RESPIRATORY PROTECTION AND SAFETY: A … · LEADER'S GUIDE. 2362-LDG-E . RESPIRATORY PROTECTION ....

LEADER'S GUIDE

2362-LDG-E

RESPIRATORY PROTECTION AND SAFETY: A REFRESHER PROGRAM

Training for the OSHA RESPIRATORY PROTECTION STANDARD

Quality Safety and Health Products, for Today...and Tomorrow

106 Capitola Drive Durham, NC 27713

(P) 919-544-6663 (F) 919-544-5800 Trainingnetwork.com

THE OSHA REFRESHER EDUCATION SERIES

This education program is part of a comprehensive series of programs created to provide employees with condensed, refresher training on important OSHA regulatory topics, as well as meet employee retraining requirements of specific OSHA regulations.

• Bloodborne Pathogens • Confined Space Entry • Forklift/Powered Industrial Truck Safety • Hearing Conservation and Safety • The Laboratory Standard • The OSHA Lead Standard (Industrial and Construction versions) • Lock-Out/Tag-Out • Personal Protective Equipment (Industrial and Construction

versions) • Respiratory Protection and Safety • Right-To-Know/The Hazard Communication Standard (Industrial and

Construction versions) • Supported Scaffolding Safety (Industrial and Construction versions) • Suspended Scaffolding Safety (Industrial and Construction versions)

More detailed videotape/DVD training programs for these regulations are also available, which can be used for initial employee training. Compliance manuals, employee booklets and posters are available on these regulations as well.



WARRANTY/DISCLAIMER "This program has been created to assist companies that are endeavoring to educate their employees regarding good safety and health practices. The information contained in this program is the information available to the producers of the program at the time of its production. All information in this program should be reviewed for accuracy and appropriateness by companies using the program to assure that it conforms to their situation and recommended procedures, as well as to any state, federal or other laws, standards and regulations governing their operations. There is no warranty, expressed or implied, that the information in this program is accurate or appropriate for any particular company's environment."

Copyright 2006 The MARCOM Group, Ltd.



TABLE OF CONTENTS 1 INTRODUCTION TO THE PROGRAM

- Structure and organization - Background - Objectives - Reviewing the program

2 PREPARING FOR THE PRESENTATION

- Structuring the presentation - Setting up the class and classroom

3 CONDUCTING THE SESSION

- The initial steps - Showing the program - Conducting the discussion - Concluding the presentation - Wrapping up the paperwork

4 OUTLINE OF MAJOR POINTS IN THE PROGRAM 5 ACCOMPANYING MATERIALS

- Scheduling and Attendance Form - Quiz - Training Certificate - Employee Training Log



INTRODUCTION TO THE PROGRAM Structure and Organization Information in this program is presented in a definite order, so that employees will see the relationships between the various groups of information and can retain them more easily. The sections included in the program are:

• How the respiratory system works. • Potential effects of respiratory hazards. • Common types of respiratory hazards. • Common causes of respiratory problems. • Good respiratory safety practices. • Commonly used respiratory safety equipment.

Each of the sections covers important information in one topic area, providing employees with the basis for understanding good safety and health practices regarding respiratory protection and safety. Background Most of us will be exposed to several types of respiratory hazards at some time in our lives. Respiratory problems occur both at home and at work, and affect all types of people in all types of jobs. These problems can have a dramatic affect on our personal lives. People who develop respiratory problems can have a hard time doing even simple things because of the difficulty they have breathing. Their condition may get so bad that they are not able to continue in their chosen line of work. Their lives can be changed forever.



Objectives To help address these potential problems this education and training program is designed to present the fundamentals of respiratory protection and safety to all employees. Upon completion of the program, employees should:

• Know how the respiratory system is constructed and how it works. • Have a good knowledge of common causes of respiratory problems. • Understand the potential affects of respiratory hazards. • Recognize the most common types of respiratory hazards. • Understand the use of basic respiratory safety equipment. • Be able to follow good respiratory safety practices.

Reviewing the Program As with any educational program, the presenter should go through the entire program at least once to become familiar with the content and make sure the program is consistent with company policy and directives. An Outline of Major Program Points section is included in this Leader's Guide to help with this task and for general reference. As part of this review process, you should determine how you, as the presenter, will conduct your session. The use of materials such as handouts, charts, etc., that may be available to you needs to be well thought out and integrated into the overall program presentation.



