2022-04-01_EFA_V3

solve 2.1S

Enhanced First Aid Training Standard V3

Publication date: 1 April 2022

GWO ENHANCED FIRST AID TRAINING STANDARD V3

2022-04-01_TS_EFA_V3

1 ABBREVIATIONS................................................................................................................................... 3 2 TERMS AND DEFINITIONS..................................................................................................................... 4 3 CHANGE LOG – REVISION 3................................................................................................................... 5 4 SCOPE .................................................................................................................................................. 7 5 GENERAL REQUIREMENT TO GWO ENHANCED FIRST AID...................................................................... 8 5.1 Target group .............................................................................................................................................................. 8 5.2 Aims and strategic objectives .................................................................................................................................... 8 5.3 Duration and organisation of EFA Module ................................................................................................................ 8 5.4 Validity period............................................................................................................................................................ 9 5.5 Course code ............................................................................................................................................................... 9 5.6 Participant prerequisites for the EFA......................................................................................................................... 9 5.7 EFA refresher training .............................................................................................................................................. 10 5.8 Physical demands .................................................................................................................................................... 10 6 GENERAL RESOURCES REQUIRED TO DELIVER ENHANCED FIRST AID MODULE .................................... 11 6.1 Instructors................................................................................................................................................................ 11 6.2 Training equipment ................................................................................................................................................. 11 7 UNDERSTANDING GWO LEARNING OBJECTIVES AND TAXONOMY ...................................................... 12 7.1 Learning objectives .................................................................................................................................................. 12 7.2 Learning activities .................................................................................................................................................... 12 7.3 Participants assessment and evaluation.................................................................................................................. 13 7.4 The GWO Taxonomy Framework............................................................................................................................. 14 8 MODULE – ENHANCED FIRST AID........................................................................................................ 17 8.1 Aims and objectives of the EFA Module .................................................................................................................. 17 8.2 Duration of the EFA Module .................................................................................................................................... 17 8.3 Equipment for the EFA Module ............................................................................................................................... 18 8.4 EFA timetable........................................................................................................................................................... 18 8.5 Detailed description of the EFA Module .................................................................................................................. 19 Lesson 1 - Introduction to the training .......................................................................................................... 19 Lesson 2 - Risks/hazards/legislation.............................................................................................................. 23 Lesson 3 - Anatomy ....................................................................................................................................... 25 Lesson 4 - Management of an incident - emergency response - medical teleconsultation...........................27 Lesson 5 - Lifesaving and enhanced first aid using primary and secondary survey ......................................32 Lesson 6 - Pain management and further possible medication .................................................................... 46 Lesson 7 - Enhanced first aid exercises (scenario-based training) ................................................................ 48 Lesson 8 - Training review ............................................................................................................................. 50 EQUIPMENT LIST........................................................................................................................ 53 EFA GUIDELINE: RECOMMENDATIONS ....................................................................................... 54 CHANGE LOG – VERSION HISTORY.............................................................................................. 60

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1 A BBREVIATIONS

AED

Automatic External Defibrillator

AHA

American Heart Association

ANSI

American National Standards Institute

AS/NZS

Australia and New Zealand Standard

BEFAR

Basic Safety and Enhanced First Aid Training Refresher

BST

Basic Safety Training

BSTR

Basic Safety Training Refresher

CO2

Carbon Dioxide

CPR

Cardiopulmonary Resuscitation

CSA

Canadian Standards Association

EFA

Enhanced First Aid

EFAR

Enhanced First Aid Refresher

EN

European Standards

ERC

European Resuscitation Council

GWO

Global Wind Organisation

ILCOR

International Liaison Committee on Resuscitation

WTG

Wind Turbine Generator

OHS

Occupational Health and Safety

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2 T ERMS AND D EFINITIONS

Human factors refer to an established science that uses many disciplines (like anatomy, physiology, physics, and biomechanics) to understand how people perform under different circumstances and environments. Instructor’s feedback should focus on what the participant must adjust to perform correctly. Feedback may involve dialogue, where the participant reflects on their understanding or performance. Learning activity involving all participants. Group discussions may be conducted in smaller groups. The instructor should step back and only interfere to facilitate the experience exchange between participants. Optimal group size is four participants.

Human factors

Feedback

Group discussion

Function

Purpose. What is it doing? What can it be used for?

Hazard

A hazard is any source of potential damage, harm or adverse health effect on something or someone.

Practice

The participants apply what they are learning.

