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GORMAN JAENSTCHKE: When I
was, like, 9-years-old--

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I was a kid and it
was really hard.

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It's in the morning
and I was sleeping.

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And I felt like I
was getting wet.

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So when I opened my eyes,
the roof of my house

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was already gone.

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Everything was
absolutely destroyed.

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The houses were in pieces.

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The trees-- our own
roof-- it was green--

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green.

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But after Hurricane Joan,
it changed completely--

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everything in Bluefields.

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MICHAEL HAMMOND: Joan Hurricane
affected Bluefields a lot.

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Right away-- it was still
recovered out there.

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They still have old people
talking about their losses

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and talking about
all the disaster that

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happened in those times.

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I don't know if it
shocked us big, because we

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wasn't prepared for it.

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We should create
awareness and be prepared

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for this kind of disaster.

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Because common-- we
are exposed to them.

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NOEL CAMPBELL: But they
told us, for Pearl Lagoon,

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that in 75 more
years there wouldn't

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be such thing as Pearl Lagoon.

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Pearl Lagoon, according to
the estimate, in 75 years,

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it should be underwater.

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That's how fast it is going.

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EMMA MITCHELL: I
think that nurses

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are critical to
helping communities

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be prepared for disaster
subsequent to climate change.

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Climate change, being a somewhat
slow but hugely impactful

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process, allows us, I
think, to really maximize

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the nursing skill-set.

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We work at the individual,
the family, the community,

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and the systems level.

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And as a public health
nurse, prevention

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is our number one charge.

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So I think that we
can do everything

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along the continuum for
disaster preparedness

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from, at the one extreme,
triage and building

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capacity with nurses
to be able to respond

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to an acute disaster, but on
the other end of the continuum,

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working with communities
to make sure,

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for example, their family
has a disaster plan,

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their community has
a disaster plan,

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that there's clear communication
in the case of a disaster,

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that certain
preparations have taken

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place, critical to a community's
resilience subsequent

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to a disaster.

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I started my nursing
research career

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looking at women's health
and health disparities.

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And I didn't necessarily think
of myself as a climate change

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researcher but have found
that, through the approach

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of figuring out, with community
partners and long-term folks

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that I've collaborated
with in Nicaragua,

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that's such a pressing issue.

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And it's so intertwined in
women's health and development

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in this area that it's
become my area of focus.

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Here in Nicaragua
where Bluefields is,

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there's only one
school of nursing.

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And so that public
school of nursing

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attracts students from all over
the communities in the Southern

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Autonomous Region.

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As such, when students come
and study and then return home

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to their communities,
they're seen as leaders.

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So people go to
them for resources.

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People go to them for
questions and answers.

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But we, through this
project, have really

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worked to try to have them be
those pro-active leaders that

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assess people's housing, that
assess how disaster plans might

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work in their
individual communities.

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In Nicaragua and in many
communities in the Caribbean

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or communities
where economies are

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so dependent on environmental
conditions and factors,

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the margin of impact
is really razor thin.

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And so we see, more directly,
the impact of climate

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change in communities
like Bluefields,

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where the economy
is so dependent

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on those environmental factors.

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GORMAN JAENSTCHKE:
Climate changes--

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you don't believe that climate
changes could carry you

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to drug trafficking.

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It's something that a
line that keeps there.

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And when you have a problem,
it goes to another and another.

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And it increases.

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EMMA MITCHELL: So the project
started with a request

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from the school of
nursing leadership.

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Because in the
event of a disaster,

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it's very likely that a foreign
aid response would be part

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of mitigating that disaster.

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And as such, we thought it
would be a good beginning

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place for the partnership
to have our students who

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don't necessarily speak Spanish
partner with students here

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from BICU to learn about what
that process would look like.

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We subsequently
have shifted more

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towards making the
capacity-building efforts be

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more bi-directional, I guess.

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So we focus on the potential
disasters or potential impacts

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of climate change here in
Bluefields, have our students

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and faculty here inform what
the cases are that we develop.

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And then our
simulation process is

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what takes the conversation
from that acute response,

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that triage--

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the conversation and
the simulation process

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brings us then to--

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OK, what can we do to
prevent this in the future?

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The school of nursing
here has really

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integrated this into
their curriculum

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in several different ways.

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They've changed their
course objectives

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to include disaster
preparedness, which

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is really phenomenal.

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They also now require
students to create

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one of their own
scenarios for simulation

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and, with their colleagues and
fellow students, enact them.

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So that now is part
of their curriculum,

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that they're required
to develop a scenario

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and show how they
would respond to it.

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SUBJECT 1: [SPEAKING SPANISH]

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EMMA MITCHELL: So
simulation really

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has been a tool to help shine
a lens on some of the ideas

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and the strategies that
are already being used,

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but highlight them in
a way that then all

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the rest of the
students can benefit,

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and not just
students here at BICU

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but our students at UVA too.

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DEJA FULLER: As a student, it's
just like, oh, this isn't real.

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Or it's like, in real life,
it would be different.

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But I feel like, for
the disaster simulation,

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it was really more true to form.

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Because you are-- like,
let's say, there's

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an earthquake or hurricane.

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You might not get supplies.

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Or there are barriers.

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And you can get a
delivery of something.

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So it really started the
conversation of, in real life,

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things like this do happen.

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But here's how
you can manage it.

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EMMA MITCHELL: With the
help of the Jefferson Trust,

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we've been able
to directly bring

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people who have been integral to
our development of the project

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here in Bluefields
to Charlottesville.

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And they've interacted with
our students, given them

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their perspective
as well, which has

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been a really great benefit.

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DIANA HODGSON:
[SPEAKING SPANISH]

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GORMAN JAENSTCHKE:
They learn from us.

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But also, we learn from them.

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And so it's an exchange.

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It's a circle.

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And everybody wins.

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EMMA MITCHELL: Our
students are increasingly

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in acute care clinicals that are
extremely high-resource, highly

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specialized.

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And so to put yourself
in a position,

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through the simulation,
where there's

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low stakes but high yield,
in terms of what you learn,

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is a really powerful thing.

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DEJA FULLER: I
thought it was fun.

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In real life, you
don't have everything.

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You might not have everything,
especially in a disaster--

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or there are limited resources.

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So learning that
communication and trying

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to be as creative as possible,
working with what you got--

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EMMA MITCHELL: That
awareness-- that cognizance

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of the experience of others
and the experience of most

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of the rest of the world
seeing these acute impacts

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from climate change
is critically

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important for our students
and as global citizens.

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GORMAN JAENSTCHKE:
Working with UVA,

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it's like finding a light--

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a light, so it can guide us into
bettering our way of living.