PREPARING FOR THE PRESENTATION Structuring the Presentation In conducting this education session, you should proceed with a friendly and helpful attitude. Remember that the trainees are looking to your experience and knowledge to help them relate to the situations shown in the program. It is important to let the trainees interact with you and each other during the training session. Stimulating conversation within the group is one of the best things you, as the presenter of the program, can do to help everyone get as much as possible from the session. Be alert for comments that could help in this area in future sessions and make note of them. As the presenter, you also should:

• Keep the session related to the topic of respiratory protection and safety.

• Relate discussions to your company's operations, procedures, and

responsibilities. • Prevent any one person or small group of the employees in the

session from doing all the talking. • Get everyone involved. Ask questions of those who don't participate

voluntarily. • Clarify comments by relating them to the key points in the program.

Use the Outline of Major Program Points section in this guide, as well as the information included in the quiz, as the basis for answering any questions. If you don't know the answer, say so. Tragic results may occur should you provide incorrect or inaccurate information. Remember, this is a positive program on respiratory protection and safety. Make sure your attitude and words reflect this and that the emphasis is always on providing the information needed by the attendees to work safely in their jobs.



Setting Up the Class and Classroom Remember, there are a number of things that must be done to set up the class as well as the classroom. These fall into several groups of activities, and include:

- Scheduling and Notification — Use the enclosed form to schedule employees into the

session. — Make sure that the session is scheduled so that it fits

into your attendees' work day. — Send out notification of the session well in advance, to

give people enough time to incorporate it into their schedule for that day.

— If possible, post a notification on bulletin boards in the affected employees' areas.

- The Classroom

— Schedule the room well in advance. — Make sure the room can accommodate the expected

number of attendees. — Check it again on the day of the program to make sure

there is no conflict. — Make sure the room can be darkened, and won't create

a glare on the television screen. — Locate the light controls and test them. — Make sure the power for the videotape or DVD player

you are using operates separately from the room light. — See if you can control the room temperature. — Know where the closest restrooms are. — Assure that the room is free from distracting noises. — Make sure emergency exits are marked and known to

the attendees. - Seating

— Make sure everyone can see the screen from their seat. — Make sure everyone can hear both the videotape/DVD

and you (when you speak).



— Check to see that seating is such that writing can be done easily.

— Make sure the seating arrangement allows eye contact between attendees, and between you and attendees.

- Equipment and Materials

— Make sure the videotape or DVD player, monitor, and all appropriate cables and extension cords are available.

— Make sure a stand or table is available and is of appropriate height for all attendees to easily see the monitor.

— If you plan on using a chartpad, blackboard, or other writing board, make sure it is available, easy to see, and you have the proper writing implements.

— Make sure you have 6" x 8" index cards or other materials to be used as name tents for attendees.

— Make sure you have made up a sufficient number of copies of the quiz, as well as any other handouts you are using.

- Final Check

— Make sure equipment is in the room prior to the scheduled session.

— Check to see that the room is set up properly. — Check equipment prior to the presentation to assure

that it works. — Make sure extension cords, etc. are taped down, if need

be, to avoid tripping. — If you are using the videotape version of the program,

run the leader up to the point where the program begins.



CONDUCTING THE SESSION The Initial Steps In conducting the session remember the positive nature of this presentation. Everyone is attending in order to learn more about how to do things safely. Initially, you need to:

• Introduce yourself as the session leader. • State the title of the program, Respiratory Protection and Safety… A

Refresher Program. • Inform the attendees when there will be breaks (if you plan them) the

location of exits and restrooms and if water, coffee, or other refreshments will be available.

• Make sure all of the attendees have signed in on your scheduling

and attendance sheet. Remember, it is very important to document peoples' attendance at the session.

Once this housekeeping is done, it is time to move to the meat of the session. First, the attendees need to be informed about the objectives of the session (this is where you can use a flip chart or board to list the objectives, which should be done prior to the class starting). This listing should be preceded with some introductory remarks. Your own words are always best, but the remarks should follow along the lines of the following:

"Today we are going to talk about respiratory protection and safety. Unless we have had a respiratory problem in the past, we take healthy lungs and the ability to breathe easily for granted. In fact, we usually don't even think about it at all. But statistics show that a significant number of us will have some type of respiratory problem during our lives."



"One of the problems with respiratory hazards is that many times they are created by very common activities. And, because of their nature, it is often difficult to see the fumes or gases that are frequently the source of these hazards."

