Emergency Response

Goal

The goal of this scenario is to assess and train mid-level public health professionals in the application of critical thinking as a means of solving problems related to community preparedness for public health emergencies, such as an Influenza Pandemic.

The scenario is based on the Critical Thinking course as well as using the established model of Critical Thinking that has six steps:

1. Identify and Define the Problem
2. Gather Information
3. Develop Alternatives
4. Select an Alternative
5. Implement the Solution
6. Evaluate the Solution

Intended Audience

The audience for this course consists of mid-level public health professionals and/or those responsible for community preparedness planning.

Length

The length of time for participants to take this course is estimated to be one hour or less.

Learning Objectives

Course Navigation

The course will be set up as an interactive scenario in which users are directed to answer various questions at key points in the story. Users can answer the question by using the information provided in a “Need Help” section.

There will be options to help the user, such as “More Info,” which is content specific to the question, “Resources,” and “Tips,” are snippets of information, job aid tools and the course guide. These options are provided as a means to help the user answer the question.

Certificate of Completion

A certificate of completion is awarded on successful completion of this course. In order to successfully complete this course, you MUST score 80% or higher on the overall course module.

Modality/Format

Online Self-Pace

Acknowledgements

Voice Talent: David Freeman

Length

1 hour

Technical Requirements

• Adobe Acrobat Reader 
• Speakers

Course Redesign and Redevelopment (June 2023)

Subject Matter Expert & Narrator

• Tricia Kitzmann, MPH

Instructional Designers & Developer

• Alyssa Azhari 
• Dena Fife

Audio/Video Production

• Melissa Richlen

Video Voice Talent

• David Freeman

LMS Coordinator

• Tim Beachy

Course Creation and/or Update

June 2023

Acknowledgements

The following organizations collaborated on the development of this course: Iowa Department of Public Health (IDPH); University of Iowa College of Public Health, Institute for Public Health Practice (IPHP).

Need Assistance?

If you need technical help, please Contact Us

Technical requirements

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

June 2023

Basic Radiological Emergency Worker Training is an online course that covers six topics which includes both general and specific information an emergency worker needs in order to respond to a radiological incident.

Topics

• Nuclear Power Plants
• Emergency Response Plan
• Emergency Classifications
• Radiation Principles
• Your Role as an Emergency Worker
• Emergency Worker Preparations

Intended Audience

Individuals who have an emergency response under county and state radiological plans. This includes a wide-range of personnel including, but not limited to bus drivers, school administrators, hospital and care facility workers, public works, police, fire, and ambulance personnel..

Learning Objectives:

Upon completion of this training, you will be able to:

• Recall Nuclear Plant Safety, such as defense in depth
• Identify the emergency planning zone concept
• Describe the protective actions to ensure public safety
• State the four emergency classification levels
• Explain your role as a radiological emergency worker and when you are notified
• Recall the basics of radiation
• Describe what is in the emergency worker kit and how to wear and use dosimetry
• Explain the use of potassium iodide, such as who authorizes its use and when to take it
• Identify exposure reporting limits and what to do
• Recognize where to report to at the end of your shift

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Knowledge, Skills, and Abilities for the public health preparedness and response core competency model

Competency 1.1 – Solve problems under emergency conditions

1.1.1. Recognize emergency conditions and the resulting problems

1.1.2. Evaluate the level of hazard or risk

1.1.8. Assess information, resources and procedures necessary to address the problems in emergency situations

Competency 2.3 – Report information potentially relevant to the identification and control of an emergency through the chain of command

2.3.1. Interpret the learner’s role in emergency identification and control as outline in relevant Emergency All-Hazards Plans.