Risk

A risk is the chance or probability that a person will be harmed or experience an adverse health effect if exposed to a hazard.

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3 C HANGE LOG – R EVISION 3

April 2022

GWO TC APRIL 2022

Amendment Date

Approved by & date

3

Version

Description of changes

Taxonomy alignment throughout The section Understanding GWO learning objectives has been updated to reflect the reviewed GWO Taxonomy Framework. All learning objectives have been updated with action verbs that reflect the taxonomic levels (basic, intermediate, and advanced level) and the domain (knowledge, skills, and ability) without changing the content of the element. Action verb ‘demonstrate’ in learning objectives is changed to relevant action verb level/domain. Learning activity “demonstrate” was changed to ‘practise’ because during training activities, the participants are in a learning process and abilities should be trained, not evaluated. Learning activities have been aligned to match the updated learning objectives with a focus on participant engagement. Delegates have been changed to Participants , as participant is the proper designation for a person participating in an activity. Training staff has been changed to Instructors . The instructor’s perspective has been changed to a generic perspective accommodating different types of training. All instructor guidelines have been compiled in one section under the individual elements. More guidelines on the use of feedback have been added to emphasise its importance and ensure its effective use by involving the participants. All learning objectives have been numbered throughout the standard. New learning objectives have been created for all lessons that describe the overall ability the participants should acquire during the specific lesson. This focuses the attention on how knowledge and skills support the responsible performance of the employee in the context of the job and the deeper involvement enables participants to learn and remember more deeply. Learning objectives previously positioned at the beginning of a training lesson have been moved to the relevant lesson elements and updated with new taxonomic levels (basic, intermediate, and advanced) and action verbs that reflect these levels. This makes more evident the connection between the learning objectives, the instructor actions, and the participants actions. The Introduction lesson for all standards has been updated to ensure alignment between all GWO training standards for generic lessons. The Training Review lesson for all standards has been updated to ensure alignment between all GWO training standards for generic lessons.

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For all modules, the title of lesson Learning outcomes of the XXX Module changed to Detailed description of the XXX Module. Removed the text introducing section 5 “General requirement to GWO enhanced first aid” as the GWO First Aid review Working Group have decided to change the prerequisites for the EFA standards. This decision is based on the review of the BST and BSTR First Aid module and means that it is now only possible for participants to attend the GWO EFA refresher, if they have a valid GWO EFA or EFAR certificate or training records in WINDA i.e. a GWO BST or BSTR First Aid certificate is no longer accepted as a prerequisite for attending the EFAR training.

There are no changes to the technical content and the time duration of the standard. A typo in total duration was amended in line with the exisiting timetable

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4 S COPE Global Wind Organisation is a non-profit body founded by wind turbine manufacturers and owners. Our members strive for an injury free work environment in the wind turbine industry, setting common international standards for safety training and emergency procedures. GWO training standards describe the requirements for training courses that are recommended by members of GWO. This standard has been developed in response to the demand for recognisable Enhanced First Aid (EFA) training in the industry. It has been prepared in co-operation with the members of GWO based on risk assessments and factual incident and accident statistics pertaining to the installation, service, and maintenance of wind turbine generators and wind power plants. This standard describes the requirements for enhanced first aid training that are recommended by the members of GWO. The standard comprises of one module. GWO recognises trained persons as competent within EFA in the wind industry. GWO accepts the trained person as possessing the required knowledge, skills, and abilities to provide ongoing care to a sick or injured casualty over a short period of time while waiting for professional emergency rescue teams to arrive. Training is verified through GWO’s WINDA database. This standard has been developed by the GWO Training Committee. Disputes and potential non-conformities should be brought to the attention of the GWO Audit and Compliance Committee.

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5 G ENERAL R EQUIREMENT TO GWO E NHANCED F IRST A ID

5.1 Target group Personnel who will be working in the wind industry or related fields, and who will have duties to fulfil in a wind turbine environment, as well as usually being in physical contact with a wind farm environment or an offshore wind structure make up the target group. Personnel that are selected by their employer to perform enhanced first aid onshore or offshore, where training according to the GWO Enhanced First Aid training may enable them to react to incidents and thus mitigate the results of casualties deriving from the identified risks. Annex 2- EFA Guideline: Recommendations, has been developed to assist employers in determining who and how many should take the training.

