SCBA CONFIDENCE COURSE
BY ALLEN CLARK
Recently, four Bell Township (PA) Fire Department firefighters were “killed” in a structure. Actually, all four were “rescued” by fellow firefighters. These events occurred at the only opportune time for such misfortunes–during our annual recertification in SCBA training exercise at our own SCBA Confidence Course. All personnel expected to use SCBA (and junior members who want the training) are required to recertify annually.
Department SOPs call for the use of SCBA in or near any hazardous, toxic, or below-grade environment. Fortunately, these types of actual emergencies are very limited; therefore, we must maintain proficiency through the training program.
Until several years ago, our training involved wearing blacked-out masks and crawling around some rearranged furniture at the station. Not only was this activity boring, but it had minimal educational value. The only other option for our department was to attend one of the unscheduled fire schools, which could have meant up to a 10-month waiting period.
PLANNING A FACILITY
As an instructor for the Pennsylvania State and National Fire academies, I had many opportunities to visit a variety of training facilities. Realizing the need for more realistic and challenging training, I sought and was granted permission to erect obstacles and props in an unused large basement room in the recreation department building. Our objective was to design a comprehensive, but economical, facility.
Several department members who had experience in construction were consulted for their ideas. We also sought any materials that might be left on the sites at which they worked. Captain Dave Copper was instrumental in procuring many of these items. The first materials acquired were parts of a picket fence, fence posts, paneling from a remodeled room, an old bar, and a closet. Pieces of furniture were donated or salvaged from the town`s cleanup days, and piping was donated and threaded by the area`s vo-tech school. Most of the materials and all of the labor were donated; the total cost was less than $200.
DESIGNING THE COURSE
Our objective was to assemble the components to simulate the challenging scenarios most commonly encountered while working in SCBA. Two of the most obvious were the diminishing clearance and restricted space, which require that the backpack be removed to allow passage. We then proceeded to erect props that would provide trainees with the opportunities to work from rafters/joists in attics or unfinished areas, to negotiate changes in levels via stairs or ladders, to enter through a window, and to operate in confusing environments such as long hallways and a structure with multiple doorways. The basic layout reflected a great deal of input from department members.
To ensure that the course would retain its functional purpose of providing adequate training experiences in the long run, features that would prevent trainees from becoming too familiar with the “challenges” of the training environment were incorporated, including the use of portable sections for the rafter-joist setup, hinged walls that can be adapted to form various interior floor plans, and the familiar pallet on a 4 ¥ 4 that simulates an unstable floor.
As luck would have it, the basement room had two entrances (doors) and an outside window. A platform was built under the window (see illustration) to facilitate entry and stabilize elevated portions; and stairs, a ladder, and a diminishing clearance ramp were connected. A catwalk and trapdoor later were added, as was an electric candle with flickering bulb to simulate fire.
Other simulated hazards incorporated in the facility initially were the gas leak, fed by an air bottle connected to a regulator set at 5-10 psi, and the liquid leak, which features various valves and removable sections. The one-inch pipes were drilled with .030-inch holes to provide leaks that are realistic yet relatively less messy under the normal operating water system pressure of 65 psi.
Training can be conducted under varied lighting conditions, including ambient light (low to practically nonexistent), a total blackout (for observing or videotaping), and subdued light.
SOME TRAINING EVOLUTIONS
Training is conducted in teams because we work in teams. Teams of two or three can follow hoselines over preset routes, do a right- or left-hand wall search, or enter with a line (hose or life) for any number of objectives. One of the most realistic training exercises included having three teams operating simultaneously while maintaining radio contact with “command.” For this exercise, we added heat from a forced-air kerosene heater, a smoke ejector, and constant noise. We are considering using an audiotape of an actual incident complete with engine, sirens, radio, and fire noises for effect. The only thing we haven`t used is smoke. We don`t have a smoke machine, and generating it would leave a residual smell that would be undesirable for people who use or rent the rest of the building.
Evolutions are realistic but not ridiculous. Crossing hoselines is permitted, but tying knots in them and weaving them through pallets or rafters is not. There may be partial collapses of walls, and alterations to the configuration may be made as an evolution is in progress if it is educationally beneficial. At the “decision platform,” connections for several hoselines may be broken and reconnected to reroute other teams.
When observers are in the room, they may not assist or harass participants. The lead instructor makes the final decision on how the evolution will take place. An evolution may start out simple for rookies and get progressively difficult for more experienced personnel, but exercises never are made dangerous or ridiculously impossible. An almost endless combination of situations is at the instructor`s disposal.
The one real casualty of our recertification training was our dummy “Bernie” (named after the film Weekend at Bernie`s). Bernie, created from stuffed coveralls, succumbed as the result of many less-than-perfect rescue attempts.
We are constantly seeking innovative configurations and additions. For example, we tack strips of drywall, available on a surplus basis, to the bottom of the rafter/joist simulation to provide realism and reinforcement. Trainees are required to clean up any mess associated with stepping through the “ceiling.” (One thing I learned as a result of the recertification training program is that there is a need for a physical fitness program.)
* * *
The department is proud of this training facility and has made it available to other departments. The departments using the facility are responsible for arranging for an instructor and must agree to having one of our department members on hand, for safety and liability purposes. So far, we have not charged for the use of the facility because instructors have donated their time, and the place was left in good order.
Editor`s note: If you would like more information, contact the author at 7 Stewart St., Salina, PA 15680. n
 |
ALLEN CLARK is an assistant chief with the Bell Township (PA) Fire Department and a deputy director of Westmoreland County Emergency Management (Team 800). He is a senior field instructor with the Pennsylvania State Fire Academy, a member of the adjunct faculties at the National Fire Academy and Westmoreland County Community College, and a consultant to fire departments and industry. Clark has an associate`s degree in fire science from WCCC and a bachelor`s degree in fire administration from Empire State College and is working toward a master`s degree in safety science at the Indiana University of Pennsylvania. He has had numerous articles published in trade journals.
