Students sit around a desktop computer working on a simulation of an actual hazardous spill at a warehouse. The students are required to work together to clean up the simulated hazardous spill.

8-Hour Emergency Responder Awareness Training

(315) 8-Hour Emergency Responder Awareness Training

Awareness is the key to a quick and safe response to a hazardous material emergency. OSHA requires that personnel who are likely to come in contact with hazardous materials must be trained on how to recognize a hazardous release and how to properly respond. The training is essential for personnel in such areas as shipping/handling, production, custodial, security, law enforcement, and management. This course is designed to meet the requirements of 29 CFR 1910.120 (q)(6)(i).  As delivered, it goes beyond the requirements for First Responder Awareness Level and approaches the requirements for 29 CFR 1910.120 (q)(6)(ii), First Responder Operations Level.                      CEU=.8

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Sample agenda & course outline
Emergency Response Awareness Course for Workers Responding to CBNRE-Mass Casualty Incidents (8-hr.)

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

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

Curriculum Components

  1. TNEC developed Student Manual for this course.
    NOTE: TNEC will tailor its Emergency Response Awareness Course for workers responding to CBNRE-Mass Casualty Incidents manual and course to suite the audience. In most cases, the curriculum presented here is used most often.
    The curriculum expounded on below has been delivered to State Medical Examiners, Police and Fire departments, Health Officers, and Hospitals. Students complete a total of five Table Top Activities, and one hands-on/demo activity.
  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. 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.
  7. Eight Interoperable radios.
  8. Six ICS Table Top activity kits.
  9. PPE equipment box. Includes: Level A, Level B, and Level C PPE ensembles.

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 CBNRE and Mass Casualty Incident responsibilities that they now have or have had in the past, and their reason for attending this course, any similar training and any expectations beyond receiving a certificate of training. Trainers briefly review the course agenda for the day.

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. Students’ ideas of mass casualty incidents are discussed and how they might be involved in responding to them.

Performance Measures: A dialogue of students’ experiences and expectations on CBNER and mass casualty events is created with information shared between students and trainers.

Module 2: Training for Change
Learning Objectives: Understand the process of change; understand difficulties in meeting goals.

Performance Measures: Students are able to list the key elements of change as outlined in their manual.

Module 3: Activity1–Training for Change

Learning Objectives: Reinforce the procedure of how change occurs in organizations and individuals, allow students to share their views on change;

Performance Measures: Students are able to describe the necessary change criteria based on selected case studies.

Module 4: Incident Command System
Learning Objectives: Understand “common terminology” used in ICS, learn the main ICS functions and their responsibilities during an incident, investigate their role in ICS and understand public health professionals role in ICS.

Performance Measures: Students are able to define ICS, describe the ICS structure by use of a flow chart, list the five categories of the ICS, and define the eight components of ICS.

Module 5: Activity 2 – 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.

Module 6: Introduction to CBNRE Agents
Learning Objectives: Provide an introduction to the most commonly found agents used for mass casualty incident, their historical use and the method used to detect their presence.

Performance Measures: Students are able to list the four routes of exposure for agents into the body, evaluate the toxic effects based on symptoms, describe the HAZCOM standard and list and describe the devices commonly used to detect CBNRE agents.

Module 7: Activity 3 – CBNRE Scenarios

Learning Objectives: Give students the opportunity to practice recognition of symptoms caused by CBNRE agents by evaluating mass casualty scenarios. Practice method of air sampling with detecting equipment.

Performance Measures: Students will evaluate various scenarios where CBNRE agents were used and based on symptoms of casualties, correctly determine the agent(s) used. Selecting the correct instrumentation to detect the agents used.

Module 8: Defensive Actions
Learning Objectives: Introduce students to the common defensive actions including; preplanning, understanding “all hazards” approach to incidents and understand the common elements of mass casualty incidents (MCI)

Performance Measures: Students must define the “all hazard” concept, list the steps in the hazard planning process and list and define the elements of mass casualty incident planning.

Module 9: Activity 4 – Defensive Actions Table Top
Learning Objectives: In groups, students will practice mass casualty incident planning by evaluating different mass casualty scenarios.

Performance Measures: Students will set up a plan for a given scenario to perform an all hazards response for a MCI that will enable the community to effectively utilize resources and reduce casualties.

Module 10: Offensive Actions
Learning Objectives: Introduce students to the concept of “offensive actions”. Look at the specialized training, equipment and PPE needed for an all hazard MCI response. Instruct the elements of a “safe” response.

Performance Measures: Students will be able to describe the four levels of PPE, understand the levels available to first receivers, evaluate decontamination techniques, define triage for all hazards MCI, explain the effects of chemical agents and list common patient isolation and lockdown techniques.

Module 11: Activity 5 – Selecting PPE

Learning Objectives: Students will participate in a hands on demonstration of the various forms and levels of PPE.

Performance Measures: Students must correctly identify the four levels of PPE and explain the donning and doffing procedures.

Module 12: Critical Incident Stress Management
Learning Objectives: Students will review the planning issues for critical incident stress management (CISM) and how it applies to all hazards MCIs.

Performance Measures: Students will be able to define the risk factors for the development of CIS and how CISM can be used at all hazards MCIs, list the predictors and stages for PTSD, identify special risk groups for CIS after a MCI, list resources for CISM and list and describe the symptoms of stress that may be experienced by 1st responders and disaster site workers during or after a traumatic incident.

Module 12: Activity 6- CISM Table Top
Learning Objectives: Small groups will practice planning for a CIS for selected all hazards MCI scenarios; including evaluating the incident, determining CIS levels and identifying “at risk” groups.

Performance Measures: Students create a CISM plan in response to a given all hazard MCI scenarios.

Module 13: 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


(Typical Agenda)

8:00-8:30Introductions, Past years ER experience
8:30-10:00Activity 1: Risk Mapping
10:00-12:00Introduction to National Incident Management System (NIMS), Activity 2: NIMS Table Top
12:30-1:30Activity 3: ICS Radio Exercise
1:30-3:00Introduction to Confined Space Rescue, Activity 4: “hands-on” Confined Space Rescue, Activity 5: Confined Space Rescue “Tool Box” talk
3:00-4:15ER Test
4:15-4:30Course Wrap up, Evaluations and Certificate hand outs