"Once we have a respiratory problem it affects every aspect of our lives. It can make our job more difficult and diminish our group's ability to get their work done, causing problems for the company's operations. But even more important, respiratory problems do not stay here at work when you leave. They can force you to give up many of your recreational activities, make working around the house difficult and even make it hard to sleep."

"The program we are going to watch today will give us some good information on respiratory protection and safety. It can help us prevent respiratory problems for ourselves and others that we work with. To make this the most productive session possible, we need to look at what we want to accomplish here today (verbally reference the Objectives list from the first section, or point to the blackboard or chart where you have written them down)."

Once the objectives have been provided, you are ready to show the program. However, you do need to let the attendees know that they will be taking a quiz at the end of the session (if you are using it). It needs to be emphasized that they are not being graded, but that the quiz is being used to see if the session is effectively transmitting information to them in a way they will remember. Showing the Program At this point, you need to introduce the title of the program once again, Respiratory Protection and Safety: A Refresher Program, darken the lights if necessary, and begin the showing of the program. If you are using the DVD version of the course you have several options as to how you can move through the program and what employees see.



T

he DVD menu has two selection bars:

- Play. - Contact Us.

To just play the program from beginning to end, select Play. If you would like information on other programs and products that are available from Training Network you can select Contact Us for information about how to contact us. Conducting the Discussion After the program has been shown, it is time for the group discussion on the information contained in the session. Care must be taken to make sure that the discussion is kept to the general topic of respiratory protection and safety. There are several ways to conduct these discussions. These include:

• Calling for questions from the attendees and using these questions as the basis for the discussion.

• Leading the discussion through the points covered in the program using statements such as:

— "One of the sections that we saw in the program was about common respiratory hazards. What types of activities in our facility have the potential to cause respiratory problems if we do not approach them correctly?"

— "We saw some interesting things about using various types of respirators. Who can name some of the more common types of respiratory equipment we have here in our facility, and give us examples of situations they are used in?"

You should use the discussion format that you are most comfortable with. The Outline of Major Program Points section in this guide, and the questions and answers in the master copies of the quiz can be very useful as a basis for discussion.



Remember, you have allocated a limited amount of time in which this discussion can take place. It is important to blend the attendees' questions and areas of interest with the objective of trying to touch on each major area within the session in the discussion. By touching on each area, the attendees are much more likely to retain the information presented in the session. Concluding the Presentation Once discussion has concluded, whether naturally or you have had to bring the discussion to a close in order to complete the session within the time allowed, it is time to give the quiz (if you are using it). Again, remind the attendees that the quiz is only meant to help determine how effective the presentation of the information is, and that they will not be graded on it. Let them know that they have approximately five minutes to complete the quiz. At the end of the five minute period, remind the attendees to date and sign their quizzes, and then collect them. The attendees should be thanked for attending the session and reminded of any other sessions in the educational program that they may be attending. They can then be dismissed to return to their normal activities. *(An alternative to this approach is to give the quiz immediately after showing the program, then use a review of the quiz as a basis for your group discussion.)



Wrapping Up the Paperwork Before much time has passed, and the subject matter is fresh in your mind, several areas of paperwork must be completed. First, check to make sure that all attendees signed the scheduling and attendance form. Next, make sure that you have a quiz from every attendee, dated and signed. Also, depending upon what you have decided to do, a copy of the attendance sheet and the quiz for each attendee should be either filed in your files, or turned over to the attendee's department manager (or the personnel office) so that this paperwork can be included in their personnel file. The attendees' training logs should also be updated, and each attendee should be given a filled out and signed training certificate, signifying that they have successfully completed the course. Remember, it is always a good idea to document information about an employee's attendance at these sessions, as well as the fact that the employee has come away from the session with some knowledge of the respiratory protection regulation and the basis for understanding good safety and health practices regarding respiratory protection and safety.



OUTLINE OF MAJOR PROGRAM POINTS The following outline summarizes the major points of information presented in the program. The outline can be used to review the program before conducting a classroom session, as well as in preparing to lead a class discussion about the program.

• In today's world, we come in contact with more airborne contaminants than ever before.

— In the U.S. alone, more than 5 million workers wear respirators on the job.

— Still, over 66,000 U.S. workers suffer severe exposure to airborne contaminants each year.

• Because of the severity of these problems, the Occupational Safety

and Health Administration (OSHA) has created a regulation to protect workers from respiratory hazards.

— The regulation can be found in 29 CFR 1910.134.

