nicole v. winkle & cheryl salazer "training & evaluation tools" ndpa symposium...

Nicole Van Winkle Cheryl Salazar Riverside County Regional Park and Open-Space District

58% of Parents do not consider drowning a threat to their children. -National Safe Kids Campaign

19% of drowning deaths involving children occur in

public pools with certified lifeguards present. –Drowning Prevention Foundation

Drowning is the leading cause of death for infants and young children between the ages of 1-4.

-U.S. Centers for Disease Control and Prevention, 2007

“Inattentional Blindness occurs when people fail to notice stimuli appearing in front of their eyes while they are preoccupied with another visual task.”

– US Lifeguard Standards released in Jan 2011

Why do people drown in lifeguarded pools?

◦ The things we can

control:

Lifeguards lack vigilance

Lifeguards lack proper training

Lifeguards lack proper supervision

Lack of rules or enforcement of rules

Ineffective hiring practices

Updated certification programs

Focus on training

Holding staff accountable for vigilance

Psychic Ownership

Preventative Lifeguarding

Technologically-savvy generation

“It’s not my fault, you didn’t remind me.”

Strong-willed ◦ Positive and Negative effects

Overstimulated environment

Job vs. School confusion

SO… how do we reach them?

What are we working with?

Generation X and Y are focused on instant gratification ◦ Standard lecture or meeting-type in-service

trainings are ineffective

◦ Require trainings where they experience what you want them to learn

Attention-span will improve

Comprehension will greatly increase

Application is much clearer

Experiential Trainings

Self-Discovery

Perception

Self-Discipline

Direct Feedback

Types of In-service Trainings

An in-service designed to guide the participant to gain knowledge without being explicitly told the information

Ex: Sudden Death Backboarding or CPR ◦ Two teams compete against eachother for who can

backboard perfectly the quickest. The moderator identifies errors and the team must start over when an error occurs.

Self-Discovery

Evaluation tools: ◦ Peer observation-peer

moderation

Do they recognize the errors?

Do they adjust their actions based on the errors?

◦ Switching roles or teams based on strengths

Who are the leaders in an emergency situation?

Self-Discovery cont’d.

Perception in-services focus on honing the introspective skills of the participants and teaches them to evaluate the way others perceive their actions

Ex: Silent Saves ◦ Two rescuers stand on opposite sides of the pool.

The rest of the participants act as patrons in the pool by swimming laps, jumping off the diving boards, and playing games. A few “patrons” are given rules to break.

Perception

◦ The rescuer must communicate the rule being broken without speaking. They may use gestures or act it out, but must still provide patron surveillance over their water.

◦ Results: The staff will develop ways to communicate with one another in noisy environments when they cannot hear.

◦ Evaluation Tools:

Can they adjust their attempts according to how the other rescuer perceives their actions?

Do they persevere?

Even while communicating, can they remain vigilant?

Perception cont’d.

Ex: Blind Rescues ◦ Participants work in teams of 3. One victim is sent

out into the pool to act as the victim. The rescuer is blindfolded and the third team member leads the rescuer to the pool using verbal commands.

◦ Once the rescuer reaches the side of the pool, the leader will instruct them on the best way to enter the water. Using verbal commands, the leader will guide the rescuer to the victim and instruct them on the proper rescue to execute.

Perception cont’d.

Results: Staff work on communication skills and learn to rely on senses other than sight when responding.

Evaluation Tools:

Did the leaders communicate effectively?

Did the rescuers communicate effectively?

Did the teams rely on senses other than sight to perform their duties?

Perception cont’d.

Self-Discipline in-service trainings will provide important tools to aid participants in preparing themselves for future incidents.

Ex: Area of Responsibility Exercise ◦ Create a map of the facility and let the staff explore

the best coverage zones

Ex: Real-Life First Aid ◦ Various emergency scenarios are re-created as

lifelike as possible using fake blood, etc.

Self-Discipline

◦ Results: Participants become accustomed to the “shock” of the blood and gore of an emergency, as well as the sounds that accompany a disaster.

Evaluation: ◦ Do they know what types of materials are required?

◦ Can they recognize what type of care is needed?

◦ Can they organize or lead a team?

◦ Afterwards, can they analyze the scenario?

◦ Can they write specific, accurate reports?

Self- Discipline cont’d.

Real-Life First Aid

Direct Feedback in-service trainings are the least interactive. ◦ They should be used sparingly and only when a

serious matter needs to be addressed.

Ex: Drowning Stories ◦ Reading drowning stories aloud mid-way through

summer when guards become complacent.

Evaluation: It is difficult to evaluate whether staff has internalized the information until you observe their operations, at which point, it may be too late!

Direct Feedback

Before simulation ◦ Your EAP should be well-rehearsed

◦ Use lead staff or seasoned lifeguards

◦ Management staff should be unified

◦ Prepare staff by informing them that you will be calling EMS and they will need to provide care until they arrive

◦ Stress that they are to treat the situation as a real emergency

◦ Secretly pre-designate a victim

Emergency Action Plan Training

During the simulation ◦ Remain calm- tensions run high

◦ Do not forget your part

◦ Have designated lead staff among participants to ensure simulation remains uncompromised

◦ Use management staff who are unaware of the scenario details

EAP Training cont’d.

Your Aquatic Safety Team ◦ Invite the Fire department ahead of time

Request they use their sirens if possible

Simulate care on a manikin, including AED if possible

After the Simulation ◦ Request feedback from EMS

Victim placement

Staff care

Direction and access to facility/victim

Future considerations for improved transition

EAP Training cont’d.

After the simulation (cont’d) ◦ Request feedback from the staff involved

Rescuers

How did it feel?

Did you forget your skills?

Are you exhausted from CPR?

Other staff watching

Management Staff

Observations

EMS suggestions

Future adjustments

EAP Training cont’d.

Towel Drills ◦ A red hand towel is thrown in the area of

responsibility of a lifeguard

◦ Lifeguard has 30 seconds to recognize the “emergency,” activate the EAP, and rescue the towel

If lifeguard does not see the towel within 30 seconds:

1st miss- Discussion of proper scanning techniques and importance of vigilance (re-test within 1 week)

2nd miss- Removal from schedule for 2 weeks

3rd miss-Termination

◦ Very effective for reinforcing scanning critiques.

Vigilance Evaluation

Nicole Van Winkle

nvanwinkle@rivcoparks.org

Cheryl Salazar

cherylsalazar@rivcoparks.org

(951)360-1974

Questions?