8-hour Emergency Responder Refresher Training

Emergency responders are required by OSHA under 1910.120 to receive a refresher annually for their emergency responder training. This one-day course provides responders with updates on hazardous materials; further exercises on critical issues such as spill containment; as well as reviews of basic response procedures. The curriculum changes annually.

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Sample agenda & course outline
Emergency Responder Health and Safety Refresher Course (8 hour)

Applicable Standards:
This course is designed to meet the requirements of 29 CFR 1910.120 (q)(8).

Other standards referenced in 1910.120 (q) and/or which are covered to varying degrees in this course include: 1910.146 - Confined Space Entry and National Incident Management System (NIMS)

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Curriculum Components:

1. TNEC developed Student Manual(s) for this course.
   NOTE: TNEC develops a new Emergency Response (ER) Refresher Course annually, so that studentsreturning to TNEC year after year for their Refresher Training are presented with new materials eachtime. The information presented here, by way of example, is for the Open Enrollment Emergency Response Refresher Course and Manual developed by TNEC for use during the period September 1, 2004 – August 31, 2005. Students complete a total of three Table Top Activities, one hands-on activity and one ER test as they work through this course.
2. Course Agenda, 1/student. (Note: See page three of this course description for agenda copy.)
3. NIOSH Pocket Guide, 1/student.
4. NIOSH CD ROM, 1/student.
5. North American Emergency Response Guide, 1/student.
6. TNEC developed Chemical Release Chart, 2/student.
7. Five 3-ring binders, 1 per small group of students, containing selected vendor literature, for reference: Chemical Protective Clothing and Glove compatibility, permeation and selection: Respirator cartridge selection; Survivair self-contained breathing apparatus inspection, operation and maintenance.
8. Spill control equipment/materials catalogs.
9. Confined Space Entry Equipment (tripod, winch, five-point harness, etc.)
10. Confined Space Assembly (Actual confined space which was created for TNEC and is mobile).
11. Eight Interoperable radios.
12. Six ICS Table Top activity kits.
13. 50-question ER test, 1/student.

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

Module 1: Introduction
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. Students introduce themselves to the others present and give a brief summary of the kind of ER responsibilities that they now have or have had in the past, their reason for attending this ER Refresher training and any expectations beyond receiving a certificate of training. Trainers briefly review the day's agenda. Students are then asked to fill out an emergency response experience form for the past year and share it with the class.

Learning Objectives: (1) To introduce oneself to others present, to learn the names and backgrounds of others present and to understand the content of the day’s training. (2) Each student fills out a form, which prompts him/her to consider the kinds of ER situations in which they may have been involved during the past year. This includes Type of ER Action, Site Type/Location, Chemicals or Agents Involved, Their Individual Role in the Response and The Total Number Of People Involved.

Performance Measures: (1) Students are able to describe the variety of ER experience represented. (2) Students fill in 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 ER experience represented that day. The trainers collect this form and the information on it is used to develop a periodic report to NIEHS of student ER experience.

Module 2: Activity 1 – Risk Mapping
Learning Objectives: In small groups, students share health and safety aspects of any actual or near miss emergency responses with which they are familiar and identify problems and successes.

Performance Measures: In small groups, students select one of the examples from the experiences of their group and develop a Risk Map for that facility, including the location of any health and safety hazards that were present and how they were (or were supposed to have been) controlled. One or two people from each small group then, in turn, presents their chosen example to the entire class.

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Module 3: Introduction to the National Incident Management System (NIMS)
Learning Objectives: The requirements, need for and elements of NIMS; Procedures for compliance with NIMS; The part ICS plays; Requirements for Interoperability; The kinds of personnel and agencies that may be involved in responding to an all-hazards incident;

Performance Measures: Students are able to: List six NIMS components and describe their function; Describe interoperability; and, List the eight features of ICS.

Module 4: Activity 2 NIMS Table Top
Learning Objectives: The importance of using NIMS; The method of NIMS implementation: and, the different agencies that might be involved in an all-hazards incident.

Performance Measures: Students are able to implement the six components of NIMS; and, Safely bring a predetermined incident to a controlled state.

Module 5: Activity 3 – ICS Radio Exercise
Learning Objectives: Give students the opportunity to practice the eight components of ICS; Communication skills; and, requirements for interoperability.

Performance Measures: Students must investigate a model presented in the “hot zone” and duplicate it in the command post. Exercise must be performed with radio communication and within a time limit of one hour.

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Module 6: Introduction to Confined Space (CS) Rescue
Learning Objectives: Introduce students to the components, equipment and skills required to perform confined space rescue. Students will learn the three categories of CS rescue. Learn to look up CS information on the Internet.

Performance Measures: Students are able to: List and Describe the three categories of CS rescue, list CS rescue equipment required and judge their work places ability to perform CS rescue. in an emergency.

Module 7: Activity 4 – “Hands-On” Confined Space Rescue
Learning Objectives: Practice the skills associated with CS rescue.

Performance Measures: Students will don a CS entry harness and set up a retrieval tripod according to manufacturers instructions.

Module 8: Activity 5 – CS Rescue “Tool Box” Talk Using The Internet
Learning Objectives: Introduce students to the “Tool Box” talk learning format and using the Internet to retrieve health and safety information related to CS rescue.

Performance Measures: Students will look up CS rescue information on the Internet and give a “Tool Box” talk on a specified CS rescue topic.

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Module 9: Emergency Response Test (A review of 1920.120 (q))
Learning Objectives: Students will review the ER standard major points.

Performance Measures: Students must receive a 75% score to be considered proficient in the 1910.120(q) standard.

Module 9: Clean Up, Review Class Expectations Listed At The Beginning Of The Day, Pass Out Course Evaluation Questionnaire To Students and Collect Same and Pass Out 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. Students are asked to fill in an anonymous Course Evaluation, 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 give out certificates.

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THE NEW ENGLAND CONSORTIUM OPEN ENROLLMENT 8 Hr. EMERGENCY RESPONSE REFRESHER HEALTH AND SAFETY COURSE

(Typical Agenda)

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