Chapter 8 Personal Protective Equipment

Student Notes Personal Protective Equipment 8-1 Chapter 8 Personal Protective Equipment Lesson Goal After completing this lesson, the student shall be able to discuss respiratory protection and other personal protective equipment. Objectives Upon successful completion of this lesson, the student shall be able to: 1. Discuss respiratory protection. [NFPA 472, 5.3.3(1)(a)(i-vi), 5.3.3(1)(b), 6.2.3.1(3)(e)] 2. Discuss protective clothing and ensembles. [NFPA 472, 5.3.3(2)(a), 5.3.3(2)(b)(i-iii), 5.4.4(4), 5.4.4(5), 6.2.3.1(1), 6.2.3.1(2)(a-f), 6.2.3.1(3)(a)(i-iii), 6.2.3.1(3)(b-c), 6.2.3.1(3)(d)(i-iv), 6.2.4.1(1-2), 6.2.5.1] 3. Don and doff different types of personal protective equipment (PPE). [NFPA 472, 6.2.4.1(3); Skill Sheet 8-1] 4. Discuss inspection, storage, testing, and maintenance of PPE. [NFPA 472, 5.4.4(6), 5.4.4(7), 6.2.4.1(5)] 5. Given hazardous materials scenarios, determine proper PPE for each incident and report and document the decision. [NFPA 472, 6.2.3.1, 6.2.5.1; Learning Activity 8-1] Time Section/Activity Outline Pages Text Pages 10 min. Section I: Introduction to Chapter 8 60 min. Section II: Respiratory Protection 8-5 8-21 381-392 120 min. Section III: Protective Clothing and PPE Ensembles, Classification, and Selection 8-21 8-60 392-423 30 min. Section IV: Skill Sheet 8-1 8-61 8-62 425-428 10 min. Section V: PPE Inspection, Storage, Testing, and Maintenance 8-62 8-63 423 30 min. Section VI: Learning Activity 8-1 8-64 10 min. Section VII: Summary and Review 30 min. Chapter 8 Quiz 60 min. Chapter 8 Test Section I: Introduction to Chapter 8 10 min. I. INTRODUCTION TO CHAPTER 8 A. Lesson Goal

Student Notes Personal Protective Equipment 8-2 1. Chapter 8 lesson goals After completing this lesson, the student shall be able to discuss respiratory protection and other personal protective equipment. B. Objectives 1. Discuss respiratory protection. 2. Discuss protective clothing and ensembles. 3. Don and doff different types of personal protective equipment (PPE). [Skill Sheet 8-1] 4. Discuss inspection, storage, testing, and maintenance of PPE. 5. Given hazardous materials scenarios, determine proper PPE for each incident and report and document the decision. [Learning Activity 8-1] Section II: Respiratory Protection 60 min. II. RESPIRATORY PROTECTION pp. 381-392 Objective 1 Discuss respiratory protection. A. Respiratory Protection 1. Primary concern for first responders because inhalation is the most significant route of entry 2. Protective breathing equipment that protects the body from inhaling hazardous substances 3. Basic types of protective breathing equipment: a. Self contained breathing apparatus (SCBA) i. Closed circuit SCBA ii. Open circuit SCBA b. Supplied-air respirators (SARs) c. Air-purifying respirators (APRs) i. Particulate removing ii. Vapor and gas removing iii. Combination particulate and vapor-and- gas-removing d. Powered air-purifying respirators (PAPRs) WARNING: SCBA must be worn during emergency operations at terrorist/haz mat incidents until air monitoring and sampling determines other options are acceptable. 4. Each type of respiratory protection equipment has limitations B. Standards for Respiratory Protection at Haz Mat/WMD Incidents 1. U.S. Department of Homeland Security has adopted standards developed by the National Institute for Occupational Safety and Health (NIOSH) and the NFPA for respiratory equipment to protect responders at haz mat/wmd incidents 2. NIOSH Chemical, Biological, Radiological and Nuclear (CBRN) Standard for Open-Circuit Self-Contained Breathing Apparatus (SCBA) Establishes performance and design requirements to certify SCBA for use in CBRN exposures for use by first responders

Student Notes Personal Protective Equipment 8-3 3. NIOSH Standard for Chemical, Biological, Radiological, and Nuclear (CBRN) Full Facepiece Air-Purifying Respirator (APR) Specifies minimum requirements to determine the effectiveness of full-facepiece APRs used during entry into CBRN atmospheres not immediately dangerous to life and health 4. NIOSH Standard for Chemical, Biological, Radiological, and Nuclear (CBRN) Air-Purifying Escape Respirator and CBRN Self-Contained Escape Respirator Specifies minimum requirements to determine the effectiveness of escape respirators that address CBRN materials identified as inhalation hazards from possible terrorist events for use by the general working population 5. NFPA 1852, Standard on Selection, Care, and Maintenance of Open-Circuit Self- Contained Breathing Apparatus (SCBA) Specifies the minimum requirements for the selection, care, and maintenance of open-circuit SCBA and combination SCBA/SAR that are used for respiratory protection during fire fighting, rescue, and other hazardous operations 6. NFPA 1981, Standard on Open-Circuit Self-Contained Breathing Apparatus (SCBA) for Emergency Services Specifies the minimum requirements for the design, performance, testing, and certification of open-circuit SCBA and combination open-circuit SCBA/SAR for the respiratory protection of fire and emergency responders where unknown, IDLH, or potentially IDLH atmospheres exist 7. OSHA Regulation 29 CFR 1910.134, Respiratory Protection Major requirements: a. Permissible practices b. Definitions c. Respiratory protection program d. Selection of respirators e. Medical evaluations f. Fit testing g. Use, maintenance, and care of respirators h. Identification of filters, cartridges, and canisters i. Training j. Program evaluation k. Record keeping 8. NIOSH Regulation 42 CFR Part 84, Approval of Respiratory Protective Devices Purpose: a. Establish procedures and prescribe requirements that must be met in filing applications for approval by NIOSH of respirators or changes or modifications of approved respirators b. Provide for the issuance of certificates of approval or modifications of certificates of approval for respirators that have met the applicable construction, performance, and respiratory protection requirements set forth in this part c. Specify minimum requirements and to prescribe methods to be employed by NIOSH and by the applicant in conducting inspections, examinations, and tests to determine the effectiveness of respirators used during entry into or escape from hazardous atmospheres C. Self-Contained Breathing Apparatus (SCBA)

