(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:
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.
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.
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.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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.