5.2 Aims and strategic objectives

The EFA Training shall enable participants to support and care for others working in the industry by possessing the knowledge, skills, and ability of enhanced first aid. Upon completion of the GWO EFA training, participants will be able to administer safe, effective, and immediate lifesaving and enhanced first aid measures to save lives and give assistance in remote areas using advanced emergency equipment and medical teleconsultation. 5.3 Duration and organisation of EFA Module The total contact time for completing the enhanced first aid training standard is estimated to be 19hrs 40mins. This is based on the time estimates given in the module timetables and summarised in table 5-3 below. The training provider must not exceed the times per day given in table 5-3.1 below. The training provider must ensure that sufficient time is allowed for participants with prior experience to share their experiences related to the modules of the basic training standard in a way that is constructive for the entire class.

Modules

Duration

Enhanced First Aid

19 hours 40mins.

Table 5-3.1– Duration of the GWO Enhanced First Aid Module

Maximum duration per day

Contact time

8 hours. 10 hours.

Total training day

Table 5-3.2 – Maximum durations for training days

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Note: Contact time includes delivery of course lesson contents, practical exercises and activities directly related to these . The total training day includes contact time, meals and breaks and travel between training sites (where applicable). Within the module timetables, approximate duration of each of the lessons are given. The training provider may choose to deliver elements of the training according to other timetables, as long as the total duration is not reduced, and practical elements are not reduced in length. Theoretical elements may be delivered during the practical exercises when feasible. 5.4 Validity period The EFA training is valid for the period of 24 months as stated in the table below. Certificates and training records shall be renewed before the end of a given validity period. A certificate or training record can be renewed up to two months prior to expiry and maintain the original certification date by uploading the previous certificate’s valid until date in WINDA. If a certificate or training record is renewed outside of two months of expiry, it must carry the new date of certification. A participant is only allowed to attend a refresher course in the EFA Training prior to the date of expiry on the current certificate or training records. If a certificate or training record is expired, the participant must attend the full Enhanced First Aid training to obtain new training records in GWO First Aid and Enhanced First Aid. The validity period is automatically calculated in WINDA by entering the course completion date.

Course/Modules

Certificate Validity

Enhanced First Aid

24 months

Table 5-4 – Validity period of EFA certificate

5.5 Course code

Module

Course Code

Enhanced First Aid:

EFA

First Aid

FA

Table 5-5 – GWO enhanced first aid course code After completing the EFA course successful participants receive both FA & EFA certifications.

5.6 Participant prerequisites for the EFA

All personnel participating in the enhanced first aid shall be medically fit and capable of fully participating.

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Training providers shall have a procedure that requires participants to sign a statement stating that they are medically fit to participate in the training and that they do not suffer from any medical sickness or are under influence of any narcotic substance or alcohol. Annex 2: Medical Self-Assessment Form in GWO’s Requirement for Training Providers shall be used if no other equivalent procedure is in place. Course participants’ signatures testifying to their medical fitness shall be collected prior to the start of the enhanced first aid course. Furthermore, participants shall have created a personal participant profile in WINDA and provide their own WINDA ID prior to completing the EFA training.

5.7 EFA refresher training

The GWO EFA training is to be refreshed continuously and regularly within 24 months in a total duration of 2 days supported by relevant drills and exercises ref. Annex 2: EFA Guideline: Recommendations.

5.8 Physical demands

EFA Modules may potentially be physically demanding. If there is any doubt regarding the medical fitness of any participant, the training provider shall stop training the participant and seek a physician’s advice.

Note: Practical exercises shall be designed and delivered solely to meet this standard and shall not place any physical or mental demands on the participants other than those required to meet this standard.

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6 G ENERAL R ESOURCES REQUIRED TO DELIVER ENHANCED FIRST AID M ODULE

The training provider shall ensure that instructors, facilities, and equipment are in place to support the training of participants.

6.1 Instructors The instructor shall possess appropriate qualifications and experience to ensure that all training and supportive activities are carried out in accordance with current legislation and current version of GWO’s Requirements for Training Providers offering GWO training.

Instructors must be:

1) Trained in instructional/lecture techniques and/or have documented instructional/ teaching experience. 2) Continually trained medically and educationally in adequate time intervals (able to document competencies). 3) Included in an ongoing training program, which includes visits to onshore and/or offshore wind turbine generators (WTG) (tower, nacelle, hub) prior to instructing Enhanced First Aid training, to enable them to maintain and update skills related to the courses they instruct. Instructors shall physically visit the tower, nacelle and hub of WTGs. 4) Able to demonstrate competencies in pre-hospital emergency care with evidence of routine practice e.g. a valid certificate for practicing a pre-hospital functions as medical technician, ambulance crew, first responders or similar. 5) Nationally certificated, non-healthcare professional, pre-hospital provider caring for patients as a primary role e.g. police officers in specialist roles, fire service immediate emergency care, equivalent SAR trained personnel.