Student Notes Personal Protective Equipment 8-4 1. Atmosphere-supplying respirator for which the user carries the breathing-air supply 2. Consists of a facepiece, pressure regulator, air hoses, compressed air cylinder, harness assembly, and end-of-service-time indicators 3. Perhaps the most important piece of PPE a responder can wear at a haz mat incident in terms of preventing dangerous exposures to harmful substances 4. Must not be used if not NIOSH/Mine Safety and Health Administration (MSHA) certified 5. Must meet design and testing criteria of NFPA 1981 if adopted 6. Classified as either closed-circuit or open-circuit a. Pressure-demand or positive-pressure b. High- or low-pressure type 7. Only positive-pressure open-circuit or closed-circuit allowed in incidents where personnel are exposed to hazardous materials 8. Advantages a. Independence b. Maneuverability c. Protection from toxic and/or asphyxiating atmospheres 9. Disadvantages a. Weight of the units b. Limited air-supply duration c. Change in profile that may hinder mobility because of the configuration of the harness assembly and the location of the air cylinder d. Limited vision caused by facepiece fogging e. Limited communications if the facepiece is not equipped with a microphone or speaking diaphragm 10. Certification program for SCBA used in emergency response to terrorist attacks a. Created by NIOSH, NIST, OSHA, and NFPA b. Issues approval and label for SCBA appropriate for use against chemical, biological, radiological, and nuclear agents c. Minimum requirements i. Approval under NIOSH 42 CFR 84, Subpart H ii. Compliance with NFPA 1981 iii. Special tests under NIOSH 42 CFR 84.63(c): (a) Chemical Agent Permeation and Penetration Resistance Against Distilled Sulfur Mustard and Sarin (b) Laboratory Respirator Protection Level (LRPL) d. Approval list maintained and disseminated by NIOSH e. Additional approval label authorized by NIOSH on apparatus that demonstrate compliance to the CBRN criteria D. Supplied-Air Respirators

Student Notes Personal Protective Equipment 8-5 1. Atmosphere-supplying respirator where the user does not carry the breathing air source 2. Consist of: a. Facepiece b. Belt- or facepiece-mounted regulator c. Voice communications system, up to 300 feet (91 m) of air supply hose d. Emergency escape pack or emergency breathing support system (EBSS) e. Breathing air source 3. Not certified for firefighting operations because of the potential damage to the airline from heat, fire, or debris 4. Classified by NIOSH as Type C respirators Two approved types: a. Regulator and facepiece only b. Regulator, facepiece, and EBSS 5. Advantage Reduce physical stress to the wearer by removing the weight of the SCBA 6. Limitations a. Air supply line b. Length of the airline c. Hose entanglement d. Restricted vision and communications E. Air-Purifying Respirators 1. Contain an air-purifying filter, canister, or cartridge that removes specific contaminants found in ambient air 2. Types a. Particulate-removing APRs b. Vapor-and-gas-removing APRs c. Combination particulate-removing and vapor-and-gas-removing APRs 3. May be powered (PAPRs) or nonpowered 4. Do not supply oxygen or air from a separate source 5. Protect only against specific contaminants at or below certain concentrations 6. May have either full facepieces that provide a complete seal to the face and protect the eyes, nose, and mouth or half facepieces that provide a complete seal to the face and protect the nose and mouth Ask Students: What respirator will NOT protect against CBR materials that can be absorbed through the skin or eyes? Briefly discuss answers with students. Half-face respirators will NOT protect against CBR materials. They are not recommended for use at haz mat/wmd incidents. 7. Disposable filters, canisters, or cartridges are mounted on one or both sides of the facepiece

Student Notes Personal Protective Equipment 8-6 8. No single canister, filter, or cartridge protects against all chemical hazards 9. Responders must know the hazards present in the atmosphere in order to select the appropriate canister, filter, or cartridge 10. Responders should be able to answer the following questions before deciding to use APRs for protection at an incident: a. What is the hazard? b. What is the oxygen level? c. Is the hazard a vapor or a gas? d. Is the hazard a particle or dust? e. Is there some combination of dust and vapors present? f. What concentrations are present? 11. Do NOT protect against oxygen-deficient or oxygen-enriched atmospheres 12. Must not be used in situations where the atmosphere is IDLH 13. Limitations a. Limited life of its filters and canisters b. Need for constant monitoring of the contaminated atmosphere c. Need for a normal oxygen content of the atmosphere before use WARNING: Do not wear APRs during emergency operations where unknown atmospheric conditions exist. Wear APRs only in controlled atmospheres where the hazards present are completely understood and at least 19.5 percent oxygen is present. 14. Precautions before using APRs: a. Know what chemicals/air contaminants are in the air b. Know how much of the chemicals/air contaminants are in the air c. Ensure that the oxygen level is between 19.5 and 23.5 percent d. Ensure that atmospheric hazards are below IDLH conditions 15. May be used at haz mat/wmd incidents after the hazards at a scene have been properly identified 16. Particulate-removing filters a. Protect the user from particulates in the air b. May be used with half facepiece masks or full facepiece masks c. Divided into nine classes, three levels of filtration, and three categories of filter degradation i. N Not resistant to oil ii. R Resistant to oil iii. P Used when oil or nonoil lubricants are present d. May be used to protect against toxic dusts, mists, metal fumes, asbestos, and some biological hazards e. Include particle masks