Competency 4.2 – Employ protective behaviors according to changing conditions, personal limitations, and threats

4.2.1. Discuss the need to protect worker health and safety in emergencies and disasters

4.2.3. Promote taking protective actions in response to current and changing threats

4.2.14. Demonstrate proper use and maintenance of assigned Personal Protective Equipment (PPE).

4.2.15. Demonstrate correct donning of chemical protective clothing, respiratory protection, protective eyewear, protective footwear, hearing protection, gloves, and any other assigned Personal Protective Equipment (PPE)

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

John Choate, Dena Fife, Rebecca Palmer, Jacob Nicholson, Mike Goldberg, Scott Hansen, Lonnie Helms, Angela Leek

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

November 18, 2014

Goal/Intended Audience

The goal of this course is to provide the information and tools necessary to enable first responders to prepare their families for an emergency event.

This course is intended for first responders and their family members. (Family members do not need to take the online course, but are encouraged to participate in the printed activities once the course is completed).

Capabilities identified:

• Capability 1: Community Preparedness
• Function 1: Determine risks to the health of the jurisdiction
• Function 2: Build community partnerships to support health preparedness

Competencies identified:

• 4.1 Maintain personal/family emergency preparedness plans.
• 4.1.1 Describe essential elements of an emergency plan.
• 4.1.2 Create a family emergency plan.
• 4.1.3 Communicate and plan with your family and community.

Course Objectives

After completing this course, you will be able to:

• Explain the importance of family preparedness for a first responder.
• Use tools and guidelines to implement four steps to family preparedness: 1) Get a Kit, 2) Make a Plan, 3) Be Informed and 4) Get Involved.
• Utilize online resources as needed to learn how best to include family members with special needs in your emergency plans.

Course Summary

demonstrate the appropriate use of PPE

Intended Audience

Volunteers

Learning Objectives:

Upon completion of this part, you will be able to:

• Explainwhy Personal Protective Equipment (PPE) may be necessary for those acting as volunteers in a public health emergency
• Describethe process for selecting PPE and ensuring its safe and effective use
• Describethe use or non-use of PPE in recent events, and lessons learned
• Listmost common types of PPE and the general purpose of each
• Demonstratehow to correctly don and doft the most common types of PPE
• Expalinthe appropriate use of PPE and other protocol (standard precautions, expanded precautions, and hand hygiene) in protecting yourself and others from infectious disease

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Competencies identified

• 1.4 Maintain Situational Awareness
• 1.4.3 Use information and resources that identify changes in the situation and/or response
• 1.4.7 Distinguish between critical and non-critical elements of the emergency

• 4.2 Employ protective behaviors according to changing conditions, personal limitations, and threats
• 4.2.1 Discuss the need to protect worker health and safety in emergencies and disasters
• 4.2.3 Promote taking protective actions in response to current and changing threats
• 4.2.8 Discuss public health worker’s roles and responsibilities in designing, implementing and evaluating engineering, administrative, work practice and Personal Protective Equipment (PPE) control measures
• 4.2.9 Organize a system for reporting injuries, illness, and potential emergency harmful exposures to protect workers
• 4.2.10 Apply decontamination procedures as necessary during the emergency or disaster response
• 4.2.11 Employ practices to minimize exposures to agents and hazards during an emergency

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

October 14, 2014

Course Summary

Rxplain how the Incident Command System works and how you as a volunteer fit into it

Intended Audience

Volunteers

Learning Objectives:

After successful completion of this course, you will be able to:

• Describethe basic management features of the Incident Command System and their value during an emergency response
• Describethe roles and responsibilities of the Incident Commander and Command Staff
• Describethe roles and functions of the Operations Section, the Planning Sections, the Logistics Section, and the Finance/Administration Section
• Describethe functions of the following designated incident facilities; the Incident Command Post, the Multiple Agency Coordination Center, and the Staging Area

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals Identified

Domain 5: Community Dimensions of Practice Skills

• 5A1. Describes the programs and services provided by governmental and non-governmental organizations to improve the health of a community
• 5A5. Collaborates with community partners to improve health in a community (e.g., participates in committees, shares data and information, connects people to resources)

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

October 1, 2014

This course will explain why volunteers are an essential part of a successful emergency response and guide you through the process of becoming a volunteer.

