Course

using any decision-making process to work through a problem in small groups

describe different ways people make decisions (flip a coin, choose whatever benefits them, follow a decision-making model, etc.)

list the pros and cons for each decision-making model

describe how to avoid falling into traps (cons) of each decision-making method

work through a problem in small groups

describe what steps the group used to work through the problem (define the problem, gather information about the problem, list possible solutions, select and implement a solution, evaluate the solution)

working through a problem using the critical-thinking process steps in small groups

describe what critical thinking is and what it means to law enforcement officers

refer back to the steps the small groups took when solving the first problem and create a list of common steps used in the critical thinking process

discuss what might cause someone to get off course when working through these steps (pitfalls)

use the critical thinking steps to work through a problem in small groups

describe the purpose of a learning activity worksheet and list the information that should be provided

discuss the purpose and activities of the RESPOND model

discuss what each letter of the RESPOND model stands for

list the activities that need to be accomplished under each step of the RESPOND model

R - Report: Become aware, plan response, arrive/assess, alarm/inform

E - Evaluate: Look for dangers, determine back up needs, enter when appropriate/tactically sound

S - Stabilize: Subject(s) and scene

P - Preserve: Life (conduct an initial medical assessment – as trained, treat to level of training, continue to monitor the subject(s)), evidence

O - Organize: Coordinate additional responding units (if necessary), communicate with dispatch and others, and organize the collection of evidence (if appropriate)

N - Normalize: Provide long-term monitoring (if appropriate), restore the scene to normal, return radio communications to normal

D - Document/Debrief: Debrief self/others, other responding personnel, subject(s), other persons, and document incident appropriately

apply the RESPOND model to simulated crime scenes

work through a written scenario in a small group

describe the actions they would take under each step of the RESPOND model as they apply the steps to the written scenario

debrief and document an incident

explain who they would debrief on the scene and explain what they would say

document the actions at the scene in a written narrative

communicate information to dispatch in various simulated scenarios such as a license plate check, driver license/ID check, checking for wanted persons

discuss why radio communication is important to law enforcement officers

display knowledge of the the phonetic alphabet

show how law enforcement radios work

performs a physical inspection of the battery and checking external devices such as the microphone, antenna, ear piece, etc., to ensure they are in good shape and working properly

completes a radio check to ensure the radio is working properly

discusses the various duties dispatchers are responsible for to help understand how their interaction with officers is important

explain why everyone should use plain language versus ten-codes over the radio so there is no misunderstanding what each party means (ten-codes can vary from county to county)

describe basic radio communications concepts (listen before you talk, keep it brief, keep it simple, enunciate, never guess what was said, do not “click” for a response, slow your rate of speech, discuss etiquette of who talks when, key/hesitate/talk, speak across the microphone (do not put your mouth right up on it – hard to understand), and be aware of background noise)

discuss how emergencies and pursuits are handled over the air (who has priority)

view and discuss law enforcement radio systems and their limitations

discuss the differences and limitations of various radio systems (simplex, repeater, talk around, or “direct,” 800mHz, and trunking or conventional radio systems)

identify alternate modes of communications if they lose radio communications

navigate through TraCS

log into TraCS 10 and updates the user information

review the forms manager screen

explain the buttons located on the ribbon menu in the forms manager screen

receive an overview of the forms viewer screen

explains the buttons located on the ribbon menu in the forms view screen

use and arrange the buttons on the quick add menu

group forms in the form manager by dragging and dropping column headers

add a new form, import information from a previous form and endshift forms

set the field default values for an individual user

use hot keys to get to groups or other fields on forms quickly

turn on the night time mode

access the Badger TraCS website through TraCS 10 and add it to their favorite sites

defining key words associated with Wisconsin motor vehicle laws

researching and listing which Wisconsin motor vehicle laws were violated in case-studies presented in class

collect accurate and relevant information to help determine the violation(s)

research appropriate Wisconsin motor vehicle law chapters and statutes

list the appropriate violation based on the information collected; the violation is clearly supported by statute

explain how each element of the statute was violated

define bias-based policing and operation of speed detection devices

define bias-based policing accurately

identify at least four (4) differences between selective traffic law enforcement and bias-based policing

participate in discussions on different types of speed detection devices to become familiar with how RADAR, LIDAR and VASCAR work

identify traffic violations that occur in various scenarios

complete a uniform traffic citation for each violation

collect accurate and relevant information to help determine the violation(s)

identify correct violation(s) based on the information

complete the ELCI in TraCS

directing traffic

select the correct tools and safety equipment (whistle, cones, flares, etc.) to direct traffic

wear personal protective equipment (reflective vests, colored gloves, etc.) when directing traffic

position self correctly in the intersection

give various hand signals to direct traffic

route traffic safely and effectively

follow safety procedures

communicate with others when directing traffic with multiple officers

draw the “chain of survival” diagram and define legal terms relevant to first responders

include a description of each link in the “chain of survival.”  The links include: citizen response, early activation of EMS, first responder care, more advanced out-of-hospital care, hospital care, and rehabilitation

explain the definitions of: standard of care, duty to act, consent, advanced directives, refusal of care, abandonment, negligence, and Good Samaritan laws

simulate safe handling of blood and body fluids

remove gloves with visible liquid (simulating blood and body fluids), without getting any of the visible liquid on their skin

perform the steps of an initial assessment

put on a pair of gloves

complete the steps in the initial assessment starting with the victim face down on the floor

take universal precautions to prevent disease transmission (gloves, breathing barriers, etc.)