6) Trained in the use of airway adjuncts and advanced first aid equipment.

7) Knowledgeable within medical teleconsultation.

All instructors shall possess the appropriate competencies to conduct/assist the elements of training they have been assigned to.

6.2 Training equipment

The required equipment for training is shown in Annex 1 and shall be available and shall fulfil national legal requirements in the country where the training is taking place. The equipment shall be maintained, inspected and tested in accordance with current national legislation and manufacturers’ recommendations. Risk assessments shall be conducted and documented for all training equipment. The training provider shall hold the required permits to operate relevant equipment.

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7 U NDERSTANDING GWO L EARNING O BJECTIVES AND T AXONOMY

7.1 Learning objectives

Learning objectives describe what the participant should know and be able to do when the training is completed. The learning objectives in a training are based on the mitigating precautions analysed in the risk assessment. They are the foundation of the learning activities, the course contents and what the participant performance assessment must be based upon. Coherence between the learning objectives , the learning activities and the assessment is essential. The purpose of this alignment is twofold: 1. To conduct learning activities that are directly focused on reaching the learning objectives.

2. That assessment of how well the learning objectives are met is done in close coherence with what the participant is practising during the learning activities and in a comparable environment.

Figure 7-1 Alignment figure

Defining learning objectives in relation to all training elements ensures the alignment between objectives, activities, and the on-going participant assessment. More guidance about learning activities and evaluation can be found in the GWO Taxonomy Framework, Annex 3 of Requirements for Training Providers. To be able to focus training on building up the necessary abilities, the learning objectives are described according to the GWO taxonomy in the three domains: Knowledge, Skills, and Ability. Ability is what is performed and demonstrated during real-life exercises as well as in the real work situation and is the sum of personal experiences, knowledge, skills, and attitudes. 7.2 Learning activities Learning activities are planned and systematic activities designed to create learning and enable the participants to reach the learning objectives. An important part of learning activities in GWO’s approach is that participants must be actively taking part, for example in verbal discussions and practical training. Hearing or seeing a presentation without any subsequent reflection or critical thinking can only create learning on a very low level and such one-way activity should be avoided. While the participants are practising, the instructor can assess whether they demonstrate that they have reached the actual learning objective. Furthermore, when participants succeed through trying things out on their own, when they bring their relevant experience into play and when they use learning points from feedback; they develop a positive attitude towards the subject and a desire to improve their abilities in the work situation.

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Reflection and experiential learning

Reflection is an essential part of the learning process and must be facilitated in all learning activities. We learn from experience, and we create experiences when we do something and afterwards reflect on and think about what just happened or what we just did and how it worked. Learning activities are what the participants must do to create the necessary experiences and learn and thereby reach the learning objectives – facilitated by the instructor. This process is illustrated in the Experiential Learning Cycle to the left. Reflection is more than just thinking about something. Reflection is critical and constructive thinking, that must be initiated by the instructor’s feedback, questions, and challenges.

Figure 7-2 Learning Cycle, by David Kolb

Feedback

The aim of feedback is to reduce the gap between the participant´s current performance and a desired goal. Feedback is by far the most effective way to generate reflection and so learning. At the basic taxonomic learning level, feedback must be provided to correct faults and encourage the participants to engage further. At the higher levels, feedback is more about coaching participants to find their own solutions. Suggestions help participants to figure out how they can do better, modify, and develop their knowledge and understanding relative to the learning objective. By posing challenging questions related to the given feedback the instructor initiates the necessary reflection within the participants. At the advanced level, feedback must be conducted in a dialogue where exploratory questions are the generator for the participants’ reflections. 7.3 Participants assessment and evaluation The instructor can observe and evaluate the participants’ knowledge, skills, and abilities as well as the participants’ on-going development, when the participants are active. To support their observation the instructor may engage in dialogue with the participants to understand why the participants chose to solve the task the way they did, and to clarify their attitude towards the task or topic. The instructor must be attentive to the participants’ use of relevant terminology and correct facts in their group discussions within the domain of knowledge and when they answer more or less complex questions. When the participants are engaged in practical training, the instructor can investigate their understanding of the task and the relevant theory by questioning and clarifying dialogue. On the basic level of ability, assessment by observation alone may be difficult, and the instructor must explore the attitude of the participants by inquiry and dialogue while they are training. For example, to find out if the participants show interest in a topic or take responsibility in the situation (which could be problematic to observe) the instructor must go into a dialogue addressing the participants level of interest or awareness of the task or topic. Assessment of ability on the more complex levels calls for even more focused observation and dialogue.