Intended Audience

potential public health volunteers

Learning Objectives:

Upon completion of this part, you will be able to:

• Describevarious roles volunteers will play in the response to a disaster or other public health emergency
• Describewhat training is required to enable a volunteer to function safely and effectively in an emergency response
• Listreasons why it is important for an individual who wishes to volunteer to become affiliated with an agency or organization incorporate in disaster response
• Describeissues to consider when choosing an agency or organization with which to affiliate
• DescribeDMATs, the MRC, and various VOLAGs, in general and in reference to the types of volunteers needed and the type of commitment required
• Explainthe importance of only registering as a volunteer with one agency or organization
• Describehow potential volunteers are screened and how you can facilitate the process
• Describehow credentialing and liability issues work in terms of volunteers in an emergency response and the benefits of health care professionals registering ESAR-VHP
• Describeimportant steps to take in your personal and professional life before you are deployed as a volunteer

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals Identified

Domain 5: Community Dimensions of Practice Skills

• 5A1. Describes the programs and services provided by governmental and non-governmental organizations to improve the health of a community
• 5A5. Collaborates with community partners to improve health in a community (e.g., participates in committees, shares data and information, connects people to resources)

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

September 11, 2014

There are a total of nine modules in the Emergency Medical Services Operations and Planning for Weapons of Mass Destruction course. The course has been divided into the three parts as outlined below.

• Part I
• Module 1: Emergency Response Guide
• Module 2: Biological Weapons
• Module 3: Radiological Weapons
• Part II
• Module 4: Incendiary Weapons
• Module 5: Chemical Weapons
• Module 6: Explosive Weapons
• Part III
• Module 7: Decontamination
• Module 8: Interaction with the Hospital
• Module 9: Detection

This course will cover modules 7 through 9

These modules contain practice exercises that will provide you with an opportunity to apply and better understand the material presented.

Intended Audience

EMS personnel to properly perform patient triage, treatment, and transportation in the event of exposure to biological, nuclear (radiological), incendiary, chemical, and explosive weapons

Learning Objectives:

Upon completion of this course, participants will be able to:

• Definethe proper level of protection for the type of contamination present
• Establishprotection zones and describe the functions of each
• PlanandConductdecontamination operations for responders and victims in a WMD event
• Discusshospital resources and requirements related to WMD and hazmat incidents
• Explainways EMS responders can effectively integrate with hospitals during WMD incidents
• Explainhow emergency medical responders interface with medical treatment facilities
• Discussthe use and characteristics of conventional, nonconventional, and military chemical detection devices
• Discussthe use of radiation detectors and biological weapons detectors
• Discussthe rules for sampling unknowns

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals identified

domain 2: Policy Development/Program Planning Skills

• 2A8. Implements policies, programs, and services

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

September 10, 2014

There are a total of nine modules in the Emergency Medical Services Operations and Planning for Weapons of Mass Destruction course. The course has been divided into the three parts as outlined below

• Part I
• Module 1:Emergency Response Guide
• Module 2:Biological Weapons
• Module 3:Radiological Weapons

• Part II
• Module 4:Incendiary Weapons
• Module 5:Chemical Weapons
• Module 6:Explosive Weapons

• Part III
• Module 7:Decontamination
• Module 8:Interaction with the Hospital
• Module 9:Detection

This session covers modules 4 through 6

These modules contain practice exercises that will provide you with an opportunity to apply and better understand the material presented.

Intended Audience

This course is intended to train EMS personnel to properly perform patient triage, treatment, and transportation in the event of exposure to biological, nuclear (radiological), incendiary, chemical, and explosive weapons.