• One of the things that the regulation stresses is learning about respiratory hazards. They fall into three major groupings:

— Dust, mist and fumes. — Gases and vapors. — Oxygen deficiency and temperature extremes.

• Dust, mist and fumes are tiny particles that were once parts of a

larger mass. — Later they were separated from their parent substances

and became airborne.

• Unlike dust, mist and fumes, gases and vapors do not result from materials being fragmented. Instead, they are created by changes that take place on the molecular level.

— For example, gases occur when a substance is heated beyond a certain point.



— As a result, the space between its molecules increases and its density sharply decreases.

— At the same time, it expands, becoming diffused through the air.

• Materials can sometimes also exist in more than one state at the same time.

— For instance, a liquid can be heated to the point where only part of it is gaseous.

— When this happens, the gaseous part is often referred to as a vapor.

• The final group of respiratory hazards includes:

— Oxygen deficiency. — Temperature extremes.

• Oxygen deficiency occurs most often in confined spaces, and is

caused by: — Chemical reactions. — Fire. — Gases that push breathable oxygen out of the area.

• Temperature extremes can also be very dangerous.

— Hot air can burn your airway and prevent oxygen from being absorbed by your lungs.

— Severe cold can freeze your lungs and respiratory tract and make it impossible to breathe.

• To protect you from these hazards your body uses its natural

defenses. — During normal breathing, fresh air is drawn in through

the nose, where coarse hairs trap large particles that have become airborne.

— Next, the air comes in contact with a blanket of mucus and cilia (tiny hairs which line the respiratory tract.)



• The mucus and cilia push the smaller particles to the back of the throat. There they are either:

— Swallowed. — Expelled by coughing.

• Your respiratory system is an effective defense against normal

hazards like house dust and pollen. — But more dangerous substances, like poisonous gases

and vapors, can sneak past our defensive system. — They can potentially damage your internal organs…

even your brain.

• When you work around respiratory hazards you need to be combat ready. This means:

— Being aware of potential problems. — Reading the Material Safety Data Sheets (MSDSs) and

container labels. — Following all safety procedures.

• To begin this process, your safety department will run tests on your

work environment to determine whether respiratory hazards exist. If necessary, they will:

— Install air processing systems that filter the air. — Set up emergency respirator stations.

• Other engineering controls, such as lab hoods, can also help to keep

the air you breathe clean.

• Environmental controls can reduce airborne contaminates too. — For instance, spraying water on dusty surfaces will limit

the amount of particulates that float into the air.

• But even with systems like these in place, you still may encounter situations where more protection is needed.

— These conditions require you to wear a respirator.



• The respirator you use must be right for the job that you do. Depending on your type of work, you will use a respirator that:

— Filters the air you breathe. — Purifies the air through chemical means. — Provides its own source of breathable air.

• OSHA's Assigned Protection Factors (APFs) will help your employer

determine what respirator should be used in your work environment. — APFs indicate how much protection various types of

respirators provide. — In most situations, an air-filtering respirator is what will

be called for.

• Because oil-aerosols can sneak through certain types of filtering systems, NIOSH has created three filter classifications, based on the amount of oil-aerosols present on the work site.

— If there are oil-aerosols present, you must use a filter that is coded P (for oil-proof) or R (for oil-resistant).

— If no oil-aerosols are present, you can use an N coded Filter (not-oil-proof).

• Once your employer has determined whether you should use an N,

R or P series filter, you will need to make sure that the filter you select is also strong enough to block the airborne hazards you are working around.

— The strength of a filter (also referred to as its efficiency) is listed in percentages.

— They include 95%, 99% and 99.7%(which is referred to as 100%).

— These percentages are printed on the filter labels immediately following the N, R and P designations.

• Talk to your supervisor to see which efficiency will best protect you

at your work site.



• A cartridge respirator is not usually needed in areas where low levels of dust are the primary respiratory problem.

— Here a disposable mask can be used — Fibers in the mask trap and hold particles.

• When your mask becomes clogged with dust, throw it away

and get a new one.

• Where more protection is required you will need to use an air-purifying respirator.

— These have disposable cartridge filters that capture gases and vapors through chemical means before they are breathed in.

• Whenever there is a large amount of dust or other particulates in the

air, you may want to attach a pre-filter to your respirator. — This can keep your cartridge filter from becoming

clogged, by catching the particles before they reach the filter.

• You can get even more protection by using a full-face mask

respirator. — It will guard against hazards could irritate your eyes and

skin. • Sometimes air-purifying respirators don't offer enough protection.