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7.4 The GWO Taxonomy Framework Taxonomy is a way of describing that there are different levels of learning; some may be quite easy to reach, and some are more complicated and demanding. The aim of the GWO Taxonomy Framework is to ensure coherence and conformity between learning objectives and their related learning activities delivered in a formal learning setting. The structure of the GWO Taxonomy is based on the three learning domains: Knowledge, Skills, and Ability. Learning objectives are also defined at three taxonomic levels: 1) Basic, 2) Intermediate, and 3) Advanced level.

Ability

“When we do our job, we apply our abilities.” Ability covers the capacity to act responsibly, safely, and independently or in cooperation with others to meet a challenge or to get the job done. Ability can be thought of as everything we carry in the rucksack: our knowledge and skills, our accountability and ability to evaluate situations, make decisions, take responsibility, our caring for others and our social resources as well as our attitudes. In this definition, ability is what we apply in the reality of our workplaces and in life in general. Therefore, learning objectives within the Ability domain must challenge the participants initiative and individual reactions, and the degree of fidelity must be considered to enhance a realistic learning environment. In the field of Ability, the human factor plays a key role in the personal decision on responsibility and initiative and in the execution of “good habits “.

Action verbs

The taxonomy levels in the learning objectives are defined by a reasonable number of precise and explained action verbs (highlighted below). They are presented in a progression of increasing complexity – beginning on the Basic Level, where the participant can name, recognise or describe a tool or a procedure, and ending at the Advanced Level, where the participant can act responsibly, evaluate performance, assess decisions and supervise fellow workers. Learning objectives in this standard are also tagged with an indication of the domain and taxonomy level in brackets (e.g., Skills, intermediate level). This is done to emphasise the importance of the alignment between objectives and learning activities: at a Basic Level, the instructor may facilitate simple learning activities, and to reach more complex learning objectives, the complexity in activities must be raised accordingly. The taxonomic domains and levels are presented in the figure below.

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Figure 7-4, The GWO Taxonomy – condensed (From the GWO Taxonomy, annex to Requirements for Training Providers)

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Enhanced First Aid Module

GWO ENHANCED FIRST AID MODULE V3

8 M ODULE – E NHANCED FIRST AID

8.1 Aims and objectives of the EFA Module The aim of the module is to enable the participants to support and care for others working in the industry and to provide ongoing care to an ill or injured casualty over a short period of time while waiting for professional emergency rescue teams to arrive. Overall learning objectives for the EFA module: 1) Participants can take responsibility for administering safe, effective, and immediate lifesaving and enhanced first aid measures in an emergency in a Wind Turbine Generator (WTG) environment (Ability, intermediate level). 2) Participants can act independently in giving assistance in remote areas using advanced emergency equipment and medical teleconsultation (Ability, intermediate level).

8.2 Duration of the EFA Module

The total contact time for completing this first aid module is estimated to be 19hr 40mins. This is based on the time estimate given in the module timetable. The training provider must not exceed the times per day given in table 8-2 below. The training provider must ensure that sufficient time is allowed for participants with prior experience to share their experiences related to first aid in a way that is constructive for the entire class. Maximum Duration Per Day Contact time 8 hours Total training day 10 hours

Table 8-2 – Maximum durations for training day

Note: Contact time includes delivery of course lesson contents, practical exercises and activities directly related to these . The total training day includes contact time, meals and breaks and travel between training sites (where applicable). The ratio shown for theory sessions indicates the maximum number of participants that can attend the course. The ratio shown for practical sessions indicates the maximum number of participants to be supervised by one instructor during each activity. Module Session Instructor to Participant Ratio

Theory

1:12

EFA module

Practical

1:6

Table 8-2.1 – GWO EFA Module instructor to participant ratio

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8.3 Equipment for the EFA Module

The equipment required for training as listed in Annex 1 must be available and must fulfil national legal requirements in the country where the training is taking place.

