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24-Hour Emergency Responder Basic Health & Safety Training

24-Hour Emergency Responder Basic Health and Safety Training

(303) 24-hour Emergency Responder Basic Health and Safety Training

The OSHA 1910.120 standard requires that all personnel who are expected to respond pro-actively to emergencies involving hazardous materials must receive 24 hours of special training on hazardous materials. TNEC's 3-day program combines interactive classroom activities, dress-out in level " A" suits, and live emergency simulations to prepare students for a proper response. The curriculum includes workplace risk-mapping, chemical hazards and awareness, how to use the NIOSH Pocket Guide, air monitoring, selection and use of PPE, spill containment and decontamination. A post-simulation debriefing challenges students to evaluate the effectiveness of their response.    CEU=2.4

This course is approved by the MA Board of Certification of Wastewater Treatment Plant Operators for 24 training contact hours. (Course ID No. BC-2011-2327)

This course is approved by the MA Board of Certification of Operators of Drinking Water Supply Facilities for 24 training contact hours.  (Course ID No. (DWT-2011-54)

This course is approved by the CT Department of Environmental Protection Bureau of Water Protection and Land Reuse for wastewater treatment plant operators for 22.5 training contact hours.

This course is approved by the CT Department of Public Health for 22.50 training contact hours for certified operators of Drinking Water Supply Facilities. (Course ID No. TDS-91-693)

This course is approved by the RI Board of Certification of Drinking Water Operators for 24 training contact hours.

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Sample agenda & course outline 

Emergency Responder Basic Health and Safety Training Course (24 hour)

Applicable Standards
This course is designed to meet the requirements of 29 CFR 1910.120 (q). Other standards referenced in 1910.120 (q) and/or that are covered to varying degrees in this course include

  • 1910.106 Storage of Flammables
  • 1910.134 Respiratory Protection
  • 1910.146 Confined Space Entry
  • NFPA 1991/1992/1993-Performance Standards Re: 3 Kinds of Chemical Protective Clothing.

Curriculum Components

  1. TNEC developed Emergency Response (ER) Student Manual for this course, one per student, which contains 10 tab divided sections and three appendices as follows:
    1. Chapter 1- OSHA Regulations: Emergencies
    2. Chapter 2- Preventing Problems: Planning
    3. Chapter 3- Getting Information
    4. Chapter 4- Chemical Hazards
    5. Chapter 5- Respirators
    6. Chapter 6- Chemical Protective Clothing
    7. Chapter 7- Measuring Hazards in Emergencies
    8. Chapter 8- Containing and Controlling Spills
    9. Chapter 9- Decontamination
    10. Chapter 10- Tasks During A Response
    11. Appendix A- Sources of Information
    12. Appendix B-Glossary
    13. Appendix C- OSHA 29 CFR 1910.120 Standard
  2. Course agenda, 1/student (Note: See page four of this course description for typical sample agenda.)
  3. NIOSH Pocket Guide, 1/student
  4. North American Emergency Response Guidebook, 1/student
  5. TNEC developed Chemical Release Chart, two/student
  6. Five 3-ring binders, 1per 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. Video tapes:
    1. Hazardous Properties of Chemicals, IAFF Training For Hazmat Team Members
    2. General Chemical, Richmond, CA, Oleum Leak (re: Chemical Protective Clothing)
    3. Spills Happen, BNA (re: Containing and Controlling Spills)
    4. DECON, Working In The Hazard Zone, BNA (re: Decontamination)
    5. Toluene Tank Explosion (re: Confined Space Entry and Emergency Response)
    6. ICS, Emergency Film Group
    7. ICS, Coastal Training
    8. Final exam 50 questions, 1/student

Learning Objectives & Performance Measures, 

(By Module, In Order Presented)
[NOTE: “TTA” = Table Top Activity, “RP” = Role Play and “HOA” = Hands-On Activity included.]

Day 1/Module1: Introduction
Trainers introduce themselves to the class indicating their backgrounds, current affiliations with the TNEC training program, interests relative to health and safety and any areas of expertise that they are willing to share with the students. Students introduce themselves to the others present and give a brief summary of the type of work they have done and/or expect to be doing after this training, a workplace hazard about which they are concerned, their reason for attending this training and any expectations beyond receiving a certificate of training.

Learning Objectives: The range of skills/experiences/expectations of all present

Performance Measures: Students are able to discuss the range of skills/experiences/expectations of all those present. (TTA)

Day 1/Module 2: OSHA Regulations/Emergencies – Chapter 1 In Student Manual
Learning Objectives: The Hazwoper Standard and its requirements relative to Emergency Response (ER); The key elements of the OSHAct, the General Duty Clause and the Discrimination Standard; The basic role of the OSHA Inspection; and, The role of health and safety committees.

