The goal of this primer is to provide an overview of the National Incident Management System, and an introduction to the Incident Command System. This is an initial orientation for individuals who plan to volunteer during an emergency or disaster. The course is designed to provide enough information so that volunteers will understand the standardized organizational structure and communication system they are likely to encounter while participating in a response effort. Volunteer organizations may require their volunteers to participate in additional training on these topics.

This online orientation is intended to complement "just in time" training provided on site at the time of the emergency. Hopefully many volunteers viewing this course will be encouraged to learn more about the National Incident Management System and the Incident Command System and will take additional courses as well as take part in drills and exercises where these systems are practiced and used.

Participants are eligible to receive up to 0.1 CEU or 1.0 (60 minute) contact hour for successful completion of training including pre-test, post-test and evaluation.

Learning Objectives

Upon successful completion of this training, participants will be able to:

• List the basic components of the National Incident Management System, or NIMS
• Describe the Incident Command System, or ICS, and the concept of chain of command during an emergency event
• Discuss the advantages of using a standard or common language when various organizations and groups respond to an emergency
• Explain how the Job Action Sheets assist the volunteer to identify job title, supervisor and job responsibilities before, during and at the end of a volunteer shift,
• Describe the volunteer's role in communication with a supervisor, other responders, the media and the general public,
• Discuss the importance of having a personal preparedness plan in place prior to deployment
• Identify potential roles for volunteers within the Incident Command System

This project was developed by the University of Minnesota Center for Public Health Preparedness (UMNCPHP) supported in part through a grant from the Centers for Disease Control and Prevention (CDC). Grant Cooperative Agreement Number U90CCU524264. Principal Investigator: Debra Olson. Its contents are solely the responsibility of the authors and do not necessarily reflect the official views of the CDC.

This training is a compilation of resources about farm to table vulnerabilities and control strategies, incident command system basics, and public information risk communication for food system emergencies is provided. Suitable for cooperative extension, environmental health, food production or processing, media or government personnel.

Participants are eligible for up to .15 CEUs or 1.5 contact hours upon completion.

Learning objectives - at the conclusion of this training, participants will be able to:

• Identify a variety of protection components, characteristics, and relationships within regional food systems
• Describe components of timely, accurate and effective response to food system incidents.

This project was developed by the University of Minnesota Center for Public Health Preparedness supported in part through a grant from the Centers for Disease Control and Prevention (CDC), Grant/Cooperative Agreement Number U90/CCU524264. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of CDC.

This training provides an overview of the general operations of an off-site care facility (also referred to as Alternate Care Site). It is an orientation for individuals who may be asked to work in these facilities during an emergency. The program is intended to complement “just in time” training provided on site at the time of the emergency.

Participants are eligible to receive up to 0.1 CEU or 1.0 contact hour for completion of training including pre-test, post-test and evaluation.

Learning Objectives - Upon successful completion of the program, participants will be able to describe:

• An off-site care facility or Alternate Care Site and its purpose in a public health emergency
• The preparation of the volunteer, including credentialing and personal preparedness, prior to deployment to an off-site care facility
• The concept of the incident command structure as it applies to an off-site care facility
• Basic or austere medical care provided in an Off-Site Care Facility and the rationale for this type of medical treatment, and
• Standard Precautions and infection control practices

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This project was developed by the University of Minnesota Center for Public Health Preparedness supported in part through a grant from the Centers for Disease Control and Prevention (CDC), Grant/Cooperative Agreement Number U90/CCU524264. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of CDC.

This training is designed to provide an overview of the general operations of mass dispensing sites and serves as an orientation for individuals who may be asked to work in those sites during an emergency. It is intended to complement “just in time” training provided on site at the time of deployment. Volunteers including MRC and CERT members and others including public health staff may find this training beneficial. Your volunteer coordinator may request that you provide her/him with your completed volunteer assessment form and course certificate to be maintained as part of your training record.

Participants are eligible to receive a certificate upon completion of the training, including pre-test, post-test and evaluation.