Student Notes Personal Protective Equipment 8-7 i. Protect respiratory system from large- sized particulates ii. Provide limited protection iii. Should not be used to protect against chemical hazards or small particles 17. Vapor- and gas-removing filters a. Protect against specific vapors and gases b. Use sorbent material to remove the targeted vapor or gas from the air c. May be color-coded so it is easy to see what contaminant the canister or cartridge is designed to protect against F. Powered Air-Purifying Respirator (PAPR) 1. Uses a blower to remove the contaminants and supply the purified air to facepiece 2. Offers greater degree of safety than standard APRs 3. Provides more comfort to wearer 4. Several types available 5. Only used where atmospheric hazards are understood and at least 19.5 oxygen is present 6. Not safe to wear in atmospheres where potential respiratory hazards are unidentified 7. Should not be used during initial emergency operations before the atmospheric hazards have been confirmed 8. Require continuous atmospheric monitoring WARNING: Do not use PAPRs in explosive or potentially explosive atmospheres. G. Combined Respirators 1. Include SAR/SCBA and SAR/APR 2. Provide flexibility 3. Extend work duration in hazardous areas H. Supplied-Air Hoods 1. Provide loose fitting and lightweight protection 2. Can be worn with glasses, facial hair, and beards I. Escape Respirators 1. Designed for escaping a hot zone at a haz mat/wmd event 2. Can be self-contained or air-purifying 3. Designed for short duration of protection (15 minutes) 4. Hood-style 5. Filter canisters not designed to be replaced Review Question: What types of respiratory protection are used by responders at haz mat/wm incidents? Describe each. See pages 381-391 of the manual for answers. J. Respiratory Equipment Limitations

Student Notes Personal Protective Equipment 8-8 1. Limited visibility Facepieces reduce peripheral vision and fogging can reduce overall vision 2. Decreased ability to communicate Facepieces hinder voice communication 3. Increased weight Protective breathing equipment can add 25 to 35 pounds (11 kg to 16 kg) 4. Decreased mobility Increase in weight and splinting effect of the harness straps reduce the wearer's mobility 5. Inadequate oxygen levels APRs cannot be worn in IDLH or oxygen-deficient atmospheres 6. Chemical specific Can only be used to protect against certain chemicals 7. Maximum air-supply durations limits time to perform CAUTION: Personnel wearing respiratory equipment must have good physical conditioning, mental soundness, and emotional stability due to the physiological and psychological stresses of wearing PPE. K. Technological Advances in Respiratory Protection 1. May be composed of multiple thermal plastic pressure vessels that are connected 2. Lower profile 3. Less weight 4. Allow increased flexibility Review Question: What are the advantages and disadvantages of SCBA? See page 384 of the manual for answers. Section III: Protective Clothing and PPE Ensembles, Classification, and Selection 120 min. III. PROTECTIVE CLOTHING AND PPE ENSEMBLES, CLASSIFICATION, AND SELECTION pp. 392-423 Objective 2 Discuss protective clothing and ensembles. A. Protective Clothing 1. Must be worn whenever a wearer faces potential hazards arising from thermal hazards and chemical, biological, or radiological exposure 2. Prevents hazards from skin contact with hazardous materials, including chemical burns, allergic reactions and rashes, diseases, and absorption of toxic materials into the body 3. Can be worn to protect against ballistic hazards and shrapnel from explosives 4. No single combination or ensemble can protect against all hazards 5. All have limitations B. Standards for Protective Clothing and Equipment at Haz Mat/WMD Incidents 1. NFPA 1991, Standard on Vapor-Protective Ensembles for Hazardous Materials Emergencies Establishes a minimum level of protection for emergency response personnel against adverse vapor, liquid-splash, and particulate environments