Learning Objectives:

Upon completion of this course, participants will be able to:

• Discussincendiary weapons and their likelihood of threat
• Identifysigns and symptoms of injuries resulting from incendiary weapons and develop and implement treatment protocols in accordance with standard medical practice
• Chooseagent-specific PPE for use during patient care based on hazards, risks, and available protective equipment
• Discusschemical weapons and their likelihood of threat
• Identifysigns and symptoms of injuries resulting from chemical weapons and develop and implement treatment protocols in accordance with standard medical practice
• Chooseagent-specific PPE for use during patient care based on hazards, risks, and available protective equipment
• Discussexplosive weapons and their likelihood threat
• Identifysigns and symptoms of injuries resulting from explosive weapons and develop and implement treatment protocols in accordance with standard medical practice
• Choseagent-specific PPE for use during patient care based on hazards, risks, and available protective equipment
• Identifysteps to be taken to recognize, preserve, and collect evidence

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals identified

Domain 2: Policy Development/Program Planning Skills

• 2A8. Implements policies, programs, and services

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

September 5, 2014

There are a total of nine modules in the Emergency Medical Services Operations and Planning for Weapons of Mass Destruction course. The course has been divided into the three parts as outlined below.

Part 1

• Module 1: Emergency Response Guide
• Module 2: Biological Weapons
• Module 3: Radiological Weapons

These modules contain practice exercises that will provide you with an opportunity to apply and better understand the material presented.

Intended Audience

intended to train EMS personnel to properly perform patient triage, treatment, and transportation in the event of exposure to biological, nuclear (radiological), incendiary, chemical, and explosive weapons

Learning Objectives:

Upon completion of this course, participants will be able to:

• Describethe proper use and limitations of the Emergency Response Guide (ERG)
• Identifyhazardous on-site materials and locate information in the ERG using a product name and/or number
• Discussbiological weapons and their likelihood of threat
• Identifysigns and symptoms of injuries resulting from biological weapons and implement treatment protocols in accordance with standard medical practice
• Chooseagent-specific Personal Protective Equipment (PPE) for use during patient care based on hazards, risks, and available protective equipment
• Listthe indicators of an epidemiological event
• Discussradiological agents and their likelihood of threat
• Identifysigns and symptoms of injuries resulting from radiological agents and develop and implement treatment protocols in accordance with standard medical practice
• Chooseagent-specific PPE for use during patient care based on hazards, risks, and available protective equipment

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals identified

Domain 2: Policy Development/Program Planning Skills

• 2A8. Implements policies, programs, and services

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

August 30, 2014

There are five modules in this course. When you are finished reading this course overview, complete the Pre-test. You can access the Pre-test by clicking on the link provided on the course menu on the left. After you've completed the Pre-test, move on to the first module, "Prevention and Deterrence". Once you have completed this module and its practice exercises, go on to the following four modules which are: "Chemical Agents", "Biological Agents", "Radiological Materials", and "Explosive Devices".

The first module, "Prevention and Deterrence", begins by defining Terrorism and its impact in the foundations of America. You will also read about a variety of factors, indicators, and activities that can be manipulated by terrorist to make an attack more lethal. Other topics such as potential terrorist targets and general precautions in the event of a Weapon of Mass Destruction incident, are also discussed in this module.

The second module, "Chemical Agents", begins by describing what Chemical incidents are, and continues to discuss a variety of Toxic Industrial Chemicals, Materials, and its sources. Incapacitating agents and four different Chemical Warfare agents are presented as well. Close to the end of this module advantages and disadvantages of using Chemical Agents as WMD are described.

The third module, "Biological Agents", begins by describing the nature of Biological agents and the role of health personnel in the event of a biological attack. The characteristics of several bacteria, viruses, and toxins are discussed as they could be used as biological weapons. Also, information regarding how to avoid and isolate Biological agents, is provided.

In the fourth module, "Radiological Materials and Nuclear Weapons", the terms radiation and radioactive material are defined. Examples of life-endangering radioactive sources, radiological dispersal devices, and radiation exposure devices are provided. The difference between radiation exposure and contamination and the use of nuclear weapons as WMD are also discussed.

The fifth module, "Explosive Devices", starts by describing three categories of energetic materials and its sensitivity levels to different environmental factors. Further in this module, categories of high explosives are discussed along with examples of improvise explosives and its components. Important safety considerations for individuals are presented towards the end of the module.