Learning Objectives - Upon successful completion of the program, participants will be able to describe:

• The important role that volunteers will play in a large public health emergency.
• Key issues that volunteers should understand in advance of an emergency and where additional information on these issues can be found.
• Why mass dispensing is a national priority for planning, training, and exercises.
• How the federal Strategic National Stockpile, or SNS, fits into overall public health emergency response.
• Challenges to operating mass dispensing sites.
• Basic site design and patient flow in a mass dispensing site.
• The types of positions that must be staffed for effective operation.
• The command structure used to manage sites.

This project was developed by the University of Minnesota Center for Public Health Preparedness supported in part through a grant from the Centers for Disease Control and Prevention (CDC), Grant/Cooperative Agreement Number U90/CCU524264. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of CDC.

This training describes decontamination methods and equipment, and identifies basic principles, standards and regulations for decontamination operations.

Participants are eligible to receive up to .05 CEUs or .5 contact hours for completion of training including pre-test, post test and evaluation.

Learning Objectives - at the conclusion of this training, participants will be able to:

• Describe the purpose of decontamination
• Identify the standards regulating decontamination
• Describe the basic equipment used for decontamination
• Distinguish between emergency and technical decontamination
• Explain the process for decontamination in emergencies
• Prioritize patients for decontamination

This project was developed by the University of Minnesota Center for Public Health Preparedness supported in part through a grant from the Centers for Disease Control and Prevention (CDC), Grant/Cooperative Agreement Number U90/CCU524264. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of CDC.

This training defines mass fatalities incidents, describes the operational sites and roles involved in responses to these types of disasters, and identifies key issues related to planning and implementing response efforts.

Participants are eligible to receive up to .05 CEUs or .5 contact hours for completion of training including pre-test, post test and evaluation.

Learning Objectives - at the conclusion of this training, participants will be able to:

• Define a mass fatalities incident
• Describe the five operational sites of a mass fatalities response
• Explain the role of the Medical Examiner in a mass fatalities incident
• Identify strategic planning issues in developing a mass fatalities incident response plan

This project was developed by the University of Minnesota Center for Public Health Preparedness supported in part through a grant from the Centers for Disease Control and Prevention (CDC), Grant/Cooperative Agreement Number U90/CCU524264. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of CDC.

This training describes the types and transmission of zoonotic diseases, identifies zoonoses of public health significance, and outlines general principles and procedures for surveillance and emergency preparedness.

Participants are eligible to receive up to .05 CEUs or .5 contact hours for completion of training including pre-test, post test and evaluation.

Learning Objectivies - at the conclusion of this training, participants will be able to:

• Define zoonoses
• Identify agents and transmission modes of zoonoses
• Explain the risks of human contact with animals in public exhibition settings
• Describe emerging zoonoses
• State basic principles and practices of emergency preparedness for zoonotic outbreaks related to natural disasters, bioterrorism, and food safety

This project was developed by the University of Minnesota Center for Public Health Preparedness supported in part through a grant from the Centers for Disease Control and Prevention (CDC), Grant/Cooperative Agreement Number U90/CCU524264. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of CDC.

This training examines the concepts and history of isolation and quarantine, and explains when and how these restrictions are used in a public health context.

Participants are eligible to receive up to .05 CEUs .5 contact hours for completion of training including pre-test, post test and evaluation.

Learning Objectives - at the conclusion of this training, participants will be able to:

• Define and distinguish between isolation and quarantine
• Explain the history of isolation and quarantine
• Describe the requirements of local, state, tribal and federal agencies
• Follow state-level procedures for isolation and quarantine

This project was developed by the University of Minnesota Center for Public Health Preparedness supported in part through a grant from the Centers for Disease Control and Prevention (CDC), Grant/Cooperative Agreement Number U90/CCU524264 and a cooperative agreement from the CDC through the Association of Schools of Public Health (ASPH), Grant/Cooperative Agreement Number U36/CCU300430-22. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of CDC.

This training presents the basic principles and goals of disaster mental health and outlines the critical role of public health professionals in recognizing a range of reactions to traumatic events.

Participants are eligible to receive up to .05 CEUs .5 contact hours for completion of training including pre-test, post test and evaluation.