Student Notes Personal Protective Equipment 8-9 2. NFPA 1994, Standard on Protective Ensembles for First Responders to CBRN Terrorism Incidents a. Class 2 ensembles For use at terrorism incidents involving vapor or liquid chemical or particulate hazards where the concentrations are at or above IDLH level b. Class 3 ensembles For use at terrorism incidents involving low levels of vapor or liquid chemical or particulate hazards where the concentrations are below IDLH c. Class 4 ensembles For use at terrorism incidents involving biological or radiological particulate hazards 3. NFPA 1951, Standard on Protective Ensembles for Technical Rescue Incidents Performance requirements for a CBRN Technical Rescue Protective Ensemble for use during entry into CBRN atmospheres not Immediately Dangerous to Life of Health (IDLH) 4. NFPA 1971, Standard on Protective Ensembles for Structural Fire Fighting and Proximity Fire Fighting Optional protection from CBRN hazards 5. NFPA 1851, Standard on Selection, Care, and Maintenance of Protective Ensembles for Structural Fire Fighting and Proximity Fire Fighting Specifies the minimum selection, care, and maintenance requirements for structural fire fighting protective ensembles 6. NFPA 1992, Standard on Liquid Splash-Protective Ensembles and Clothing for Hazardous Materials Emergencies Specifies minimum design, performance, certification, and documentation requirements; test methods for liquid splash-protective ensembles and liquid splash-protective clothing 7. NFPA 1999, Standard on Protective Clothing for Emergency Medical Operations Minimum performance requirements for ensembles and ensemble elements to protect first responders from contact with blood- and body-fluid-borne pathogens when providing victim or patient care 8. NFPA 1975, Standard on Station/Work Uniforms for Fire and Emergency Services Requirements for the design, performance, testing, and certification of nonprimary protective station/work uniforms and the individual garments comprising station/work uniforms 9. NFPA 1982, Standard on Personal Alert Safety Systems (PASS) Performance criteria, functioning, and test methods for Personal Alert Safety Systems 10. NFPA 2112, Standard on Flame-Resistant Garments for Protection of Industrial Personnel Against Flash Fire Design, performance, and certification requirements, and test methods for new flash fire protective garments 11. NFPA 2113, Standard on Selection, Care, Use, and Maintenance of Flame-Resistant Garments for Protection of Industrial Personnel Against Flash Fire Requirements for the selection, care, use, and maintenance of flash fire protective garments meeting the requirements of NFPA 2112 12. ANSI/ISEA 105-2005, American National Standard for Hand Protection Selection Criteria Provides guidance for selecting the correct gloves that will protect workers 13. ANSI/ISEA 107-2004, American National Standard for High-Visibility Safety Apparel and Headwear Provides a uniform, authoritative guide for the design, performance specifications, and use of high-visibility and reflective apparel 14. ANSI Z87.1-2003, American National Standard for Occupational and Educational Personal Eye and Face Protection Devices Performance criteria and testing requirements for devices used to protect the eyes and face from injuries from impact

Student Notes Personal Protective Equipment 8-10 15. ANSI Z89.1-2003, American National Standard for Industrial Head Protection Performance and testing requirements for industrial helmets 16. OSHA Regulation 29 CFR 1910.120, Hazardous Waste Operations and Emergency Response (HAZWOPER) Standard Federal regulation applies to five distinct groups of employers and their employees 17. OSHA Regulation 29 CFR 1910.132, Personal Protective Equipment Applies to personal protective equipment for eyes, face, head, and extremities and protective clothing, respiratory devices, and protective shields and barriers 18. EPA Regulation 40 CFR Part 311, Worker Protection Protects employees of state and local governments engaged in hazardous waste 19. OSHA Regulation 29 CFR 1910.156, Fire Brigades Identifies PPE requirements for industrial fire brigades C. Structural Firefighters Protective Clothing 1. Not a substitute for chemical protective clothing 2. Provides some protection against many hazardous materials 3. Coat and pants may provide short-term exposure protection from such materials as liquid chemicals 4. Limitations a. Neither corrosive-resistant nor vapor tight b. Liquids can soak through, acids and bases can dissolve or deteriorate the outer layers, and gases and vapors can penetrate the garment c. Gaps in structural fire fighting clothing occur at the neck, wrists, waist, and the point where the pants and boots overlap d. Chemicals absorbed into the equipment can subject the wearer to repeated exposure e. Chemicals can permeate the rubber or neoprene in boots, gloves, kneepads, and SCBA facepieces, making any of them unsafe for use 5. Agency emergency response plans and SOPs should specify the conditions and circumstances under which it is appropriate for emergency responders to rely on firefighter structural protective clothing and SCBA during operations at haz mat/wmd incidents 6. May be appropriate for use at haz mat/wmd incidents involving chemical weapons when: a. Contact with splashes of extremely hazardous materials is unlikely b. The CBR hazards have been identified and they will not rapidly damage or permeate structural fire fighting protective clothing c. Total atmospheric concentrations do not contain high levels of chemicals that are toxic to the skin, and there are no adverse effects from chemical exposure to small areas of unprotected skin d. There is a chance of fire or there is a fire and this type of protection is appropriate e. When structural fire fighting protective clothing is the only PPE available; chemical protective clothing is not immediately available; and the incident commander decides it is appropriate after conducting a risk assessment. 7. Protects against thermal damage in an explosive attack

Student Notes Personal Protective Equipment 8-11 8. Limited or no protection against projectiles, shrapnel, and other mechanical effects from a blast 9. Provides adequate protection against some types of radiological materials 10. Not sufficient where skin contact is potentially hazardous D. Next Generation Firefighters Protective Clothing 1. Designed with greater CBRN protection in mind 2. Will meet the requirements for CBRN requirements in NFPA 1971 E. High-Temperature Protective Clothing 1. Designed to protect the wearer from short-term high-temperature exposures 2. Limited use with chemical hazards 3. Types: a. Proximity suits Permits close approach to fires for rescue, fire-suppression, and property-conservation activities b. Fire-entry suits i. Allows a person to work in total flame environments for short periods of time ii. Short-duration and close-proximity protection at radiant heat temperatures as high as 2,000 F (1 093 C) 4. Limitations a. Contributes to heat stress by not allowing the body to release excess heat b. Bulky c. Limits wearer s vision d. Limits wearer s mobility e. Limits communication f. Requires frequent and extensive training for efficient and safe use g. Is expensive to purchase h. Integrity of suit is designed for limited exposure time Review Question: What are the limitations of using high-temperature protective clothing? See page 401 of the manual for answers. F. Chemical Protective Clothing (CPC) 1. Purpose To shield individuals from the chemical, physical, and biological hazards that may be encountered during haz mat operations 2. Made from a variety of different materials; each material provides protection against certain chemicals or products, but only limited or no protection against others WARNING: No single type of CPC protects against all chemical hazards. 3. Designed to afford the wearer a known degree of protection from a known type, concentration, and length of exposure to a hazardous material, but only if it is fitted properly and worn correctly