Once you have completed the course, click on Resources to explore other sources of valuable information regarding the topics covered in this course. A Glossary of terms is also available in the navigation bar at the top of the page. 

Intended Audience

individuals who, in the course of their everyday duties, "are likely to witness or discover a hazardous substance release..." (OSHA 1910.120(q) (6) (i))

Learning Objectives:

After the completion of this course you will be able to:

• Defineterrorism and WMD, list the indicators of potential terrorist acts, and list potential terrorist targets
• Describeselected chemicals agents and TIC teams, definitions, characteristics, and recognize the physiological signs and symptoms of exposure
• Describebiological agents, the signs and symptoms of exposure, physical characteristics of biological agents, and advantages and disadvantages of using biological agents for terrorism
• Describethe characteristics of radiation and radiological materials; identify the physiological sign and symptoms of exposure; identify radiation exposures devices, radiological dispersal devices, and nuclear weapons
• Identifythe characteristics of explosives, and the effects of a detonation explosive device

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals identified

Domain 2: Policy Development/Program Planning Skills

• 2A11. Applies strategies for continuous quality improvement

CEUs Offered

This course has been approved for .24 nursing CEUs by Iowa Board of nursing Provider #94. The course has also been approved by the Commission on Dietetic Registration for 3.0 CPEUs (Level 2).

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

August 28, 2014

Course Summary

The goal of this scenario is to assess and train mid-level public health professionals in the application of critical thinking as a means of solving problems related to community preparedness for public health emergencies, such as an Influenza Pandemic.

The scenario is based on the Critical Thinking course as well as using the established model of Critical Thinking that has six steps:

• Identify and Define the Problem
• Gather Information
• Develop Alternatives
• Select an Alternative
• Implement the Solution
• Evaluate the Solution

Intended Audience

mid-level public health professionals and/or those responsible for community preparedness planning

Learning Objectives:

At the conclusion of this course, you will be able to:

• Identifythe problem and resulting issues
• Assessthe information and resources to effectively address the problem
• Identifyany constraints on possible solutions to a problem
• Employan appropriate method to effectively generate alternative solutions to a problem situation
• Develop an action plan for implementing a solution to the problem

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

PERLC Competencies (KSA)

Domain 1: Model Leadership

1.1 Solve problems under emergency conditions

• Recognize emergency conditions and the resulting problems
• Evaluate the level of hazard or risk
• Prioritize problems based on level of hazard and degree of risk
• Analyze dysfunctions within a public health emergency response system
• Assure responsibility for responding when needed in the event of public emergency
• Summarize the means, methods, and processes for solving the problems
• Prioritize problems based on severity, urgency, and solvability
• Assess information, resources and procedures necessary to address the problems in emergency situations
• Implement action to solve the problems in timely fashion
• Differentiate among the consequences of specific decisions
• Assume responsibility for taking specific actions that further organizational mission or population health in the presence of a public health emergency
• Explain how different personality types impact performance during emergency situations
• Recognize the ethical and moral implications of decisions made through a chain of command
• Refer problems that fall outside one’s scope of authority to the appropriate person in the chain of command

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

March 22, 2013

Course Summary

There are three sections in this course:

• Section 1: Defining the Joint Information to the Public
• Section 2: Getting Information to the Public
• Section 3: Staffing and Organizational Structure

There are practice activities/exercises throughout the lessons. These practice activities/exercises will provide you with an opportunity to apply the knowledge and skills presented in these lessons. There is a Post-test at the end of lesson 3.

Intended Audience

Local and state public information officers

Learning Objectives

After completing this course, you will be able to:

• Describe the function of the Joint Information Center within the Incident Command System (ICS).
• Discuss the role of the JIC in coordinating and disseminating official information.
• Describe the JIC organizational structure.
• Describe the roles and responsibilities of the JIC staff.