8.4 EFA timetable

The order in which the elements of this EFA training Module are delivered may vary. Within the module timetables, approximate duration of each of the lessons are given. The training provider may choose to deliver elements of the training according to other timetables, as long as the total duration is not reduced, and practical elements are not reduced in length. Theoretical elements may be delivered during the practical exercises when feasible. Lesson Element Approx. Duration 1 Introduction to the training 1.1 Safety instructions and emergency procedures 1.2 Facilities 1.3 Introduction 1.4 Scope and main learning objectives 1.5 On-going assessment (performance assessment form) 1.6 Motivation 1.7 Human factors TOTAL 15 min. 2 Risks/Hazards/Legislation 2.1 Risks and hazards 2.2 First aid guidelines and emergency plans 2.3 National legislation 2.4 Global legislation TOTAL 25 min. 3 Anatomy 3.1 Life conditions for the human body 3.2 Structure, functions, and signs – the human body 3.3 Serious and minor injuries – signs, symptoms, and function TOTAL 50 min. 4 Management of an incident – emergency response – medical teleconsultation 4.1 Safety awareness and personal protection equipment in an emergency situation 4.2 Management of an incident 4.3 Emergency rescue teams, emergency calls and medical teleconsultation

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TOTAL

100 min

5 Lifesaving and enhanced first aid using primary and secondary survey

5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9

The ‘C’ in the A – B – C – D – E principle

Primary survey

‘C’ Catastrophic bleeding

A: Airway

B: Breathing – cardiopulmonary resuscitation (CPR)

C: Circulation D: Disability

E: Environment/exposure

Secondary survey

5.10

Psychological first aid TOTAL

480 min

6 Pain management and further possible medication

6.1 6.2

Application algorithm of pain management

Further possible medication TOTAL Practice first aid techniques

45 min.

7 EFA Exercises (Scenario-based training)

7.1 7.2

Debriefing TOTAL

450 min.

8 Training review

8.1 8.2

Training review Feedback session TOTAL GRAND TOTAL

15 min.

1180 min

Table 8-4 - GWO EFA Module timetable

8.5 Detailed description of the EFA Module

Note:

The administrative part of the registration should be carried out before the course commences.

Lesson 1 - INTRODUCTION TO THE TRAINING 15 min. The aim of this lesson is for the participants to be motivated and to engage in the training safely at a training facility, while recognising what is expected of them during the training. After having successfully completed lesson 1, the participants can: 1) Recognise what is expected of them throughout the module (Knowledge, basic level)

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2) Name and point out local emergency procedures and facilities (Knowledge, basic level) 3) Discuss the relevant human factors and explain the implications thereof (Knowledge, intermediate level) ELEMENT 1.1 - SAFETY INSTRUCTIONS AND EMERGENCY PROCEDURES Learning objective: 4) The participants show interest and curiosity in the safety and emergency procedures at the training facility (Ability, basic level)

The instructor shall:

1.1.1 Explain and ask involving questions aiming at:

a. safety instructions according to internal procedures b. emergency procedures and emergency exits in the areas where the participants can be expected to be located during the course

The participants shall:

1.1.2 Engage in answering questions on local safety and emergency procedures

ELEMENT 1.2 - FACILITIES Learning objective: 5) The participants can recognise the location of facilities at the training location (Knowledge, basic level)

The instructor shall:

1.2.1 Present a general description of the facilities at the training location (Administration, dining area, restrooms, toilets, etc) 1.2.2 Alternative activity: tour of the facilitates

The participants shall:

1.2.3 Note relevant facilities and ask questions when in doubt

ELEMENT 1.3 - INTRODUCTION Learning objective: 6) The participants show interest in fellow participants and the course content and design (Ability, basic level)

The instructor shall:

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1.3.1 Explain and ask involving questions aiming at the programme of EFA Module, including breaks and mealtimes 1.3.2 Give a short introduction to themselves, including their backgrounds as instructors 1.3.3 Ask for participants’ expectations of the training and their learning and development

The participants shall:

1.3.4 Give a short introduction to themselves, including job function and expected primary geographic work location and share expectations on the training

ELEMENT 1.4 - SCOPE AND MAIN LEARNING OBJECTIVES Learning objective: 7) The participants can recognise the scope and main objectives of the EFA Module (Knowledge, basic level)

The instructor shall:

1.4.1 Present the scope and main learning objectives of the EFA Module 1.4.2 Present examples and personal experiences related to enhanced first aid 1.4.3 Ask the participants involving questions about their personal experiences related to enhanced first aid

The participants shall:

1.4.4 Engage in answering questions and share experiences related to enhanced first aid

ELEMENT 1.5 - ONGOING ASSESSMENTS (PARTICIPANT ASSESSMENT FORM) Learning objective: 8) The participants can recognise the assessment procedure and the aim of the ongoing assessment (Knowledge, basic level)