Student Notes Personal Protective Equipment 8-12 4. Designed to be impermeable to moisture 5. Must be decontaminated before storage or disposal WARNING: Responders must have sufficient training to operate in conditions requiring the use of chemical protective clothing. 6. Liquid-splash protective clothing a. Protects users from chemical liquid splashes but not against chemical vapors or gases b. Encapsulating suit i. One-piece garment that protects against splashes and/or vapors and gases ii. Limitations: (a) Impairs worker mobility, vision, and communication (b) Traps body heat necessitating a cooling vest, particularly when SCBA is also worn (c) Not resistant to heat or flame exposure, nor projectiles or shrapnel c. Nonencapsulating suit i. Consists of a one-piece coverall ii. Limitations (a) Protects against splashes and dusts but not against gases and vapors (b) Does not provide full body coverage: parts of head and neck are often exposed (c) Traps body heat and contributes to heat stress (d) Not resistant to heat or flame exposure, nor projectiles or shrapnel d. Made from same types of material used for vapor-protective suits e. Must be tested for penetration resistance to the following chemicals: i. Acetone ii. Ethyl acetate iii. 50 percent w/w sodium hydroxide iv. 93.1 percent w/w sulfuric acid v. Tetrahydrofuran vi. Dimethylformanide i. Nitrobenzene f. May use an SCBA, SAR, or a full-face, air-purifying, canister-equipped respirator 7. Vapor-protective clothing a. Protects the wearer against chemical vapors or gases b. Offers a greater level of protection than liquid-splash protective clothing

Student Notes Personal Protective Equipment 8-13 c. Must be worn with positive-pressure SCBA or combination SCBA/SAR d. Components of Class 1 and 2 ensembles to be used at chemical and biological haz mat/wmd incidents e. Primarily used as part of an EPA Level A protective ensemble f. Provides the greatest degree of protection against respiratory, eye, or skin damage from contact with hazardous materials g. Limitations i. Does not protect the user against all chemical hazards ii. Impairs mobility, vision, and communication iii. Does not allow body heat to escape, so can contribute to heat stress, which may require the use of a cooling vest h. Made from a variety of special materials i. Tested for permeation resistance against i. Acetone ii. Acetonitrile iii. Anhydrous ammonia gas iv. 1,3-Butadiene gas v. Carbon disulfide vi. Chlorine gas vii. Dichloromethane viii. Diethyl amine ix. Dimethyl formamide x. Ethyl acetate xi. Ethylene oxide gas xii. Hexane xiii. Hydrogen chloride gas xiv. Methanol xv. Methyl chloride gas xvi. Nitrobenzene xvii. Sodium hydroxide xviii. Sulfuric acid xix. Tetrachloroethylene xx. Tetrahydrofuran xxi. Toluene 8. Operations requiring use of CPC a. Site survey Initial investigation of a hazardous materials incident b. Rescue Entering a hazardous environment for the purpose of removing an exposure victim

Student Notes Personal Protective Equipment 8-14 c. Spill mitigation Preventing a potential spill or reducing the hazards from an existing spill d. Emergency monitoring Outfitting personnel in protective clothing for the primary purpose of observing an incident without entry into the hot zone e. Decontamination Procedures to personnel or equipment leaving the site f. Evacuation Moving people downwind of a scene when potential for CBR exposure exists 9. Written management program a. Should include policy statements, procedures, and guidelines b. Objectives i. Protecting the wearer from safety and health hazards ii. Preventing injury to the wearer from incorrect use c. Comprehensive CPC management program includes: i. Hazard identification ii. Medical monitoring iii. Environmental surveillance iv. Selection, care, testing, and maintenance v. Training 10. Permeation, degradation, and penetration a. Can reduce the effectiveness of CPC b. Permeation Occurs when a chemical passes through a fabric on a molecular level c. Degradation Occurs when the characteristics of a material are altered through contact with chemical substances d. Penetration Occurs when a hazardous material enters an opening or a puncture in a protective material 11. Service life a. Protective clothing may be labeled: i. Reusable For repeated use ii. Limited use Not disposable iii. Disposable One-time use b. All types require decontamination when the wearer leaves a contaminated area G. Body Armor 1. Designed to protect against ballistic threats 2. Commonly used by law enforcement 3. Prevents bullet penetration 4. Should be replaced if impacted or damaged 5. Bomb Disposal Suits 6. Provide full body protection against fragmentation, overpressure, impact, and heat

