FDLE High Liability Curriculum, Vol. 2, 2023 PDF

CPID 916791 FDLE High Liability Curriculum, Vol. 2, 2023 edition Xanedu OriginalWorks Custom Book 4 2023 FDLE High Liability Curriculum, Vol. 2, 2023 edition Custom Book 4 THIS PRINT COURSEPACK AND ITS ELECTRONIC COUNTERPART (IF ANY) ARE INTENDED SOLELY FOR THE PERSONAL USE OF PURCHASER. ALL OTHER USE IS STRICTLY PROHIBITED. XanEdu™ publications may contain copyrighted materials of XanEdu, Inc. and/or its licensors. The original copyright holders retain sole ownership of their materials. Copyright permissions from third parties have been granted for materials for this publication only. Further reproduction and distribution of the materials contained herein is prohibited. WARNING: COPYRIGHT INFRINGEMENT IS AGAINST THE LAW AND WILL RESULT IN PROSECUTION TO THE FULLEST EXTENT OF THE LAW. THIS COURSE PACK CANNOT BE RESOLD, COPIED OR OTHERWISE REPRODUCED. XanEdu Publishing, Inc. does not exert editorial control over materials that are included in this course pack. The user hereby releases XanEdu Publishing, Inc. from any and all liability for any claims or damages, which result from any use or exposure to the materials of this course pack. HIGH LIABILITY 2 FLORIDA BASIC RECRUIT TRAINING PROGRAM 2023.07 FLORIDA BASIC RECRUIT TRAINING PROGRAM: HIGH LIABILITY VOLUME 2 Florida Basic Recruit Training Program: Volume 2 © 2023 by the Florida Department of Law Enforcement (FDLE). All rights reserved. ISBN 13: 978-1-71147-163-1 Disclaimer FDLE makes a sincere effort to ensure accuracy and quality of its published materials; however, no warranty, expressed or implied, is provided. FDLE disclaims any responsibility or liability for any direct or indirect damages resulting from the use of the information in this course or products described in it. Mention of any product does not constitute an endorsement by FDLE of that product. All referenced persons, places, or situations are intended to be fictional, unless otherwise stated. Any resemblance to real persons, places, or situations is coincidental. The training in this course is provided to familiarize students with issues that may involve high liability and/or high stress. FDLE urges students to ensure that their practices are correct in accordance with their agencies’ policies and procedures. Employing agencies are solely responsible for guiding their employees’ actions in actual situations. Acknowledgments This project is a collaboration between the Florida Department of Law Enforcement, Criminal Justice Standards and Training Commission Certified Training Schools, other state and local agencies, and volunteers. We extend our sincere appreciation to the agencies of the Florida Criminal Justice System that allowed their members to assist in the development of this training program. Cover art by Rob Bates, FDLE Illustrations by Rob Bates, FDLE Published by XanEdu Publishing, Inc., 17177 Laurel Park Dr., Suite 233, Livonia MI, 48152 Table of Contents Florida Basic Recruit Training Program: High Liability, Volume 2 Chapter 1: Law Enforcement Vehicle Operations / 1 Unit 1: Vehicle Inspection / 3 Lesson 1: Exterior, Under the Hood, and Interior Vehicle Inspection / 3 Unit 2: Proactive Driving Skills / 7 Lesson 1: Hazard Detection and Observation Skills / 7 Lesson 2: Road and Weather Conditions / 10 Lesson 3: Proactive Measures / 12 Unit 3: Principles of Driving / 15 Lesson 1: Handling Characteristics / 15 Lesson 2: Steering the Vehicle / 20 Lesson 3: Braking Techniques / 22 Lesson 4: Vehicle Cornering / 24 Lesson 5: Vehicle Backing / 25 Unit 4: Lights and Sirens / 26 Lesson 1: Night and Subdued Light Driving / 26 Lesson 2: Operating in Emergency Mode / 28 Lesson 3: Pursuit Considerations / 30 Chapter 2: First Aid for Criminal Justice Officers / 35 Unit 1: Prepare to Respond to a Medical Emergency / 37 Lesson 1: Introduction to First Aid / 37 Lesson 2: Legal and Ethical Issues / 39 Lesson 3: Patient Communication / 44 Lesson 4: Human Body / 47 Lesson 5: Infection Control Basics / 50 Table of Contents / iii Unit 2: Respond to a Medical Emergency / 58 Lesson 1: Scene Size-Up / 58 Lesson 2: Patient Assessment / 60 Lesson 3: Moving Patients / 67 Lesson 4: Mass Casualty Incidents and Triage / 80 Lesson 5: Providing Care While Under Threat / 83 Unit 3: Trauma-Related Medical Issues / 90 Lesson 1: Shock / 90 Lesson 2: Soft-Tissue Injuries and Bleeding / 92 Lesson 3: Puncture Wounds / 99 Lesson 4: Spinal, Head, and Neck Injuries / 103 Lesson 5: Chest, Abdominal, and Genital Injuries / 108 Lesson 6: Extremity Injuries / 112 Lesson 7: Burns / 114 Unit 4: Medical Issues / 118 Lesson 1: Substance Misuse Complications / 118 Lesson 2: Diabetes and Seizures / 123 Lesson 3: Asthma, Heart Attack, and Stroke / 126 Lesson 4: Heat- and Cold-Related Injuries / 129 Lesson 5: Abdominal Pain and Poisoning / 132 Lesson 6: Assisting in Childbirth / 136 Chapter 3: Criminal Justice Firearms / 141 Unit 1: Firearms Safety / 143 Lesson 1: Firearms Safety Procedures / 143 Lesson 2: Use of Deadly Force / 147 Unit 2: Ammunition / 149 Lesson 1: Ammunition Identification and Maintenance / 149 Unit 3: Semiautomatic Pistol / 152 Lesson 1: Familiarization / 152 Lesson 2: Drawing and Holstering / 158 Lesson 3: Loading, Unloading, and Reloading / 162 Lesson 4: Malfunctions / 165 Lesson 5: Fundamentals of Marksmanship / 171 iv / Table of Contents Lesson 6: Flashlight Principles / 176 Lesson 7: Cleaning / 179 Unit 4: Survival Shooting / 182 Lesson 1: Cover and Concealment / 182 Lesson 2: Drawing and Reloading With One Hand / 186 Lesson 3: Response to Active Threat and Shooter Incidents / 188 Chapter 4: Criminal Justice Defensive Tactics / 191 Unit 1: Introduction / 193 Lesson 1: Overview of Defensive Tactics Program / 193 Lesson 2: Preparation for Defensive Tactics Training / 194 Unit 2: Use of Force / 208 Lesson 1: Force Guidelines / 208 Lesson 2: Survival Stress Reaction / 217 Unit 3: Defensive Tactics Techniques / 222 Lesson 1: Fundamental Principles of Defensive Tactics / 222 Lesson 2: Communication and Commands / 224 Lesson 3: Threat Assessment and Response / 225 Lesson 4: Pressure Points / 233 Lesson 5: Escorts and Transporters / 238 Lesson 6: Restraint Devices / 243 Lesson 7: Frisks and Searches / 252 Lesson 8: Blocks and Strikes / 257 Lesson 9: Takedowns / 270 Lesson 10: Upright Grappling and Body Hold Escapes / 277 Lesson 11: Vascular Neck Restraints / 290 Lesson 12: Ground Control / 292 Lesson 13: Impact Weapons / 304 Lesson 14: Chemical Agents / 309 Lesson 15: Weapon Retention / 313 Lesson 16: Handgun Defense / 318 Lesson 17: Defense Against Edged Weapons / 320 Lesson 18: Deadly Force Techniques / 326 Table of Contents / v Chapter 5: Conducted Electrical Weapon/Dart-Firing Stun Gun / 327 Use of the Conducted Electrical Weapon / 329 Chapter 6: Criminal Justice Officer Physical Fitness Training / 339 Fitness Training / 341 Glossary / 351 References / 364 Index / 367 vi / Table of Contents Preface The mission of the Florida Criminal Justice Standards and Training Commission is to ensure that all citizens of Florida are served by criminal justice officers who are ethical, qualified, and well-trained. The Commis- sion certifies officers who complete a Florida Basic Recruit Training Program and gain sworn employment through a Florida criminal justice agency, or who are diversely qualified through experience and training and who meet minimum employment standards. As staff for the Commission, the Florida Department of Law Enforcement (FDLE) Professionalism Division is responsible for establishing and maintaining officer training programs. Criminal Justice officer training is conducted at Commission-certified training schools housed in Florida criminal justice agencies, community and state colleges, and vocational technical schools. By statute, entrance into the basic recruit training pro- grams for law enforcement and correctional officers is limited to those who have passed a basic skills ex- amination and assessment instrument, which is based on a job task analysis in accordance with s. 943.17(1) (g), F.S. The same job analysis process is used to develop job-related training and performance standards for basic recruit training. Hundreds of officers, residents, and instructors have participated in the develop- ment of the officer job analysis and training curricula. The FDLE Professionalism Division is responsible for ensuring that officer training remains job-related, val- id, and up-to-date. Through an annual review and revision of basic recruit training curricula, the Commis- sion ensures that basic recruit graduates are prepared for sworn employment with state or local criminal justice agencies in Florida. Preface / vii 1 Law Enforcement Vehicle Operations Unit 1: Vehicle Inspection Lesson 1: Exterior, Under the Hood, and Interior Vehicle Inspection / 3 Unit 2: Proactive Driving Skills Lesson 1: Hazard Detection and Observation Skills / 7 Lesson 2: Road and Weather Conditions / 10 Lesson 3: Proactive Measures / 12 Unit 3: Principles of Driving Lesson 1: Handling Characteristics / 15 Lesson 2: Steering the Vehicle / 20 Lesson 3: Braking Techniques / 22 Lesson 4: Vehicle