— In these situations you need an independent source of breathable air.

• Supplied-air respirators (SARs) are attached to a compressor that

provides air through a hose. They are used where: — Hazardous substances are highly concentrated. — There isn't enough oxygen.



• Another respirator that provides its own air is the self-contained breathing apparatus (SCBA).

— These allow for greater mobility than SARs, since the air supply is carried in a tank on your back.

— An SCBA's breathing air usually lasts for 30 to 60 minutes, although newer designs allow for significantly longer periods.

— How long your tank will actually last will depend on your weight and the stress that your job puts on your body.

• Before you put on an SCBA, make sure the air tank is fully charged. — Always check your air supply gauges.

• Whatever type of respirator you wear, check all of its parts before

putting it on. — Look for wear or damage.

• At least twice a year you should also have your safety department

check you for a proper fit. — Even a tiny gap can let in hazardous gases and vapors.

• Whether your job requires you to wear SCBAs, cartridge respirators

or dust masks, OSHA mandates that your employer create a written Respiratory Plan.

— This outlines the respiratory requirements of the jobs at your work site.

— The plan has to be readily accessible to you and your coworkers.

• OSHA also requires your employer to arrange a medical evaluation

for you before you wear a respirator. — The evaluation will be conducted by a licensed

healthcare professional. — It will determine whether you can safely use a

respirator.



• When you select a respirator, pick one that conforms to your face. — Your employer will have at least three different sizes to

choose from. • The straps should not have to be pulled uncomfortably tight to keep

the mask in place. — The mask does need to fit snugly, however, since the

seal blocks contaminants from reaching your respiratory system.

• When you wear your respirator, make sure that you can be understood when you speak.

— Test this by reading something aloud to your supervisor. — When you are in a hazardous environment, never

remove your mask to talk (this could be fatal).

• OSHA also requires all employees to undergo a formal fit test before they wear a respirator.

— Fit-testing ensures that the respirator really does fit tightly against your face.

• There are two types of fit-testing:

— Qualitative. — Quantitative.

• Qualitative testing uses scented chemicals or smoke sprayed into

the air. — If you can't smell the chemicals, you probably have a

good fit.

• Quantitative testing is much more accurate. — This uses a machine to measure the exact amount of

material that makes its way into your respirator.



• Even after the qualitative or quantitative fit tests have been performed, you should still test your respirator's seal each time you wear it.

— This can be done by performing a User Seal Check, which uses both positive and negative pressure to test how well the respirator seals to your face.

• To check the seal using positive pressure:

— Place the palm of your hand over the exhalation valve of the respirator.

— Gently breathe out. — If you feel a build-up of pressure beneath the mask, and

see the side of the face-piece bulge out slightly, you have a good seal.

• To check the seal using negative pressure: — Place both hands over the inhalation valves and

breathing in gently. — The face-piece should collapse slightly against your

nose. — Hold your breath for 10 seconds. — If the mask stays collapsed, you have a good seal.

• There are several types of problems that could affect the seal,

including damage to parts of the respirator such as the face-piece. • Changes to your face can also affect how your respirator fits.

— For instance, facial hair, including long sideburns, can interfere with a mask's ability to form a tight seal.

— Dentures, scars and other physical impairments on the face can affect face-piece seals as well.

• Eyeglasses can affect respirator seals as well.

— If you wear glasses and use a full-facemask respirator, you will need to install a NIOSH-approved eyeglass modification kit.

— After installing the kit you must fit-test the respirator again.



• Proper care of your respirator is essential. — Following recommended cleaning and disinfecting

procedures will keep your respirator and you in good working condition.

• The OSHA-approved cleaning procedure begins with removing all

filters, cartridges and canisters. — Next, remove the straps. — If your respirator uses hoses, check them for defects. — Check all valve assemblies too. — If you find any defective pieces, repair or replace them

immediately!

• Wash all parts of the respirator in warm water, using a detergent recommended by the manufacturer.

— Once you have washed everything, thoroughly rinse all of the parts with warm running water.

— Hand dry all of the pieces with a lint-free cloth. — Reassemble the respirator and test it.

• There are hazardous substances, like lead and asbestos that require

extra cleanup procedures. — Consult your supervisor if you are working with these

materials.

• When you are through cleaning your respirator: — Put it in its case. — Store it in a clean, dry place. — This way it will be ready to go the next time you use it.



