Chapter 12 Flashcards
Level II instructors are encouraged to provide realistic situations that resemble actual emergencies while still maximizing safety.
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In addition to instructors incorporating safety measures into the training curriculum, changes in organizational policy can reduce training accidents.
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Train firefighters and emergency responders to recognize the visual and physical clues of impending danger and anticipate fire behavior in a variety of building types.
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To reduce the risks to personnel, all fire and emergency services organizations regulated by NFPA standards must have a risk-management plan.
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NFPA 1500, Standard on Fire Department Occupational Safety, Health and Wellness Program, provides detailed guidelines for developing a risk management plan.
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An organization’s administration plays a role in supporting and enforcing safety, fitness, health, and wellness programs in the organization’s operations.
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An essential element for planning live-fire training is NFPA 1403.
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Casualties may be caused by conditions in the physical environment that were not considered as potential hazards.
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Normalization of deviance can compromise safety over time.
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When deviating from SOPs becomes the normal behavior, the value of the SOPs becomes marginalized.
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Human factors generally lead to unsafe behavior in fire and emergency services training.
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To prevent normalization of deviance, instructors should immediately address unsafe behaviors.
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Students may perceive some safety procedures as unnecessary, perhaps because the tactics have been so well-practiced.
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Instructors must address students who are unprepared for an evolution by providing training, including supervised practice time.
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Instructors should be aware of any physical limitations that could lead to training injuries or fatalities.
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A hazard and risk analysis identifies potential problem areas and is the foundation for any risk-management plan.
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When creating a lesson plan for skills training, instructors perform a task analysis to determine the necessary tasks and their order.
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Ideally, all hazards are addressed as high priorities, but prioritizing hazards is often a necessity imposed by limited resources.
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The IMS model adopted by many jurisdictions in North America is based on NFPA 1561, Standard on Emergency services incident management system and command safety.
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IMS positions should be chosen based on the scope of the training evolution.
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Operational training evolutions can be described as large-scale lessons. The lesson plan for these evolutions must be based on plans used at actual incidents, an agency approved training plan, or an Incident Action Plan.
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When large numbers of students are involved, skills training requires clear-cut roles.
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Roles and responsibilities assigned during operational training should reflect those required at the incident.
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Along with the IAP, the post incident critique should be used to generate a report on the training evolution.
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Even with good policies in place and good instructions to work from, skills training can be unpredictable.
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