Pre-requisites/Learning Level

No Pre-requisites

Competencies addressed

Competencies identified:

• 1.1 Solve problems under emergency conditions.
• 1.1.1 Recognize emergency conditions and the resulting problems.
• 1.1.3 Prioritize problems based on level of hazard and degree of risk.
• 1.1.8 Assess information, resources and procedures necessary to address the problems in emergency situations.
• 1.1.9 Implement action to solve the problems(s) in a timely fashion.
• 1.1.14 Recognize the ethical and moral implications of decisions made through a chain of command.
• 1.1.15 Refer problems that fall outside one’s scope of authority to the appropriate person in the chain of command.

• 1.3 Facilitate collaboration with internal and external emergency response partners.
• 1.3.2 Develop partnerships among internal and external emergency response partners.
• 1.3.3 Develop collaborative emergency response plans and/or policies with appropriate internal and external emergency response partners.
• 1.3.4 Apply communication strategies to effectively communicate with internal and external response partners.

• 1.4 Maintain situational awareness.
• 1.4.3 Use information and resources that identify changes in the situation and/or response.
• 1.4.4 Detect cues that the situation may be rapidly changing.
• 1.4.7 Distinguish between critical and non-critical elements of the emergency.
• 1.4.9 Develop a method for realigning response actions as crisis events evolve.
• 1.4.11 Cooperate with others to resolve discrepancies or misperceptions regarding elements impacting situational awareness.
• 1.4.17 Demonstrate the ability to communicate oral and written information impacting situational awareness in a clear, concise, and accurate manner.

• 1.5 Demonstrate respect for all persons and cultures.
• 1.5.2 Apply principles of cross-cultural communication, equity, social justice, and respect for persons.
• 1.5.3 Develop partnerships with key stakeholders from diverse populations.
• 1.5.5 Develop cross-cultural strategies to address emergency situations and disseminate information.

• 1.6 Act within the scope of one’s legal authority.
• 1.6.4 Respond legally and consistently within the values and mission of one’s public health organization.

• 2.1 Manage information related to an emergency.
• 2.1.2 Distinguish the roles of staff involved in collecting and disseminating information for audiences (e.g., self, coordinator, Public Information Officer or PIO, technology/IT departments).
• 2.1.4 Verify the credibility of information sources.
• 2.1.5 Classify information for internal and external audiences.

• 2.2 Use principles of crisis and risk communication.
• 2.2.4 Deliver messages using the guidelines for crisis and risk communication.

• 2.3 Report information potentially relevant to the identification and control of an emergency through the chain of command.
• 2.3.2 Communicate within the organization’s defined command structure (i.e. report up, communicate down).
• 2.3.5 Communicate relevant information to personnel in a timely fashion.
• 2.5 Manage the recording and/or transcription of data according to protocol.
• 2.5.1 Adhere to relevant ethics guidelines, state, and federal laws regarding data collection, management, and dissemination.

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Technical requirements

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

July 23, 2014

This course provides general emergency preparedness training for families, focusing on protective actions your family can take prior to a disaster. The course is intended for the general public.

Intended Audience

General Public

Learning Objectives:

After completion of the course, learners should be able to:

• Recognizethe need for family preparedness planning
• Assembleall-hazard emergency supply kits
• Createall-hazard emergency plans
• Demonstrateappropriate responses to known or potential disasters/emergencies in the Upper Midwest
• Identifyresources for emergency preparedness planning and apply lessons learned

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

PERLC Competencies

Domain IV: Protect Worker Health & Safety, Competency

• 4.1 Maintain personal/family emergency preparedness plans
• 4.1.1 Describe essential elements of a personal/family emergency preparedness plans
• 4.1.2 Create a standard household inventory list to maintain personal/one’s family’s ability to function during an emergency
• 4.1.3 Assess one’s family’s special needs during an emergency
• 4.1.4 Create a family emergency plan to include resources, supplies, and contracts
• 4.1.5 Create a checklist of basic family needs, special needs, and life-saving medications or assistive devices for household members with sensory and/or functional/developmental disabilities
• 4.1.6 Categorize the known or potential emergencies. Assemble in-house family emergency supplies and go-kit

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Technical requirements:

• Adobe Acrobat Reader 
• Flash Player 
• Speakers

Registration requirements

Register a free account

Creation and/or update

May 20, 2014

The goal of CASPER Awareness Course is to develop a basic understanding of what a Community Assessment for Public Health Emergency Response (CASPER) is and how it can be used following a disaster.