* * * SUMMARY * * *

• Respiratory hazards exist all round us; do your part to combat them! • Be aware of possible respiratory problems in your workplace. • Read Material Safety Data Sheets and be on the lookout for other

indications of respiratory hazards. • Use ventilation equipment and environmental controls to reduce

airborne contaminants. • Wear respirators when necessary, and make sure you follow the

OSHA and NIOSH regulations regarding selection and use of filters. • Before you use a respirator, get fit-tested. • Use recommended cleaning and disinfecting practices to keep your

respiratory equipment in working order. • When it comes to respiratory safety, always use the right tool for the

job, to make sure that you are breathing safe, clean air every day!



ACCOMPANYING MATERIALS In order to assist you in complying with as many facets of your training requirements as possible, we have provided a number of specific materials that can be used with this program. Some of these materials have been furnished in master form, so that you can make as many copies of these forms as you need. If you have colored paper available to you, it is often useful to put each form on a different color. This enables you to easily differentiate between the materials. The materials enclosed with this guide include: Scheduling and Attendance Form This form is provided so you can easily schedule your attendees into each session of the program. It is important that you have each attendee sign-in on the appropriate form, documenting their attendance at the session. Typically, a copy of this form is filed in the employee's personnel file. Quiz The quiz is normally given after viewing the program. However, if you want an indication of the increase in the attendees' knowledge of respiratory safety, you can give the quiz both before and after the program is shown. You can also use the quiz as the basis for class discussion. If you have decided to give the quiz both before and after the attendees view the program, it is often interesting to have the attendees compare their before and after answers as part of the session. Typically, the quiz is filed in the employee's personnel file.



Training Certificate This form allows you to give each employee their own certificate of completion showing that they have attended the course and taken the quiz. Space is provided to insert the employee's name, the course instructor and the date of completion. Employee Training Log This log helps you to keep track of when each employee has taken the course, as well as associated courses/training. Space is provided to list pertinent data about the employee, as well as information such as the date the course was taken, and the instructor conducting the course. A copy of this form should be kept in each employee's training or personnel file.



SCHEDULING AND ATTENDANCE FORM


TRAINING SESSION SCHEDULE

ATTENDEE DATE TIME SIGNATURE

106 Capitola Drive

Durham, NC 27713 (P) 919-544-6663 (F) 919-544-5800

Trainingnetwork.com

QUIZ


Name: Date:

1. True or False... Fumes are substances that evaporate from a solid or liquid?

True False

2. True or False... Vapors are substances given off from metals or plastics when they are

heated? True False

3. True or False... A cartridge respirator captures gases through chemical means?

True False

4. True or False... SCBA stands for self-contained breathing apparatus?

True False

5. Which of the following conditions might prevent you from wearing a respirator?

Scars. Wearing glasses. A beard. All of the above.

6. True or False... A respirator should be checked for damage and proper fit at least twice a

year? True False

7. True or False... It is a good idea to use a wire brush to dislodge stubborn dirt when

cleaning a respirator? True False





QUIZ


PRESENTER'S COPY WITH ANSWERS

1. True or False... Fumes are substances that evaporate from a solid or liquid?

True X False

2. True or False... Vapors are substances given off from metals or plastics when they are

heated? True X False

3. True or False... A cartridge respirator captures gases through chemical means?

X True False

4. True or False... SCBA stands for self-contained breathing apparatus?

X True False

5. Which of the following conditions might prevent you from wearing a respirator?

Scars. Wearing glasses. A beard. X All of the above.

6. True or False... A respirator should be checked for damage and proper fit at least twice a

year? X True False

7. True or False... It is a good idea to use a wire brush to dislodge stubborn dirt when

cleaning a respirator? True X False



EMPLOYEE TRAINING LOG

RESPIRATORY PROTECTION AND SAFETY: A REFRESHER PROGRAM Employee: Employee #: ____ Social Security #: Department: Date of Next Required Training:

DATE

TYPE OF TRAINING

OR COURSE DESCRIPTION LOCATION OF COURSE MATERIALS

INSTRUCTOR'S NAME AND ADDRESS/DEPARTMENT

CERTIFICATION OF TRAINING AND TESTING

(Instructor's Signature)



TRAINING CERTIFICATE

This is to certify that _____________________________________ has

completed the course Respiratory Protection and Safety: A Refresher

Program and has been tested on the contents of the course, as required.

This training, as well as the associated testing was conducted by

___________________________ and was completed on _________.

_____________________________ ____________

(date)

(date)

(employee name)

(course instructor)

(course instructor)

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