Course Descriptions

(301) 8-Hour Emergency Responder Refresher Training

(301) 8-Hour Emergency Responder Refresher Training

Prerequisite: Emergency responders at all levels (Awareness, First Responder Operations and Technician) are required by OSHA under 1910.120 (q) to participate in Annual Refresher Training. CEU=0.8

  • This course is approved by the MA Board of Certification of Wastewater Treatment Plant Operators for 40 training contact hours. (Course ID No.  BC-2011-2558)
  • This course is approved by the MA Board of Certification of Operators of Drinking Water Supply Facilities. (Course ID No. DWT-2012-115)
  • This course is approved by the CT Department of Environmental Protection Bureau of Water Protection and Land Reuse for wastewater treatment plant operators for 7.5 training contact hours.
  • This course is approved by the CT Department of Public Health for 7.50 training contact hours for certified operators of Drinking Water Supply Facilities. (Course ID No. TDS-91-692)
  • This course is approved by the RI Board of Certification of Drinking Water Operators for 40 training contact hours.

Emergency Responders can participate in a TNEC ER Refresher in either of two ways:

  1. An 8-Hour ER Refresher course frequently is scheduled to coincide with the third day of one of TNEC's 24-Hour Emergency Responder Trainings (See TNEC Course #303 Course Description) so that ER Refresher students have the opportunity to practice their communication, hazard identification, use of personal protective equipment (PPE) and hands-on and other skills in a simulated emergency with those students attending the 24-hour ER training, or, 
  2. ER Refresher students may choose to attend a stand-alone classroom based ER Refresher, as described here.

NOTE: TNEC changes its classroom based ER Refresher curriculum each year, beginning in September, so that students returning to TNEC year after year for their Refresher Training are presented with new materials each time.

From September 1, 2012, through August 31, 2013, the curriculum for the Emergency Responder Refresher includes Reviews of: Student Work History for the Past Year, use of Action Cards, DOT Emergency Response Guide 2012, Health & Safety Plans, Job Hazard Analysis, the HAZWOPER Standard (29CFR1910.120), Spill Control, Confined Space and Nano Materials. The Refresher concludes with a final Table-Top Activity in which students strategize as to how to respond to a Hazardous Materials release at the interface between a delivery truck and a fixed facility.

Applicable Standards

This course is designed to meet the requirements of 29 CFR 1910.120 (q). 

Schedule: Start Time = 8:00 a.m. and End Time = 4:30 p.m., with a 1/2 hour break at mid-day for lunch.

Curriculum Components:

  1. TNEC Developed Student Manual, which includes a total of six(6) Small Group Activities and one (1) Table Top Activity that are completed by students as they work through this course.
  2. DOT Emergency Response Guide 2012
  3. NIOSH Pocket Guide
  4. HAZWOPER Standard (29 CFR 1910.120)
  5. Confined Space Standard (29 CFR 1910.146)
  6. Student Handouts: photos, diagrams, lists of hazards, etc.

Learning Objectives & Performance Measures, By Module, In Order Presented:

• Module 1: Introductions

Trainers introduce themselves to the class indicating their backgrounds, current affiliation with the TNEC training program, interests relative to health and safety and any areas of expertise that they are willing to share with students, as well as topics to be covered in the class. Students introduce themselves to the others present, briefly describing their current involvement in emergency response work, state the HAZMAT topic(s) in which they are most interested, their reason for attending this Refresher training and any expectations beyond receiving a certificate of training. Trainers briefly review the agenda for the day.

Learning Objectives: To introduce one's self to others present, to learn the names and backgrounds of others present and to understand the content of the day’s training.

Performance Measures: Students are able to describe the variety of work experiences represented in the class.

• Module 2:  Where Have You Worked?

Learning Objectives: Students fill out a form, which prompts them to consider the kinds of emergency response work in which they have been involved during the past year. This includes Site Type, Site Name and Location, Chemical(s) Involved, Their Task, Number Of Workers in the Response and a Brief Description of the Incident.

Performance Measures:Students fill out the provided form and, one at a time, share that information with others present, so that all might gain a further level of understanding of the emergency response work experience represented that day. This form is collected by the trainers and the information on it is used to develop a periodic report to NIEHS of anonymous student work experience.

• Module 3: Activity 1 – Reflecting on Health and Safety

Learning Objectives: Share health and safety experiences for the past year and relate them to current trends in work environments.

Performance Measures: 

  1. In small groups, students individually share their work experience, focusing on any accidents or incidents during the past year, with other members of their group. They identify and list the health and safety problems that they have encountered, what they learned from them, what is being done differently, or if nothing has been done and what changes should/could their organization implement?
  2. One or two students from each small group present the chosen illustrative case from their group to the entire class.
  3. After each presentation, the larger class and the trainers present may add any additional comments and recommendations regarding the impact of the presented scenario.

• Module 4:  Activity 2 - Action Cards

Learning Objectives: The class, as a whole, reviews several employer and employee responsibilities under OSHA’s General Duty Clause.

