SETTING OBJECTIVES FOR SAFE BREATHING APPARATUS TRAINING

SETTING OBJECTIVES FOR SAFE BREATHING APPARATUS TRAINING

TRAINING

In a tone of voice that is reminiscent of military basic training, the instructor says to the students awaiting the orientation to their new training program: “Fire fighting is the most hazardous occupation in the United States, and becoming a fire fighter is tough. Not everyone will make it through this training program.” The problem is, the instructor is rightl Approximately 4 percent of the deaths and iniuries in the American fire service occur during training exercises.

In view of these statistics, it appears as though some of us have lost sight of the basic objectives for this type of training. These objectives are, or should be. to develop effective use of self-contained breathing apparatus, to instill confidence and to not kill or injure anyone.

One maior contributing factor to our deplorable safety record is the use of scare tactics and or the overstressing of the students and, in some cases, the instructors as well. This appears to be a way of life in some of the so-called “smoke diver” courses and some of the regional or district fire schools. In some programs, students are required to stand in the heat wearing full gear for hours. When they finally get into the burn, they are seriously dehydrated and exhausted

Furthermore, many courses require that unreasonable tasks be acomplished by stucients who have been working in breathing apparatus for hours. Yet live fire training should include the same safety precautions that are taken on the fireground. These should include proper pacing of work, allowing rest periods or time to warm up or cool down, and drinking fluids to provide for proper hydration

Misplaced ego

I strongly feel that many of these problems are products of our misplaced fire fighter ego. Many instructors feel that if a fire fighter has to be tough, an instructor must be even tougher. Consequently, some instructors subconsciously, and sometimes consciously, make their courses physically difficult so that they can prove that the “old man” can take it, even when some of the younger students cannot. This opinion is further substantiated by the fact that as some instructors age and become less physically able, some of the more difficult portions are deleted from their programs. I am not advocating that the instructor should avoid being a role model for his students. I am simply stating that the example that is set must be one that emphasizes safety and good judgment.

Another common problem is that many of our training programs are really testing programs We assume that because our students are fire fighters, they have the necessary skills and knowledge to handle any situation that we create for them. So we simply place breathing apparatus on them and put them into a situation that they mav not be able to handle. Programs of this type generally do not gain the respect of the students and frustration or casualties can result.

Model training program

Breathing apparatus training must be a step-by-step process that prepares the student for each progressively more difficult level. A model training program will generally progress through each of the six steps discussed below.

  1. Aside from the obvious preparation stage, the first step of the breathing apparatus training program should be the lecture and demonstration covering the material that is appropriate for the level of the student enrolled in the program. Safety practices must be emphasized throughout each of the progressive levels of the program, but their inclusion in this initial stage is vitally important. Slides, films and case histories should be used to reinforce this learning.
  2. Donning and removing the equipment should be the first skill level to be taught. This should be done in an environment that is reasonably comfortable so that the students can concentrate on the proper basic operation of the equipment. Emphasis should be placed on how the breathing apparatus affects the other components of the fire fighter’s protective envelope (coat, pants, helmet, etc.) so that the optimum level of protection is achieved.
  3. The third level of training should include working while wearing breathing apparatus in a clean atmosphere with good visibility. Walking, crawling, following walls and hose lines, ascending and descending stairs, and emergency escape procedures should be included in this stage of the training.
  4. Once the students have become proficient and comfortable in the performance of the above tasks, the facepieces can be obscured. This can easily be accomplished by several methods, the most common of which include placing aluminum foil or black polyethylene film over the lens and securing it with a rubber band. The students can then be made to perform the same tasks as were done in level three —but with little or no visibility. A student’s performance can be evaluated easily and safely by the instructor, even though the students would have to rely upon senses other than sight, as may be the case in an actual fire situation.
Fire fighters should be able to practice in a clean, safe environment before entering smokeStructural fire training should include many varied tasks so that fire fighters become accustomed to wearing SCBA in and around a fire station

photos by the author

  1. After the students have gained proficiency in the use of the equipment under conditions of limited visibility, light smoke may be introduced into the training environment. The use of smoke mazes and other specialized facilities would be included in this level All of the above skills, including emergency escape techniques, can be practiced at this level – providing that the instructor student ratio is adequate and that the material that is being used to produce the smoke is not dangerously toxic. The burning of tires, plastics and other similar materials should be avoided.

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  1. The final training level incorporates the use of breathing apparatus in a simulated fireground operation using live fire to provide heat and smoke. The recommended method of delivery for this type of training is a controlled burn in a specially designed structural burn facility. In this situation, temperature levels can be predetermined and there is no danger of structural involvement and collapse. Unfortunately, these facilities are not always readily available. As a result, the most common method of providing this experience is by burning condemned structures. This practice is extremely dangerous. In any case, a ratio of at least one instructor for every six students should be adhered to for this level of training. Also, emergency escape techniques should not be used under these conditions unless they are absolutely necessary.

Advanced breathing apparatus training programs may delete some of the steps that were mentioned above, but only when course prerequisites can be accurately defined and enforced. Documentation of a prospective student’s prior experience and training must be required, especially for advanced programs that are being offered to members of many different fire departments. Note: Years of experience as a fire fighter, either paid or volunteer, do not necessarily indicate that an individual will be able to perform adequately in breathing apparatus. Pretests and other screening methods may be necessary for some courses.

The use of SCBA should be incorporated into all live fire training situations. Flammable liquid fires and spills, LPG and/or natural gas fires and leaks, and hazardous materials training should be included in this category. The use of breathing apparatus along with approved protective clothing could prevent death or serious injury in the event of a reignition or flash fire in materials of this type.

During the training program, particular emphasis must be placed upon the proper and complete use of the equipment, because bad habits generally start here. It is very frustrating to see photographs and news clips of fire fighters from departments that have so-called “mandatory breathing apparatus policies ” working in a hazardous situation with the units on their backs and the facepieces hanging at their sides. It seems somewhat ridiculous to have to keep reminding these highly trained individuals that the mask must be on the face and the air must be turned on for the unit to operate.

It is time that we, as fire instructors, take a long look at ourselves and our programs to determine whether the objectives are being met Are we developing skills in our students and instilling confidence? Have we allowed someone to become injured, or worse? We must realize that it is the fire service instructor’s continuous responsibility to ensure the safety of his or her students.

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