Student Notes Personal Protective Equipment 8-15 7. Meet military specifications 8. Very heavy 9. Impair dexterity and range of motion H. U.S. EPA Levels of Protection Review Question: Describe the U.S. EPA levels of protection. See pages 408-412 of the manual for answers. 1. Level A a. Provides highest level of protection against vapors, gases, mists, and particles for the respiratory tract, eyes, and skin b. Components i. Positive-pressure, full facepiece, SCBA, or positive-pressure airline respirator with escape SCBA, approved by NIOSH ii. Vapor-protective suits: TECP suits constructed of protective-clothing materials that meet the following criteria: (a) Cover the wearer s torso, head, arms, and legs (b) Include boots and gloves that may either be an integral part of the suit or separate and tightly attached (c) Enclose the wearer completely by itself or in combination with the wearer s respiratory equipment, gloves, and boots (d) Provide equivalent chemical-resistance protection for all components of a TECP suit (such as relief valves, seams, and closure assemblies) (e) Meet the requirements in NFPA 1991 c. Protection provided Highest available level of respiratory, skin, and eye protection from solid, liquid, and gaseous chemicals d. Use i. Chemical hazards are unknown or unidentified ii. Chemical(s) have been identified and have high level of hazards to respiratory system, skin and eyes iii. Site operations and work functions involve a high potential for splash, immersion, or exposure to unexpected vapors, gases, or particulates of material that are harmful to skin or capable of being absorbed through the intact skin iv. Substances are present with known or suspected skin toxicity or carcinogenicity v. Operations that are conducted in confined or poorly ventilated areas 2. Level B a. Requires a garment that includes an SCBA or a supplied-air respirator b. Provides protection against splashes from a hazardous chemical

Student Notes Personal Protective Equipment 8-16 c. Worn when the highest level of respiratory protection is necessary but a lesser level of skin protection is needed d. Provides liquid-splash protection e. Little or no protection against chemical vapors or gases to the skin f. May be encapsulating or nonencapsulating g. Components i. Positive-pressure, full facepiece, SCBA, or positive-pressure airline respirator with escape SCBA approved by NIOSH ii. Hooded chemical-resistant clothing that meets the requirements of NFPA 1992 iii. Coveralls iv. Chemical-resistant outer gloves v. Chemical-resistant inner gloves vi. Chemical-resistant boots with steel toe and shank vii. Disposable, chemical-resistant outer boot covers viii. Hardhat ix. Two-way radios x. Faceshield h. Protection provided i. Same level of respiratory protection as Level A but have less skin protection ii. Provide liquid-splash protection, but no protection against chemical vapors or gases i. Use i. Type and atmospheric concentration of substances have been identified and require a high level of respiratory protection but less skin protection ii. Atmosphere contains less than 19.5 percent oxygen or more than 23.5 percent oxygen iii. Presence of incompletely identified vapors or gases is indicated by a directreading organic vapor detection instrument, but the vapors and gases are known not to contain high levels of chemicals harmful to skin or capable of being absorbed through intact skin iv. Presence of liquids or particulates is indicated, but they are known not to contain high levels of chemicals harmful to skin or capable of being absorbed through intact skin 3. Level C a. Composed of a splash-protecting garment and an air-purifying device b. Not used by emergency response personnel unless the specific material is known, it has been measured, and this protection level is approved by the IC after all qualifying conditions for APRs and PAPRs have been met c. Requires periodic air monitoring d. Components

Student Notes Personal Protective Equipment 8-17 i. Full-face or half-mask APRs, NIOSH approved ii. Hooded chemical-resistant clothing iii. Coveralls iv. Chemical-resistant outer gloves v. Chemical-resistant inner gloves vi. Chemical-resistant boots with steel toe and shank vii. Disposable, chemical-resistant outer boot covers viii. Hardhat ix. Escape mask x. Two-way radios xi. Face shield e. Protection provided Same level of skin protection as Level B but have a lower level of respiratory protection; liquid-splash protection but no protection from chemical vapors or gases on the skin f. Use i. Atmospheric contaminants, liquid splashes, or other direct contact will not adversely affect exposed skin or be absorbed through any exposed skin ii. Types of air contaminants have been identified, concentrations have been measured, and an APR is available that can remove the contaminants iii. All criteria for the use of APRs are met iv. Atmospheric concentration of chemicals does not exceed IDLH levels v. The atmosphere must contain between 19.5 and 23.5 percent oxygen 4. Level D a. Consists of typical work uniforms, street clothing, or coveralls b. Includes firefighter structural protective clothing c. Only worn when no atmospheric hazards exist d. Components i. Coveralls ii. Gloves iii. Chemical-resistant boots/shoes with steel toe and shank iv. Disposable, chemical-resistant outer boot covers v. Safety glasses or chemical-splash goggles vi. Hardhat vii. Escape device in case of accidental release and the need to immediately escape the area viii. Faceshield e. Protection provided No respiratory protection and minimal skin protection f. Use

Student Notes Personal Protective Equipment 8-18 i. Atmosphere contains no hazard ii. Work functions preclude splashes, immersion, or the potential for unexpected inhalation of, or contact with, hazardous levels of any chemicals Review Question: What types of protective clothing may be used by responders at haz mat/wmd incidents? Describe each. See pages 409-412 the manual for answers. I. PPE Selection Factors 1. CBRN hazards Present a variety of dangers including chemical hazards a. Toxicity b. Corrosiveness c. Flammability d. Reactivity e. Oxygen deficiency 2. Physical environment a. Industrial settings, on the highways, or in residential areas b. Exposure may occur either indoors or outdoors c. May be extremely hot, cold, or moderate d. Exposure sites may be relatively uncluttered or rugged e. Incident resolution activities may involve entering confined spaces, lifting heavy items, climbing ladders, or crawling on the ground 3. Exposure duration Determining how long to use an ensemble must be made by assuming the worst-case exposure so that safety margins can be added to increase the protection 4. Available protective clothing or equipment a. Meet all intended applications b. Responsible authority should attempt to provide a high degree of flexibility c. Choose equipment that is easily integrated and provides protection against each conceivable hazard 5. Compliance with regulations Select equipment in accordance with regulatory standards for response 6. Protective clothing selection factors a. Clothing design i. Variety of styles and configurations ii. Design considerations (a) Clothing configuration (b) Seam and closure construction (c) Components and options (d) Sizes (e) Ease of donning and doffing

