Printer Friendly(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
Emergency Responders can participate in a TNEC ER Refresher in either of two ways:
1. This one-day 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, 2009, through August 31, 2010, the curriculum for the classroom based Emergency Responder Refresher includes Reviews of Student Work History for the Past Year, with an emphasis on Age Awareness Issues, a Review of the NIOSH Pocket Guide and the DOT ER Guide, Green Chemistry Issues, What’s New In Safety and a Final Table-Top Activity relating to an ER Plan for a hypothetical chemical company.
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 half-hour break at mid-day for lunch.
Curriculum Components
1. TNEC Developed Student Manual, which includes a total of five Small Group Activities and one Table Top Activity that are completed by students as they work through this course.
2. NIOSH Pocket Guide
3. North American Emergency Response Guidebook
4. Emergency Response Plan for ABC Chemical Co.
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. Students introduce themselves to the others present and give a brief summary of the kind of emergency responder work that they currently are doing or have done in the past, 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. Identify hazards and controls and gather information about the activities at various locations through the perspective of work over a person’s whole lifetime.
Performance Measures:
a. Each small group of students is assigned 1 or 2 of 7 available NIOSH Age Awareness topics, from CDC Information Circular 9505, which they review, develop a Tool-box Talk for and deliver to the rest of the class.
b. Students individually share their emergency response experience with other members of their group. They identify and list the health and safety problems that they have encountered as they relate to an aging worker, preferably during the past year. The group then chooses one of the incidents to report to the whole class and they prepare a Risk Map of that situation. On the diagram, they list the health and safety hazards and at least 3 ways how they were (or should have been) controlled. One or two students from each small group present the chosen illustrative case from their group to the entire class.
c. After each presentation, the larger class then adds any additional comments and recommendations regarding the impact of the presented scenario to a worker over a whole lifetime.
Module 4: Activities 2A & 2B - Getting Information, A Review of the NIOSH Pocket Guide and DOT Emergency Response Guide –
Activity 2.A. - NIOSH P. G.:
Learning Objectives: Review the terms and definitions used in the NIOSH Pocket Guide and the physical and chemical properties of hazardous chemicals.
Performance Measures:
a. Each small group of students researches one or two assigned chemicals, especially their chemical properties, and develops and presents a 3-5 minute Tool-Box Talk about them to the rest of the class.
b. Students individually complete a Chemical Release Chart for one assigned chemical and then share that information with others in their group, paying attention to where this chemical could be found, both on and off the job.
c. Each student presents a 1-2 minute talk about the hazards associated with their assigned chemical.
Activity 2.B. - DOT E.R.G.:
Learning Objectives: Review how to use the DOT Emergency Response Guidebook, especially in an emergency.
Performance Measures: Students develop and present a Tool-Box-Talk to their fellow students, in which they explain the meaning of terms and the use of individual sections of the DOT ERG, as assigned.
Module 5: Activity 3 - Green Chemistry
Learning Objectives: To review or become acquainted with CAS Registry and Substance Counts, Pollution Prevention, The Precautionary Principle, Inherent Safety and Green Chemistry via Small Group Tasks and Case Studies
Performance Measures:
a. Students first consider the universe of chemicals and then answer the question “How do you feel about chemicals, and why?” Students share their thoughts with the rest of the class paying particular attention to the potential effects of chemicals on people.
b. Each small group of students then reviews and presents on an assigned concept or principle case study.
c. The class as a whole considers the question “Why are these principles and practices important to emergency responders?”.
Module 6: Activity 4 - What’s New In Safety?
Learning Objectives: In small groups, students review current Health and Safety Issues, such as Combustible Dusts, Spill Prevention Counter Measures and Seasonal Influenza, as available from OSHA, CSB, CDC, EPA and other resources.
Performance Measures: Each small group of students is able to present to others on one of the above current topics, as assigned.
Module 7: Activity 5 – Table-Top Exercises
Learning Objectives: Students review the required content for an Emergency Response Plan through an examination of a hypothetical plan for ABC Chemical Co. They learn what is good and what needs improvement in this plan.
Performance Measures: Each small group of students is able to answer a list of questions related to the provided ER Plan including the identification of its strengths and weaknesses. Each small group shares their responses with others present. Each small group then works interactively with a trainer to examine 3 emergency response scenarios through a series of questions. Students use the provided plan to determine if and how they would respond to each situation, including what equipment and level of dress-out they would need to do so.
Module 8: 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.