Learning Objectives - at the conclusion of this training, participants will be able to:

• Describe why disaster mental health is important in emergency preparedness planning and response to public health threats
• Distinguish between disaster mental health and traditional psychotherapy
• Identify normal stress reactions to abnormal situations
• Outline the basic principles and goals of disaster mental health
• Identify individuals who are at greater risk for more serious psychological and emotional reactions to trauma
• Describe the critical role you play in disaster mental health
• Summarize the importance of building community partnerships

This project was developed by the University of Minnesota Center for Public Health Preparedness supported in part through a grant from the Centers for Disease Control and Prevention (CDC), Grant/Cooperative Agreement Number U90/CCU524264 and a cooperative agreement from the CDC through the Association of Schools of Public Health (ASPH), Grant/Cooperative Agreement Number U36/CCU300430-22. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of CDC.

This training explains the hierarchy of controls to manage hazards; describes various types of personal protective equipment (PPE), and outlines standards and programs for proper use.

Participants are eligible to receive up to.05 CEUs or .5 contact hours for completion of training including pre-test, post test and evaluation.

Learning Objectives - at the conclusion of this training, participants will be able to:

• Identify types of hazards
• Explain the hierarchy of controls
• Describe standards that regulate the use of PPE
• Identify the types of PPE
• Describe general elements of PPE and respiratory protection programs

This project was developed by the University of Minnesota Center for Public Health Preparedness supported in part through a grant from the Centers for Disease Control and Prevention (CDC), Grant/Cooperative Agreement Number U90/CCU524264. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of CDC.

This training describes the specific needs and barriers faced by special populations and explains how to accommodate their needs in emergency situations.

Participants are eligible to receive up to.05 CEUs or .5 contact hours for completion of training including pre-test, post test and evaluation.

Learning Objectives - at the conclusion of this training, participants will be able to:

• Define special populations
• Identify barriers faced by these populations
• Collaborate with local resources to meet the needs of special populations
• Adjust emergency operating procedures to accommodate special populations

This project was developed by the University of Minnesota Center for Public Health Preparedness supported in part through a grant from the Centers for Disease Control and Prevention (CDC), Grant/Cooperative Agreement Number U90/CCU524264 and a cooperative agreement from the CDC through the Association of Schools of Public Health (ASPH), Grant/Cooperative Agreement Number U36/CCU300430-22. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of CDC.

This training defines traditional and syndromic surveillance methods and explains how disease outbreaks are detected and investigated.

Participants are eligible to receive up to.05 CEUs or .5 contact hours for completion of training including pre-test, post test and evaluation.

Learning Objectives - at the conclusion of this training, participants will be able to:

• Define surveillance
• List surveillance activities
• Explain the advantages and disadvantages of different surveillance methods
• Define outbreak
• Describe how disease outbreaks are detected
• Identify the steps of an outbreak investigation

This project was developed by the University of Minnesota Center for Public Health Preparedness supported in part through a grant from the Centers for Disease Control and Prevention (CDC), Grant/Cooperative Agreement Number U90/CCU524264 and a cooperative agreement from the CDC through the Association of Schools of Public Health (ASPH), Grant/Cooperative Agreement Number U36/CCU300430-22. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of CDC.

This training provides an overview of contact investigation as an essential strategy for preventing and controlling serious communicable diseases.

Participants are eligible to receive up to.05 CEUs or .5 contact hours for completion of training including pre-test, post test and evaluation.

Learning Objectives - at the conclusion of this training, participants will be able to:

• Define contact investigation (CI)
• Describe key elements of CI (disease, contacts, actions)
• Explain the steps of the CI process
• Describe the steps and essential components of interviewing
• Explain methods to locate and notify contacts
• State guidelines for field safety during CI

This project was developed by the University of Minnesota Center for Public Health Preparedness supported in part through a grant from the Centers for Disease Control and Prevention (CDC), Grant/Cooperative Agreement Number U90/CCU524264 and a cooperative agreement from the CDC through the Association of Schools of Public Health (ASPH), Grant/Cooperative Agreement Number U36/CCU300430-22. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of CDC.

The public health professional's understanding of surveillance principles and applications to food safety can assist them in meeting Essential Public Health Services and contribute to BT/ Emergency Readiness Competency #8, “Recognizing unusual events that might indicate an emergency and describe appropriate action.”