Performance Measures: Each student answers several questions about Actions that they either have pursued at their place of employment previously or are committed to pursue, and the resources that they need, in order to improve the safety of their workplace and co-workers when they return to their place of employment.

• Module 5: Activity 3 - Review of the DOT Emergency Response Guide 2012

Learning Objectives: Review how to recognize chemical hazards and understand how to protect ones-self and the general public during the initial response phase of an incident. 

Performance Measures:

  1. Using the DOT Emergency Response Guide 2012, students work in small groups to review questions posed in one of five provided ER scenarios.
  2. Each small group discusses their assigned scenario and then identifies the specific or generic hazards of the material(s) involved, identifies the primary hazards associated with the general category of hazardous material and provides guidance on how to respond to the scenario involving that general category of hazardous material.
  3. Each group presents the results of their findings to the rest of the class.
  4. The rest of the class and the trainers present may add additional comments, as appropriate, after each group makes its presentation.

• Module 6: Activity 4 – Health & Safety Plans, Job Hazard Analysis and the HAZWOPER Std.

Learning Objectives: The role of the HAZWOPER Std. in protecting worker health & safety and the importance of Health& Safety Plans (HASP) and the elements of a Job Hazard Analysis (JHA) as tools for worker protection.

Performance Measures: 

  1. Working in small groups students briefly review the three resources provided in this manual.
  2. Each small group analyzes and discusses either a situation from one of their own work experiences and/or a situation visually presented in the photos provided in this manual. They then develop a Health & Safety Plan (HASP) and/or develop a Job Hazard Analysis and/or understand the necessary corrections to achieve compliance with the HAZWOPER Std. for their assigned work situation.
  3. Each group presents the results of their findings to the rest of the class.
  4. The rest of the class and the trainers present may add additional comments, as appropriate, after each group makes its presentation.

• Module 7: Activity 5 – Spill Control

Learning Objectives: Review the ways to prevent spills from happening and the techniques used for containing and cleaning up spills.

Performance Measures:

  1. Each small group of students first analyzes a provided picture or diagram of a spill and determines if they can handle the spill. Using provided resources, they then decide on what methods of spill control and what control materials are appropriate for use in their assigned situation.
  2. Each group presents the results of their findings to the rest of the class.
  3. The rest of the class and the trainers present may add additional comments, as appropriate, after each group makes its presentation.
  4. As a whole, students view the “Spills Happen” video and offer comments/criticisms after each scenario pause by a trainer.

• Module 8: Activity 6 – Confined Space

Learning Objectives: Understand the basic legal requirements concerning work in confined spaces and procedures for safe entry into and atmospheric testing in confined spaces.

Performance Measures:

  1. Using provided resources, students are able to define a confined space, list three atmospheric hazards which may occur in such spaces and list two types of hazards other than hazardous atmospheres which may exist in a confined space.
  2. Working in small groups students first read one of the provided case studies involving a confined space fatality or fatalities. They next discuss how and why the fatalities occurred. They then illustrate their case study, making recommendations for how the fatalities could have been prevented, including how effective confined space entry and confined space rescue should have occurred.
  3. Each group presents the results of their findings to the rest of the class.
  4. The rest of the class and the trainers present may add additional comments, as appropriate, after each group makes its presentation.

• Module 9: Nano Materials

Learning Objectives: Understand key terms used in Nanotechnology and the properties and hazards of engineered Nano materials.

Performance Measures: During an instructor lead exploration and discussion of the types and scale of engineered Nano materials and how physical and chemical properties at the Nano-scale can change, students learn how to identify different types of engineered Nano materials, how their properties may cause unwanted health effects and where some of these materials are being employed in the world of Site Remediation. Students further learn about the possible routes of entry and the potential limitations of conventional personal protective equipment when one is exposed to engineered Nano materials.

• Module 10: Activity 7 – Emergency Responder Table-Top Exercises

Learning Objectives: In order to practice and refresh their Emergency Responder skills, students evaluate one of two provided leak scenarios, both of which involve a hazardous materials release at the interface between a delivery truck and a fixed facility.

Performance Measures:

  1. In small groups, students first review a provided description of a leak scenario and then discuss “What do you do?”
  2. Using the provided site map, each small group marks the “hot”, “warm” and “cold” zones and then decides how many people in total would be needed for a response.
  3. Each small group discusses what decisions they think that the Incident Commander should make and why.
  4. Each small group of students reports its findings to the larger group.
  5. The rest of the class and the trainers present may add additional comments, as appropriate, after each group makes its presentation.

• Module 11:  Clean Up, Review, Course Evaluation Questionnaire and Distribute Refresher Certificates.

Trainers review any expectations identified by individual students at the beginning of the day and if they were addressed during this training session.  Trainers may offer to follow up later on an individual basis with students whose questions or concerns could not be addressed during the day. Each student is asked to fill out a Course Evaluation anonymously, the responses from which TNEC management and trainers use, at least in part, to determine the effectiveness of the training presented and to continuously improve this training program.  Trainers congratulate students as they distribute certificates.