tap the victim's shoulder and shout "Can you hear me, are you okay?" to check for consciousness

look, listen, and feel for breathing in the position that you find the victim in

roll the victim as a unit on to their back if they cannot tell if the victim is breathing in the position they find them in

place one hand on the victim's forehead and two fingers under the boney part of the chin and tilt the head back to open the airway

put their ear next to the victim's mouth and looks at the victim's chest to see if there are any signs of breathing

check for the carotid artery with two fingers (not the thumb) to check for a pulse

check for severe bleeding

call for additional resources if they find any life threatening conditions

perform a secondary assessment which includes using SAMPLE (a mnemonic to help you remember the questions to ask).  Signs and Symptoms, Allergies, Medications, Pertinent past medical history, Last oral intake, and Events leading up to the incident

perform the steps to control severe bleeding

put on a pair of gloves

cover the wound with a dressing and apply direct pressure directly to the wound

cover the dressing with a roller bandage, keeping direct pressure on by tying the bandage directly over the wound

add bandages on top of existing bandages as needed to control bleeding

treat for shock

describe care for special situations including care for chest wounds, head and eye injuries, injuries to the face, nosebleed and abdominal injuries

explain the difference between superficial (first degree), partial thickness (second degree), and full thickness (third degree) burns

explain that to care for burns you stop the burning by removing the person from the source of the burn, you cool the burn with cool, running water, you cover the burned area with a loose, sterile dressing, take steps to minimize shock, keep the victim from getting chilled overheated, and comfort and reassure the victim until more advanced medical care arrives

describe the difference between caring for an electrical burn and other types of burns. (Check the scene for safety – source of the electrical burn, do not cool the burn, be aware of cardiac and breathing emergencies, cover the burn with dry, sterile dressings, and treat for shock

perform in-line stabilization on a victim

put on a pair of gloves

call for EMS if the victim cannot move or use the injured area

support the injured area above and below the site of the injury

checks for feeling, warmth and color below the injured area

immobilize and secure the injured area only if the victim must be moved and it does not cause further pain or injury

recheck victim for feeling, warmth and color below the injured area

identify signs and symptoms of a possible head, neck or back injury (changes in consciousness, severe pain in the head, neck, or back, loss of balance, partial or complete loss of movement of any body area, tingling or loss of sensation in hands, fingers, feet or toes, persistent headaches, unusual bumps, bruises, or depressions on the head, neck or back, seizures, blood or other fluids in the ears or nose, heavy bleeding on the head, neck or back, nausea or vomiting, or bruising of the head, especially around the eyes and behind the ears

perform in-line stabilization on a victim in the prone position

perform in-line stabilization on a victim in a sitting position

perform in-line stabilization on a victim in a standing position

create a chart listing sudden illnesses, their symptoms and proper care

list the following sudden illnesses in their chart: stroke, diabetic emergency, seizure, poisoning, heat exhaustion and heat stroke, hypothermia and frost bite, and fainting

chart format looks like the following: in one column list all the illnesses, in the next column list the signs and symptoms, in the last column list how to care for each illness

perform rescue breathing on the appropriate size manikin for an adult, child and infant using a protective mask and gloves

demonstrate the correct hand position to clear an obstructed airway for a conscious adult, child, and infant

clear an obstructed airway for an unconscious adult, child and infant on the appropriate size manikin using a protective mask and gloves

put on personal protective equipment, including gloves and use a protective mask

perform an initial assessment to determine life threatening conditions

perform rescue breathing for an adult; one breath every five seconds using a protective mask.  Check for movement, breathing, and a pulse after two minutes.

perform rescue breathing for a child and infant; one breath every three seconds using a protective mask.  Check for movement, breathing, and a pulse after two minutes.

demonstrate the correct hand position to clear an obstructed airway for a conscious adult, child, and infant

clear the obstructed airway for an unconscious adult or child by re-tilting the head to re-open the airway, attempt two more breaths using a protective mask, if those breaths do not go in, perform five chest compressions in the same hand position as you use for CPR for an adult or child.  Repeat cycles of chest thrusts, foreign object check/removal and rescue breaths until the chest clearly rises.