The instructor shall:

1.5.1 Explain the reasons for the ongoing assessment 1.5.2 Explain the layout of the GWO participant assessment form and how it will be used

The participants shall:

1.5.3 Engage in discussions and ask questions when in doubt in relation to the assessment procedure

ELEMENT 1.6 - MOTIVATION Learning objective: 9) The participants show interest and willingness to engage in the learning activities (Ability, basic level)

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The instructor shall:

1.6.1 Explain and lead a discussion on:

a. the importance of personal involvement in the course b. the definition and need for correct basic and enhanced first aid c. chain of survival

The participants shall:

1.6.2 Engage themselves in discussions and share understandings 1.6.3 Ask clarifying questions about any doubts or concerns about the course

ELEMENT 1.7 - HUMAN FACTORS The aim of the element is to draw the participants’ attention on how human performance and taking responsibility influences a safe work environment, and to prepare for the continued focus on human factors during practical training and exercises. Learning objectives: 10) The participants can describe the relevant human factors, and their implications (Knowledge, basic level) 11) The participants show interest and willingness to focus on human factors during the following practical exercises (Ability, basic level)

The instructor shall:

1.7.1 Present how human factors influence accidents in the wind industry. Relevant statistics may be applied 1.7.2 Lead a discussion about the role of the individual in improving human behaviours and how this can improve the safety of wind industry operations 1.7.3 Ensure that constructive feedback on the participants’ performance involve human factors criteria when these are defined in the learning objective such as the ability to take responsibility or to act independently

Facts and Human Factors Criteria:

The consequences of human factors in accidents in the wind industry are influenced by the following terms and conditions:

a. attention and perception b. group behaviour and peer pressure c. weather conditions d. weather delays e. noise levels

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f. site layout and housekeeping g. fitness and health h. domestic and work-related stress i. workload (both overload and underload) j. fatigue k. time pressure and deadlines l. alcohol, medication, and substance abuse

The participants shall:

1.7.4 Engage in discussions and share experiences on how human factors influence accidents when working in the wind industry, engage in and reflect on received feedback and take responsibility on their own performance and development during the training

Lesson 2 - RISKS/HAZARDS/LEGISLATION 25 min.

The aim of this lesson is to enable the participants to mitigate the risks and hazards in remote areas with dangerous locations/tasks. Additionally, this lesson will enable participants to comply with national/local- specific and company-specific aspects relating to administering enhanced first aid. After having successfully completed this lesson, the participants can: 12) Show interest in risks and hazards relating to remote areas with dangerous locations/tasks and applicable legislation relating to enhanced first aid (Ability, basic level) 13) Show interest in the importance of carrying out basic and enhanced first aid in a safe and sound manner. This must be in accordance with the legislative requirements of their geographic location and the international first aid guidelines (Ability, basic level) ELEMENT 2.1 - RISKS AND HAZARDS Learning objective: 14) The participants can explain risks and hazards relating to remote areas with dangerous locations/tasks (Knowledge, intermediate level)

The instructor shall:

2.1.1 Lead a group discussion about risks and hazards involved in an incident relevant for job functions within the wind industry for example, difficulties in management of accidents /emergencies /survival in remote areas 2.1.2 Lead a group discussion about dependency on site organisation, types of activity, work location and personnel a. onshore

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b. offshore c. remote areas in general 2.1.3 Give constructive feedback to the participants’ group discussions

The participants shall:

2.1.4 Engage in the group discussions and share understandings about risks and hazards relating to remote areas with dangerous locations/tasks 2.1.5 Receive and reflect on the instructor’s feedback ELEMENT 2.2 - FIRST AID GUIDELINES AND EMERGENCY PLANS Learning objective: 15) The participants can describe various first aid guidelines (e.g., ILCOR, ERC, AHA and company OHS strategy) in the context of (enhanced) first aid in a WTG environment and emergency plans (Knowledge, basic level)

The instructor shall:

2.2.1 Present basic life support guidelines such as from ERC and AHA 2.2.2 Present various emergency plans of companies, depending on national regulations 2.2.3 Ask the participants involving questions about the basic life support guidelines and various emergency plans of companies

The participants shall:

2.2.4 Engage in the group discussions and share understandings about the basic life support guidelines and various emergency plans of companies