Intended Audience

local public health administrators and local county emergency managers

Learning Objectives:

After completion of the course, learners should be able to:

• Definewhat a Community Assessment for Public Health Emergency Response (CASPER) is and its purpose
• Identifywhen conditions are appropriate for local public health officials or county emergency mangers to initiate a CASPER
• Describethe types of questions needed to obtain information about the information about the affected area
• Recallthe steps and sampling method used when conducting the assessment
• Indicatewhat needs to be done after a CASPER is performed

Pre-requisites/Learning Level

No pre-requisites

Competencies addressed

Core Competencies for Public Health Professionals identified:

Domain 1: Analytical/Assessment Skills

• 1A2. Identifies quantitative and qualitative data and information (e.g., vital statistics, electronic health records, transportation patterns, unemployment rates, community input, health equity impact assessments) that can be used for assessing the health of a community
• 1A4. Uses information technology in accessing, collecting, analyzing, using, maintaining, and disseminating data and information
• 1A8. Collects valid and reliable quantitative and qualitative data

Domain 2: Policy Development/Program Planning Skills

• 2A6. Gathers information that can inform options for policies, programs, and services (e.g., secondhand smoking policies, data use policies, HR policies, immunization programs, food safety programs)
• 2A12. Describes how public health informatics is used in developing, implementing, evaluation, and improving policies, programs and services (e.g., integrated data systems, electronic reporting, knowledge management systems, geographic information systems)

Domain 5: Community Dimensions of Practice Skills

• 5A5. Collaborates with community partners to improve health in a community (e.g., participates in committees, share data and information, connects people to resources)

Domain 7: Financial Planning and Management Skills

• 7A14. Uses performance management systems for program and organizational improvement (e.g., achieving performance objectives and targets, increasing efficiency, refining processes, meeting Health People objectives, sustaining accreditation)

CEUs Offered

None

Cost

Free

Modality/format

Online Self-Pace

Length

1 hour

Presenter(s) and/or Content Experts

Technical requirements:

• Adobe Acrobat Reader 
• Speakers

Registration requirements

Register a free account

Creation and/or update

July 29, 2012

Goal/ Intended Audience This 15-minute training course is for potential public health volunteers. It will explain why you are an essential part of a successful emergency response and guide you through the process of becoming a volunteer. Course Objectives After successful completion of this course, you will be able to: - Describe various roles volunteers will play in the response to a disaster or other public health emergency. - Describe what training is required to enable a volunteer to function safely and effectively in an emergency response. - List reasons why it is important for an individual who wishes to volunteer to become affiliated with an agency or organization incorporated in disaster response. - Describe issues to consider when choosing an agency or organization with which to affiliate. - Describe DMATs, the MRC, and various VOLAGs, in general and in reference to the types of volunteers needed and the type of commitment required. - Explain the importance of only registering as a volunteer with one agency or organization. - Describe how potential volunteers are screened and how you can facilitate the process. - Describe how credentialing and liability issues work in terms of volunteers in an emergency response and the benefits of health care professionals registering with ESAR-VHP. - Describe important steps to take in your personal and professional life before you are deployed as a volunteer.

Goal/ Intended Audience As a volunteer, you may perform tasks that place you at risk for hazardous exposure. Personal Protective Equipment, or PPE, is specialized clothing or equipment worn for protection against hazardous substances or infectious materials. You may need some type of PPE to protect you from a variety of threats. The goal of this 15-minute training course is to demonstrate the appropriate use of PPE.

This program will bring the participant "up close and personal" with the events that play out when a mystery specimen is evaluated in a public health laboratory.

This program is designed to inform hospital personnel and public health professionals of the realities of decontamination. It will examine the levels, methods, and management of an incident in controlled and uncontrolled settings.