Performance Measures: Students are able to: Describe the categories of workers that are covered by the ER portion of the Hazwoper Standard; List four functions of OSHA; Describe OSHA’s five levels of priority for inspections; Describe how to register a complaint with OSHA; Describe three important rights under the OSHAct; Describe the components of a facility ER Plan; and, Describe the basic guidelines for health and safety committees. (TTA or RP)

Day 1/Module 3: Preventing Problems/Planning/Risk Mapping – Chapter 2 In Student Manual

Learning Objectives: The importance of planning; The utility of using Risk Mapping for a facility; and, The importance of how chemicals are used, stored and transported.

Performance Measures: Students are able to: Describe the elements of a chemical spill review; Describe the four key parts of an effective Spill Plan; Develop a Risk Map of their facility and an inventory of chemicals at their site; and, Use a Chemical Release Chart to begin learning about gathering the necessary information and going through the necessary thought processes to pre-plan for an emergency. (TTA)

Day 1/Module 4: Getting Information – Chapter 3 In Student Manual
Learning Objectives: The routes of entry of toxins and the overall effects (acute and chronic) of toxins on the body; The exposure guidelines (IDLH, TLV and PEL); The functions of medical surveillance programs; and, The terminology and interpretation of information in the NIOSH Pocket Guide and on a Material Safety Data Sheet (MSDS).

Performance Measures: Students are able to: List four routes of entry of toxins into the body; State the difference between an acute and a chronic exposure; Describe the meaning of TLV, PEL and IDLH; List two purposes/functions of medical surveillance; List two problems associated with MSDS’s; and, Find the health related properties of particular chemicals in the NIOSH Pocket Guide. (TTA)

Day 1/Module 5: Chemical Hazards – Chapter 4 In The Student Manual
Learning Objectives: The basic chemical hazards of various substances, e.g., flammability, corrosivity and reactivity, etc.; the importance of the physical properties of chemicals, e.g., vapor pressure, vapor density, solubility, flammable range, etc.; and, how physical properties of chemicals influence their hazards.

Performance Measures: Students can: identify two physical hazards common in Emergency Response; describe three hazardous properties of chemicals; describe the fire triangle; and describe the different forms of chemicals and how those forms might change during an emergency. (2 TTA)

Day 1/Module 6: Respirators – Chapter 5 In Student Manual
Learning Objectives: The purpose of respiratory protection; The importance of effective respiratory programs; The limitations of various types of respirators; and, The selection and use of appropriate respiratory equipment, especially in emergency response situations.

Performance Measures: Students are able to: List the two main types of respirators and explain how they work; Understand that they must be medically qualified to wear a respirator before being fit tested and then being asked to wear one; Describe how to select a respirator for IDLH atmospheres and emergency response, as well as for non-IDLH atmospheres; Describe the difference between qualitative and quantitative fit testing; Name two reasons for poor respirator fit; Demonstrate how to don/doff an air purifying respirator and an SCBA; and, List five OSHA required components of a respirator program. (HOA)

Day 2/Module 1: Chemical Protective Clothing (CPC) – Chapter 6 In Student Manual
Learning Objectives: The purpose of CPC; The limitations of CPC; How to inspect, wear and maintain CPC; and, The varieties of available CPC suits, gloves, etc., and how to select the most appropriate types.

Performance Measures: Students are able to: Identify the difference between the four levels of protection; Identify one physical and one psychological effect of wearing CPC; Name one limitation which affects the degree of protection afforded by a chemical protective suit; Identify one criterion for the selection and use of CPC; Identify the importance of using hazard recognition and health hazard evaluation in the selection of CPC; and, Identify two components of a personal protective equipment program. (TTA + HOA)

Day 2/Module 2: Air Monitoring – Chapter 7 In Student Manual

Learning Objectives: The role testing plays in emergencies; The various types of air monitoring equipment; The use and limitations of air monitoring equipment; The need for proper training in selection, use and care of air monitoring equipment; and, The importance of having a clear ER plan.

Performance Measures: Students are able to: List two reasons why testing is important; List three things that could interfere with testing; List three units used for measuring air contaminant concentrations; Identify two instruments commonly used for detecting organic vapors in emergency response situations; Identify whether or not an instrument is “intrinsically safe” and, Give two reasons why testing is a key component of an emergency response action plan. (HOA)

Day 2/Module 3: Containing and Controlling Spills – Chapter 8 In Student Manual
Learning Objectives: How to plan for spill control; Techniques for controlling, containing and cleaning up spills; How to outline a spill response approach to products in your facility; and, How to know when a spill is beyond your capacity.