ELEMENT 2.3 - NATIONAL LEGISLATION Learning objective: 16) The participants can describe examples of national legislation relevant to (enhanced) first aid (Knowledge, basic level)

The instructor shall:

2.3.1 Present examples of:

a. applicable legislation b. legislative requirements c. legal responsibilities d. the role of enhanced first aid in the industry 2.3.2 Ask the participants involving questions on national legislation relevant to (enhanced) first aid

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The participants shall:

2.3.3 Engage in answering the questions and share understandings about the importance of national legislation relevant to (enhanced) first aid

Note:

These are dependent on planned activities/operation areas of the participants

ELEMENT 2.4 - GLOBAL LEGISLATION Learning objective: 17) The participants can describe examples of applicable global legislation relevant to (enhanced) first aid (Knowledge, basic level)

The instructor shall:

2.4.1 Present examples of:

a. the differences in national regulations between countries b. applicable global legislation c. the responsibility of employer and employee for rescue and first aid d. the relevance of legislative and normative regulations 2.4.2 Ask the participants involving questions about examples of applicable global legislation relevant to (enhanced) first aid

The participants shall:

2.4.3 Engage in answering the questions and share understanding about examples of applicable global legislation relevant to (enhanced) first aid

Lesson 3 - ANATOMY 50 min. The aim of this lesson is to enable the participants to identify normal function, normal vital signs and signs, functions and symptoms of injuries and sickness related to the human body. After having successfully completed this lesson, the participants can: 18) Solve the challenge of identifying normal function, normal vital signs and signs, functions and symptoms of injuries and sickness related to the human body (Ability, basic level) ELEMENT 3.1 - LIFE CONDITIONS FOR THE HUMAN BODY Learning objective: 19) The participants can describe normal life conditions for the human body (Knowledge, basic level)

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The instructor shall:

3.1.1 Present examples of normal life conditions for the human body: a. human cells and life conditions b. cells and oxygen (O 2 )

c. role of carbon dioxide (CO 2 ) in cells d. vital organs and their requirements 3.1.2 Ask the participants involving questions about the examples of normal life conditions for the human body

The participants shall:

3.1.3 Engage in answering the questions and share understandings about examples of normal human life conditions for the human body

ELEMENT 3.2 - STRUCTURE, FUNCTIONS AND SIGNS - THE HUMAN BODY Learning objective: 20) The participants can describe vital systems of the human body in relation to first aid in emergency situations in a WTG environment (Knowledge, basic level)

The instructor shall:

3.2.1 Present the structure, functions and signs of the following vital systems of the human body in relation to first aid in emergency situations in a WTG environment: a. nervous system; i) anatomy, structure, functions, and normal signs ii) threats to the nervous system b. respiratory system; i) anatomy, structure, functions, and normal signs ii) threats to the respiratory system c. circulatory system; i) anatomy, structure, functions, and normal signs ii) threats to the circulatory system d. other systems and vital organs of the human body; i) anatomy of the vital organs ii) structure and functions iii) threats to the vital organs 3.2.2 Ask the participants involving questions about the structure, functions and signs on vital systems of the human body in relation to first aid in emergency situations

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The participants shall:

3.2.3 Engage in the answering the questions and share understandings about the structure, functions, and signs on vital systems of the human body in relation to first aid in emergency situations

ELEMENT 3.3 - SERIOUS AND MINOR INJURIES - SIGNS, SYMPTOMS, AND FUNCTION Learning objective: 21) The participants can distinguish between normal and abnormal signs, symptoms of serious and minor injuries in first aid situations (Skills, intermediate level)

The instructor shall:

3.3.1 Explain and show examples of how to detect abnormal signs and symptoms of: - serious injuries to the: a. nervous system

b. respiratory system c. circulatory systems d. other systems and organs

- of minor injuries to the: a. nervous system

b. respiratory system c. circulatory system d. other systems 3.3.2 Facilitate practice for the participants in how to recognise abnormal signs and symptoms, and distinguish between serious, and minor, injuries 3.3.3 Give constructive commentary on the participants’ performance throughout this practice

The participants shall:

3.3.4 Practise how to recognise abnormal signs and symptoms and distinguish between serious, and minor, injuries 3.3.5 Receive and reflect on the instructor´s feedback

Lesson 4 - MANAGEMENT OF AN INCIDENT - EMERGENCY RESPONSE - MEDICAL TELECONSULTATION 100 min. The aim of this lesson is to enable participants to manage emergencies (accident/sickness) in remote areas.

After having successfully completed this lesson, the participants can:

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