This module reviews concepts and practices related to the surveillance of foodborne diseases and the investigation of foodborne outbreaks. It reviews the major known food-borne diseases, issues related to their surveillance, and how surveillance forms the basis for prevention and control activities. The module will be a good resource for individuals engaged in food safety activities including environmental health specialists, sanitarians, public health nurses who do case investigations involved with food safety, and a wide variety of other public health workers. If you are new to the topic of surveillance, please visit the Resources and/or the Glossary page in this module for more information.

Topics:

• Principles and methods for surveillance of foodborne diseases in humans.
• Surveillance and monitoring of diseases and pathogens in animals and plants that affect public health.
• Investigation of outbreaks.
• Application of surveillance, monitoring, and outbreak investigation for the assessment of food safety hazards.
  

Goals:

At the end of this module, users should be able to:

• Explain basic surveillance terms and concepts.
• Describe foodborne outbreak investigation methods.
• Describe the application of surveillance, monitoring, and outbreak investigation for the assessment of food safety hazards.

Specific learning objectives are identified for each section of the module.

This module was developed by the University of Minnesota Center for Public Health Preparedness, supported in part under a cooperative agreement from the Centers for Disease Control and Prevention (CDC) through the Association of School of Public Health (ASPH), Grant Number U36/CCU 300430-22. The contents of this module are solely the reponsibility of its authors and do not necessarily represent the official views of CDC or ASPH. Funding for the development of the original online surveillance course on which this module is partially based, was provided in part by a food biosecurity grant from the Nuclear Threat Initiative (NTI) to the University of Minnesota Center for Infectious Disease Research and Policy (Award # 2015).

This online training consists of four presentations designed to provide an overview of emergency preparedness and response for environmental health (EH) professionals:

• Overview of Environmental Health Principles
• Communication as a Key Role for EH Professionals
• Responding to an emergency
• Minimizing Health Implications

Begin the training.

The training is recommended for Environmental Health supervisors, managers, and field staff.

A free companion trainer guide with Power Point slides, speaker notes and training activities is available to EH managers, supervisors and trainers. The guide is available in print format or can be downloaded electronically.
Click here to download the guide.
To request a print copy with CD, email us at: umncphp@umn.edu.

Competencies
This training contributes to the development of the following Columbia University Bioterrorism/Emergency Readiness Competencies at the awareness level as follow:
#1: Describe the public health role in emergency response
#2: Describe the chain of command in emergency response
#6: Describe communication role(s) in emergency response
#7: Identify limits to his/her own knowledge, skills and authority and identify key system
resources for referring matters that exceed these limits.

About the Presenter
Brian Golob is a Senior Environmentalist with the Hennepin County Public Health Division working in the area of environmental health emergency preparedness issues.

His work experience has been in the area of solid waste management planning and project implementation, hazardous waste management compliance and permitting, OSHA and DOT compliance, employee training, environmental auditing, strategic planning, sales support and technical sales. He has published eight trade journal articles and two technical proceedings. He has spoken at numerous conferences on environmental health issues.

Golob graduated from the University of Minnesota’s College of Biological Sciences with a BS degree in Biology and earned an MS degree in Environmental Health from the Graduate School at the University. He is a qualified legal expert in solid waste management in Minnesota and a Certified Hazardous Material Manager.

The content for this training is derived from the EH training modules, Emergency Preparedness and Response Fundamentals and Putting Principles into Practice, developed by and in cooperation with the Twin Cities Metro Advanced Practice Center (APC) through cooperative agreement from the Centers for Disease Control and Prevention (CDC) to the National Association of County and City Health Officials (NACCHO). Grant Number U50/CCU302718. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the CDC or NACCHO.

This project was developed by the University of Minnesota Center for Public Health Preparedness supported in part through a grant from the Centers for Disease Control and Prevention (CDC), Grant/Cooperative Agreement Number U90/CCU524264. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of CDC.