Student Notes Personal Protective Equipment 8-19 (f) Clothing construction (g) Accommodation of other selected ensemble equipment (h) Comfort (i) Restriction of mobility b. Material chemical resistance i. Resist permeation, degradation, and penetration by the respective chemicals ii. Details (a) Very little test data are available for chemical mixtures. If clothing must be used without test data, clothing that demonstrates the best chemical resistance against the widest range of chemicals should be chosen (b) In cases of chemical mixtures and unknowns, serious consideration must be given to selecting protective clothing c. Physical properties i. Strength, resistance to physical hazards, and operation in extreme environmental conditions ii. Questions to ask (a) Does the material have sufficient strength to withstand the physical strength of the tasks at hand? (b) Will the material resist tears, punctures, cuts, and abrasions? (c) Will the material withstand repeated use after contamination and decontamination? (d) Is the material flexible or pliable enough to allow users to perform needed tasks? (e) Will the material maintain its protective integrity and flexibility under hot and cold extremes? (f) Is the material flame-resistant or selfextinguishing? (g) Are garment seams in the clothing constructed so they provide the same physical integrity as the garment material? d. Ease of decontamination The use of disposable clothing, reusable clothing, or both e. Ease of maintenance and service Difficulty and expense of maintaining equipment should be considered before purchase f. Interoperability with other types of equipment Whether or not communications equipment can be integrated into the ensemble g. Cost Obtain the broadest array of protective equipment

Student Notes Personal Protective Equipment 8-20 Review Question: What factors determine the selection of PPE? See pages 412-415 of the manual for answers. J. Typical Ensembles of Response Personnel 1. Will vary depending on mission of responder 2. Responders must be aware of what hazards are present at the incident 3. Fire service ensembles a. Usually consist of structural fire fighting protective clothing ensembles (turnout gear) that may offer only limited protection against haz mat/wmd hazards b. May be appropriate for conducting some operations c. May include EPA Level A or B ensembles d. Chemical-protective ensembles must be designed to protect the wearer's upper and lower torso, head, hands, and feet e. Must include protective garments, protective gloves, and protective footwear f. Must accommodate appropriate respiratory protection 4. Law enforcement ensembles a. Consist of high-quality respirator, butyl rubber gloves, and a commercial chemical overgarment b. NOT adequate protection for personnel in areas where significant levels of chemical agent vapor concentration might be present c. Not effective for SWAT teams, bomb squads, evidence recovery teams, and other specialty units operating in the hot zone 5. EMS ensembles a. Must provide blood- and body-fluid pathogen barrier protection to whatever parts of the body they cover b. Should include outer protective garments, gloves, footwear, and face protection c. No partial protection is allowed d. When not working in the hot zone, low-cost ensemble may be used 6. Mission-Oriented Protective Posture (MOPP) a. Protects against chemical, biological, and radiological hazards b. Consists of an overgarment, mask, hood, overboots, and protective gloves Review Question: What types of ensembles may be used at haz mat/wmd incidents? See pages 415-418 of the manual for answers. c. The higher the MOPP level, the greater the protection d. Joint service lightweight integrated suit technology (JSLIST) i. Provides protection against liquid, solid, and/or vapor CB agents and radioactive alpha and beta particles ii. Manufactured of lightweight 50% Nylon and 50% cotton ripstop water repellant permeable materials

Student Notes Personal Protective Equipment 8-21 iii. Equipped with a charcoal/carbon lining designed to absorb harmful materials iv. Will be degraded when in contact with certain solvents such as sweat and petroleum products v. Can be laundered up to six times for personal hygiene K. Safety, Climate Concerns, and Health Issues 1. Wearing PPE a. Inhibits body s ability to disperse heat b. Increases responders risks of developing heat-related disorders c. May not provide insulation against the cold d. Must include preventative measures to reduce the effects of any temperature extreme e. Requires medical monitoring 2. Heat disorders a. Can be caused by protective clothing b. Can result in health effects ranging from transient heat fatigue to serious illness or death c. Include heat disorders, heat stroke, heat exhaustion, heat cramps, and heat rashes 3. Heat-exposure prevention a. Fluid consumption i. Use water or commercial body-fluid-replenishment drink mixes to prevent dehydration ii. Drink generous amounts of fluids both before and during operations iii. 7 ounces (200 ml) of fluid every 15 to 20 minutes is better than drinking large quantities once an hour iv. Before working, drinking chilled water is good v. After a work period in protective clothing and an increase in core temperature, drinking room-temperature water is better b. Air cooling i. Long cotton undergarments or similar types of clothing provide natural body ventilation ii. After PPE removal, blowing air can help evaporate sweat and cool the skin c. Ice cooling i. Using ice to cool the body ii. Direct contact with ice can damage the skin iii. Ice cooling vests are available d. Water cooling i. When water (even sweat) evaporates from skin, it cools ii. Mobile showers and misting facilities iii. Less effective as air humidity increases and water temperatures rise