Performance Measures: Students are able to: Describe five equipment and materials items which should be available for spill control; Describe what steps you should take when responding to a spill; Describe an effective planning and drilling procedure for spills; and, Describe what can be done when a spill is beyond your capacity. (2 TTA)

Day 2/Module 4: Decontamination / Level A Dress Out – Chapter 9 In Student Manual
Learning Objectives: Half of the class learns: The purpose of and principles of decontamination (Decon); The adaptability of Decon principles to use in emergency situations; The correct control strategies for Decon and their relationship to health hazards; The potential for work related exposure in using Decon methods; What equipment is used in Decon; The correct procedures for doffing CPC; and, Methods of containing contaminated water. The second half of the class practices what they have learned relative to donning SCBA’s and CPC and then carry out a series of physical and dexterity type tasks in a simulated exclusion zone work area, suited up in Level A.

Performance Measures: Students are able to: Describe the relevance of Decon; Identify two Decon principles used in emergency situations; Explain the need for victim Decon; Demonstrate the correct procedures for doffing CPC; and, Explain the relationship of Decon to health hazards. The first group satisfactorily suits up in Level B and sets up a Decon line prior to the second half of the class being ready to exit their assigned exclusion zone work area. Both teams work together to Decon the second half of the class and then the Decon team decontaminates itself. Both teams correctly doff their CPC and SCBA’s. During the second half of this module, the roles of the two halves of the class are reversed so that all present have an opportunity to practice in both roles. (2 HOA)

Day 3/Module 1: Emergency Response Tasks, Teams and Planning – Chapter 10 In Student Manual

Learning Objectives: The importance of anticipating and preventing emergencies; The various tasks necessary to deal with chemical emergencies; The importance of training for each member of the ER Team; The importance of communication for an ER Team; How to be prepared for non-chemical, physical emergencies; How to recognize confined spaces, their hazards and the procedures for entering them; How to set up work zones, safe distances and evacuation routes; and, The importance of Decon during an emergency response.

Performance Measures: Students are able to: Describe the tasks, roles and responsibilities of the ER Team; Describe the different methods of communication, within the team and between team members and outside parties; Describe how to secure an area, establish work zones and evacuation procedures and set up for Decon; Describe four non-chemical, physical hazards you might encounter when responding to a chemical emergency; and, Describe the hazards of confined spaces and the proper procedures for entering these areas. (TTA)

Day 3/Modules 2, 3 & 4: Plan, Prepare For and Execute An Emergency Response (Final Incident)
Learning Objectives: Students have the opportunity to participate in a hands-on use of the training they have received to date in this course. Trainers strive at all times to make this practical exercise a positive learning experience.

Performance Measures: The ultimate measure of performance is how well students work together to plan for and execute the final Emergency Response Incident in this course. After the incident is concluded, students do a self-critique of their collective and individual response actions. This discussion is led by the Incident Commander that students chose during the planning phase of this exercise. Trainers then offer their comments, one at a time. (TTA + HOA)

Day 3/Module 5: Written Exam
Learning Objectives: Students review course work covered in these three days of training by individually answering a 50 question written and open book exam. They are not allowed to consult with each other during the exam.

Performance Measures:At the end, the trainers review the responses given and correct any areas of misunderstanding. (TTA)

Day 3/Module 6: Evaluations and Awarding of Certificates
Finally, students 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)

Day 1

8:00 - 9:30 a.m.Introduction
8:30 - 9:30 a.m.OSHA Regulations: Emergencies
9:30 - 11:00 a.m.Preventing Problems, Planning, Risk Mapping (Introduce CRC*)
11:00 a.m. - 12:00 p.m.Getting Information (CRC*)
12:00 - 1:00 p.m.Lunch
1:00 - 2:30 p.m.Chemical Hazards (CRC*)
2:30 - 5:00 p.m.Respirators (CRC*)

Day 2

8:00 - 8:15 a.m.Review**
8:15 - 10:30 a.m.Chemical Protective Clothing (CRC*)
10:30 a.m. - 12:00 p.m.Air Monitoring (CRC*)
12:00 - 1:00 p.m.Lunch
1:00 - 2:30 p.m.Spill Containment (CRC*)
2:30 - 5:00 p.m.Decontamination / Level A Dress Out

Day 3

8:00 - 8:15 a.m.Review**
8:15 - 10:00 a.m. Emergency Response, Tasks, Teams and Planning
10:00 a.m. - 12:00 p.m.Class Develops Emergency Response Plan
12:00 - 1:00 p.m.Lunch
1:00 - 1:30 p.m.Class Finalizes Plan
1:30 - 3:30 p.m.Practical Exercise (Final Incident)
3:30 - 4:30 p.m.Written Exam
4:30 - 5:00 p.m.Clean Up/Course Evaluations/Award Certificates

*CRC = Students fill in portion(s) of Chemical Release Chart (CRC) at these modules.

** Note: There is a 15-minute block of time at the beginning of the second and third days. This time is reserved for reviewing the previous day’s training and activities, for answering questions/resolving any problems that may have arisen and for highlighting the modules to be covered in the current day.