Overview

In this simulation, the learner will assume the perspective of various public health professionals responding to a natural disaster. They will make decisions on behalf of a county public health director, a public health nurse, an environmental health specialist, and other public health professionals. By approaching the emerging public health issues from these perspectives, the players gain a deeper understanding of the issues at hand, the decisions that colleagues in other disciplines face, and how those decisions impact his or her area of expertise.

This simulation focuses on the application of public health response and recovery principles related to the following topics, but is not intended to provide a thorough foundation in these topics:

• Incident Command System
• Risk Communication
• Food Safety
• Disaster Mental Health
• Disaster Preparedness

Your voluntary participation in this simulation will provide data for an evaluation of how individuals respond to a simulated emergency.

The Simulation

Disaster in Franklin County: A Public Health Simulation consists of 14 chapters occurring over the first 30 days following a severe storm striking the fictional community of Franklin County. In its entirety, the simulation takes approximately 45 minutes to complete.

In this simulation, the learner will:

• Identify public health concerns resulting from the simulated natural disaster.
• Apply risk communication principles to public health concerns associated with the simulated natural disaster.
• Correlate characters’ attributes to roles within the Public Health Incident Command System.
• Describe the primary roles in an Emergency Operations Center.
• Choose appropriate actions within the simulated scenario to minimize risk associated with food safety.
• Describe the roles of public health disciplines within the simulated disaster.
• Identify at least two individual knowledge gaps associated with the simulated scenario.
• Integrate learnings about the public health response and recovery of other public health disciplines into future disaster planning.

Continuing Education

This program offers 0.75 hours (0.075 CEUs) of participation in a structured continuing education experience. Upon completion of Disaster in Franklin County you will be presented with a post-survey and a post test. After passing the post-test you will be able to print a certificate of completion.

These materials are intended to provide trainers with the tools to begin to determine if a training activity is designed to help the learner develop one of the nine CDC Cross-Cutting Bioterrorism/Emergency Readiness Competencies and at what level of skill development. CEUs are not available for this resource.

Learning Objectives:

• Applying the taxonomies in the development of specific behavioral learning
• Identify competencies in training activities

This Guide provides supplemental learning activities for the Contact Investigation module, to promote discussion and application of contact investigation knowledge and skills in work settings.

CEUs are not available for this resource.

Learning objectives:

• Describe basic interviewing skills and techniques
• Apply basic interviewing skills and techniques in contact investigation situations
• Explain three essential principles of contact investigation interviews (voluntary, confidential, and case/client-centered)
• Apply essential principles of contact investigation during interviews
• Prepare for telephone contacts
• Protect contacts' confidentiality during telephone conversations
• Explain basic guidelines to prepare for a field investigation
• Identify ways to protect a contact's confidentiality while locating the individual
• List ways to ensure the safety of investigators during field visits

This Guide provides supplemental learning activities for the Special Populations module, to promote discussion and application of the module content in work settings.

CEUs are not available for this resource.

Learning objectives:

• Reduce the barriers faced by special populations in emergency situations
• Collaborate with local resources to meet the needs of special populations
• Adjust emergency operating procedures to accommodate special populations

This Guide provides supplemental learning activities for the Disease Surveillance module, to promote discussion and application of disease surveillance knowledge and skills in work settings.

CEUs are not available for this resource.

Learning objectives:

• Define surveillance
• List surveillance activities
• Apply knowledge of disease surveillance and reporting in public health settings and situations
• Define outbreak
• Describe how disease outbreaks are detected
• Apply knowledge of disease outbreak investigation in public health settings and situations

The conference, held on May 1-2, 2007, was designed to improve the emergency preparedness planning and response capabilities of those attending the conference and to inspire, motivate and energize attendees' "Ready to Respond" efforts. The Ready to Respond: Spotlight on MN Health Preparedness Conference was designed with a variety of health professionals in mind. The conference was primarily for state, regional and local public health programs, tribal preparedness staff, healthcare system preparedness staff, healthcare administrators (including hospital and clinic staff), Community Health Service administrators, Community Health Board members and county commissioners. Co-sponsored with the Minnesota Department of Health.

Conference Objectives

• Improve your emergency preparedness planning
• Improve your response capabilities
• Expand your knowledge
• Acknowledge lessons learned
• Acquire tools and templates that will enhance your ability to respond