Student Notes Personal Protective Equipment 8-22 e. Cooling vests i. May use ice, fluids, evaporation, gels, or phase change cooling technology ii. Phase change cooling technology vests interact with body heat to maintain the garment at a consistent temperature of 59 F (15 C) iii. May be bulky, cumbersome, and may impair movement f. Rest/rehab areas Provide shade, humidity changes (misters), and air-conditioned areas for resting g. Work rotation Responders should rotate when exposed to extreme temperatures or those performing difficult tasks frequently h. Proper liquids Avoid liquids such as alcohol, coffee, and caffeinated drinks before working i. Physical fitness Encourage responders to maintain good physical fitness 4. Cold disorders a. Include health problems as serious as trench foot, frostbite, and hypothermia b. Primary environmental conditions that cause cold-related stress: i. Low temperatures ii. High/cool winds iii. Dampness iv. Cold water c. Wind chill is a crucial factor d. Rapid heat loss may arise for any individual exposed to high winds and cold temperatures Review Question: How can heat exposure be prevented when working in PPE? See pages 420-421 of the manual for answers. L. Medical Monitoring 1. Must be provided for responders who may be at risk because of environmental hazards 2. Conducted before and after responders enter and exit the warm and hot zones 3. Will check vital signs, hydration, skin, mental status, and medical history 4. Will specifically measure: a. Blood pressure b. Weight c. Respirations d. Pulse e. Core body temperature f. ECG 5. Written guidelines must be established M. Safety and Emergency Procedures

Student Notes Personal Protective Equipment 8-23 1. Safety briefing will cover relevant information a. Status of the incident b. Hazards identified c. Description of the site d. Tasks to be performed e. Expected duration of the tasks f. PPE requirements g. Monitoring requirements h. Notification of identified risks i. Any other pertinent information 2. Air management a. Must calculate time taken to walk to the incident, time taken to return from the incident, decon time, safety time, and work time b. Air must be allocated for these estimated times c. SOPs explain calculations and/or designate maximum entry times based on the air supply available 3. Communications a. Should include pre-designated hand signals, motions, and gestures b. Should designate signals for emergencies c. Entry teams, backup personnel, and appropriate safety personnel at the scene should have their own designated radio channel d. Should always operate with buddy systems and with backups dressed in appropriate PPE 4. All responders should follow local protocols for loss of air supply, suit integrity, or an injury and illness Section IV: Skill Sheet 8-1 30 min. IV. SKILL SHEET 8-1 Objective 3 Don and doff different types of personal protective equipment (PPE). A. Skill Sheet 8-1 1. For this skills evaluation checklist, students will don and doff various types of PPE. 2. This skill sheet can be found on p. 136-138 of the Student Workbook. 3. A skills evaluation checklist for this skill can be found within this curriculum. These stepby-step instructions include a checklist for the instructor to use when evaluating the student. B. Directions 1. Specific instructions for completing this skill sheet are included in the skills evaluation checklist.

Student Notes Personal Protective Equipment 8-24 C. Necessary equipment 1. At least two responders 2. Proper PPE for operation, including Levels A-D equipment Section V: PPE Inspection, Storage, Testing and Maintenance 10 min. V. PPE INSPECTION, STORAGE, TESTING, AND MAINTENANCE pp. 423 Objective 4 Discuss inspection, storage, testing, and maintenance of PPE. A. Inspection, Storage, Testing, and Maintenance 1. End user must take all necessary steps to ensure that the protective ensemble performs as expected 2. Best way to avoid exposure to dangerous materials during an emergency response 3. Must be conducted in accordance with manufacturer's recommendations 4. Must include records a. Review of records can provide an indication of protective clothing or equipment that requires maintenance b. Serve to identify clothing or equipment that is susceptible to failure 5. PPE must be stored properly to prevent damage or malfunction 6. Inspection of respiratory protection a. Occur after each use, daily or weekly, monthly, and annually b. Should be based on the manufacturer s recommendation, NFPA standards, or OSHA requirements Review Question: How should PPE be stored? See page 423 of the manual for answers. Section VI: Learning Activity 8-1 30 min. VI. LEARNING ACTIVITY 8-1 Objective 5 Given hazardous materials scenarios, determine proper PPE for each incident and report and document the decision. A. Learning Activity 8-1 1. For this learning activity, students will analyze hazardous materials scenarios and determine the proper PPE for each. 2. This learning activity can be found on p. 118-120 of the Student Workbook. B. Directions 1. For this learning activity, students will read the scenarios and answer the questions that follow.

Student Notes Personal Protective Equipment 8-25 Section VII: Summary and Review VII. 10 min. SUMMARY AND REVIEW A. Chapter Summary 1. Personal protective equipment is needed to protect emergency responders from the hazards present at haz mat and WMD incidents. 2. No type of PPE can protect against all hazards. 3. All protective clothing used at haz mat/wmd incidents should meet recognized standards such as NIOSH or NFPA. B. Review Questions 1. What types of respiratory protection are used by responders at haz mat/wmd incidents? Describe each. (381-391) 2. What are the advantages and disadvantages of SCBA? (384) 3. What types of protective clothing may be used by responders at haz mat/wmd incidents? Describe each. (409-412) 4. What are the limitations of using high-temperature protective clothing? (401) 5. What kinds of operations require the use of chemical-protective clothing? (401-405) 6. Describe the U.S. EPA levels of protection. (408-412) 7. What factors determine the selection of PPE? (412-415) 8. What types of ensembles may be used at haz mat/wmd incidents? (415-418) 9. How can heat exposure be prevented when working in PPE? (420-421) 10. How should PPE be stored? (423)