develop communication plan
• Monitor travel
• Develop Emergency Information website

• Develop guidelines for suspension of
  classes/evacuation
• Provide for students who might not be allowed to
  go home
• Develop procedures for student death

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Intl Office Strategies

• Informing students and scholars

• Use orientations for outbound and inbound
  students/scholars
• Newsletters, listservs, student groups, etc. to
  keep people informed
• Online travel form, emergency contact info
• Monitor/inform students coming from affected areas

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Intl Office Strategies

• Communication Plan
• International Students

• Explain terms Social distancing, quarantine,
  isolation, etc.
• Encourage individual preparedness plan
• Encourage seasonal flu vaccine
• Develop Travel Notification Form
• Prepare/translate alert messages in advance
• Encourage students to have
• 1-20/DS-2019 travel endorsement current at all
  times

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Intl Office Strategies

• Helpful links major airlines, bus service,
  Embassy/Consulate sites
• Centers for Disease Control, WHO, Public Health
  Department, etc.
• Information in foreign languages
• Emergency contact numbers (Student Health,
  hospital, police, etc.)

• Emergency Websitefor International Students

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Intl Office Strategies

• Request parents name, address, and email
• Send letter to parents of new undergraduate
  students (with unrestricted access)
• Prepare alert messages for parents in advance
  (translate for largest groups)

• Communication Plan Parents of International
  Students

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Intl Office Strategies

• Communication Plan
• Concerned Public

• Work with University Relations to develop plan
  for dealing with potential backlash toward
  international students, faculty perceived as
  bringing the flu to campus.

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Guidelines forEvacuation Order

• Assist students to return home/find
  transportation
• Assist students to identify family/friends within
  U.S. with whom they can stay
• Work with Housing/Residence Life for care of
  students who stay
• Communicate with parents about University plan,
  students whereabouts, etc.
• Develop alternate procedures for travel
  endorsements
• Remind students of address notification
  requirement travel notification form
• Obtain direction from SEVP regarding SEVIS
  procedures under pandemic emergency closure

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In Case of Death of Student

• Notify students embassy/consulate
• Ensure parents are notified
• Determine appropriate means regarding disposition
  of remains
• Ensure support/counseling to friends of student

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Intl Office Strategies

• Communicate with partners abroad

• Keep updated contact info on both ends
• Inform each other about special preparations,
  procedures
• Pre-negotiate closure and refund policies

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Study Abroad Considerations

• General Emergency Preparedness
• Avian Flu Preparedness
• Dont forget NAFSA resources!

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Study Abroad Considerations

• Monitor student travelers
• Develop communication plan
• Develop guidelines for temporary closure of
  programs

• Make plans with program leaders/providers for
  shelter-in-place, closure decisions, and
  resources for students who might not be allowed
  to go home

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Study Abroad Preparedness

• For an excellent example of stage-by-stage
  preparedness refer to University of Maryland site
• Also available in French, Spanish, German, and
  Chinese
• http//www.umd.edu/emergencypreparedness/pandemic_
  flu/appendices/appendix_ l.cfm

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Study Abroad Office (SAO)

• Maintain student roster
• Collect emergency contact info (incl. health
  issues, passport numbers)
• Verify health insurance
• Maintain housing itinerary info

• Register students with local embassy
• Train RD on emergency plans
• Disseminate basic emergency info to students
  pre-departure
• Assess risk in areas

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Resident Directors/Program Providers

• Host on-site orientation
• Send SAO student housing info
• Know local emergency numbers/contacts
• Establish/maintain contact with U.S. consulate

• Collect update student whereabouts
• Determine assembly points, sharing with SAO and
  students
• Disseminate health an safety info to students
  (orientation over course of program)

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Students

• Purchase insurance and emergency evacuation/
  repatriation coverage
• Provide emergency contact info
• Inform RD of whereabouts
• Understand emergency plan and assembly points

• Assemble an emergency/medical pack
• Carry emergency contact info at all times
• Monitor own health abroad (and upon return)
• Practice good hygiene and minimize risk

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Thank you for your attention. Good luck with
your planning!