clear the obstructed airway for an unconscious infant with an obstructed airway, re-tilt the head to a neutral position and attempt two more breaths using a protective mask, if those breaths do not go in, give five chest compressions using the same hand position as you would use for CPR for an infant.  Repeat cycles of chest thrusts, foreign object check/removal and rescue breaths until the chest clearly rises.

perform CPR on an adult, child and infant manikin using a protective mask and gloves

perform two-rescuer CPR on an adult, child and infant manikin using protective masks and gloves

passing the written test on rescue breathing, choking and CPR with a score of 80% or higher

put on personal protective equipment, including gloves and use a protective mask

perform an initial assessment to determine life-threatening conditions

perform CPR on an adult if there is no breathing and no pulse.  Complete cycles of 30 chest compressions and 2 breaths.

perform CPR on a child or infant if there is no breathing and no pulse.  Complete cycles of 30 chest compressions and 2 breaths using a protective mask.

perform two-rescuer CPR for an adult at a rate of 15 compressions and 2 breaths. Change positions at least once.

perform two-rescuer CPR at a rate of 15 compressions to 2 breaths for a child or infant.  Change positions at least once.  For an infant use the thumbs around the waist technique to deliver compressions.

continue CPR until another trained rescuer arrives and takes over, until an AED becomes available, you are too exhausted to continue, the scene becomes unsafe, or obvious signs of life are detected

reference written information provided by the instructor on cardio-cerebral resuscitation in accordance with Wis. Stat. 146.555

score 80% or higher on the written CPR test

using an AED on an adult manikin with CPR in progress

written test on AED

put on personal protective equipment, including gloves and have a protective mask available

set up the AED and moves bystanders away from the area

open the victim's shirt, dries off the chest area where the AED will be applied

stop CPR when ready to apply the pads

apply one pad to the victim's upper right chest and one pad to the lower left chest creating a diagonal line between the pads that travels through the area where the heart is located

allow the AED to analyze the heart rhythm, ensuring no one is touching the victim by having everyone raise their hands and stating "EVERYONE STAND CLEAR."  Allow the AED to analyze the rhythm to determine if a shock is needed.

when no shock is advised, instruct the first responder to continue CPR while leaving the AED on and attached to the victim

if a shock is advised, ensure no one is touching the victim or any conductive services and repeat "EVERYONE STAND CLEAR" and has everyone raise their hands.  Once the AED is charged and ready to shock the victim, announce that s/he will be "shocking" the victim to ensure no one else is accidentally shocked.

continue to allow the AED to analyze and then, if necessary, shock the victim two more times.  Continue this cycle of three shocks for no more than a total of nine shocks.  Perform  5 cycles of CPR in between each set of three shocks.

if the victim's heart does not convert after nine shocks, continue CPR until an ambulance arrives and takes over

pass the written AED test with a score of 80% or higher

discuss steps for calling for medical flight support

discuss critical incident stress

final written First Aid Test

discuss situations that warrant medical flight support, steps for arranging the support and steps at guiding a flight for life into a clear area near the scene

list common emotions or behaviors that accompany critical incident stress

discuss methods to reduce stress and actions that should be taken if a person is experiencing critical incident stress

pass the final written First Aid test with a score of 80% or higher

recognize a person suffering from an opioid overdose, safely respond to and provide basic life support, and prepare and deliver at least one (1) dose of Naloxone (Narcan) if indicated in a scenario setting (mandatory for recruits)

recognize the signs and symptoms of an opioid overdose

activate EMS when they recognize and opioid overdose

take safety precautions and safeguard other responders when responding to an opioid overdose

provide basic life support (CPR/AED) as needed

prepare and deliver at least one dose of Naloxone if indicated

determine if additional Naloxone should be administered

set fitness and health goals

create and maintain a fitness/wellness journal

recognize the purpose of, and how to use, fitness and nutritional journals (can be online)

set a specific improvement goal they want to achieve on the fitness assessment taken at the end of the recruit academy

set specific health goals (for example, quit smoking, give up fast food, etc.) that they want to achieve by the end of the recruit academy

set specific weight loss, or maintenance goals, they want to achieve by the end of the recruit academy

develop an individual fitness plan

participate in a physical fitness program

explain how being fit enhances his/her effectiveness as a law enforcement officer

compare and contrast various fitness programs to determine what type of program will help his/her reach his/her fitness goals (examples: local gym programs, P90X, CrossFit, etc.)

develop a physical fitness routine that he/she will follow to help them improve their physical fitness assessment results by the end of the recruit academy

assess their own performance throughout the recruit academy and adjust their physical fitness plan to reach their end-of-academy goals as necessary

journal eating and drinking habits

develop a nutrition plan that he/she will follow while at the recruit academy

assess their progress throughout the recruit academy and adjusts his/her nutrition and health plans as needed to meet his/her health goals by the end of the academy

discuss how he/she can maintain a healthy diet while eating on the road (eating at restaurants) or working various shifts