Cornering / 24 Lesson 5: Vehicle Backing / 25 Unit 4: Lights and Sirens Lesson 1: Night and Subdued Light Driving / 26 Lesson 2: Operating in Emergency Mode / 28 Lesson 3: Pursuit Considerations / 30 1 LAW ENFORCEMENT VEHICLE OPERATIONS 1 Unit 1: Vehicle Inspection Lesson 1: Exterior, Under the Hood, and Interior Vehicle Inspection Lesson Goal At the end of this lesson, you will know guidelines for properly inspecting your assigned vehicle. Operating a motor vehicle in a law enforcement setting is a dynamic and challenging task. The ability to drive in emergency mode, communicate with dispatch, and remain aware of the actions of other drivers presents complexities not experienced in normal driving. This course is designed to help officers under- stand a vehicle’s limits, as well as their personal limits. An officer’s awareness of the effects of physiological and psychological stressors on their driving is critical. Officers should also understand how the public views them as drivers. This course will help you develop the skills required to operate a motor vehicle safely. The Basics of Vehicle Inspection There are guidelines for properly inspecting your assigned vehicle. During an inspection, you will check the proper fluid levels, hoses, electrical wiring, belts, and tires. You should also inspect the vehicle interior and exterior. Most agencies have an inspection form that all officers are required to complete when they use an agency vehicle. The form helps officers remember what equipment must be inspected and allows them to report failing equipment. Each agency has its own policies or procedures for handling failing equipment. Some agencies may require officers to complete a report detailing the problem. Others may require officers to handle some problems themselves, such as changing a tire or a bulb or adding fluids, or to notify a particu- lar shop that will repair the vehicle. The comments section on the inspection form is useful for all these purposes. Exterior Vehicle Inspection It is essential to inspect a vehicle before taking control of it and operating it on the road. You will drive your law enforcement vehicle in extreme conditions, unlike the conditions in which you would drive a personal vehicle. Therefore, before using the vehicle, you must locate any potential problems so they can be repaired. For personal safety, perform inspections before and after every use of the vehicle. When you fail to inspect a vehicle properly, you may miss potential safety hazards. Failing to complete an inspection may violate agency policies. There is potential for liability if something happens because of a vehicle problem, espe- cially if inspection and correction could have prevented that problem. Chapter 1 Law Enforcement Vehicle Operations / 3 Before using a vehicle, inspect its exterior to identify any damage. Conduct a quick visual examination of the vehicle’s body and undercarriage and look for the following: scratched paint that may be the result of contact with an object or intentional damage dents that are more obvious signs of contact with another object, perhaps a vehicle missing or broken light covers that can present a hazard to other drivers and may be a traffic violation damaged or malfunctioning emergency equipment, such as a siren, light bar, or other emergency lights that could prevent operating the vehicle in emergency mode broken or cracked glass that could injure you and impair vision broken or cracked mirrors that could impair vision a dirty windshield that could impair observation ability foreign objects, such as tree limbs and road debris trapped under the vehicle, that could cause serious problems if they strike one of the vehicle’s moving parts foreign objects on the undercarriage other than natural objects or road debris, for example, a potentially harmful device such as an explosive. (If an explosive or other harmful device is de- tected, back away from the vehicle and contact the appropriate personnel as designated by your agency’s policies and procedures.) fluid leaks visible on the ground under the vehicle Tires and Rims Inspection of the vehicle’s exterior also includes its tires and rims. Tires should be checked for uneven wear that may result from improper balance or alignment, over inflation, or under inflation. These problems can make a vehicle difficult to handle. Tire inflation is measured by PSI (pounds per square inch). Proper PSI en- sures tires are inflated at or above the manufacturer’s recommended level. You can find the recommended PSI on your vehicle’s doorjamb. If tire wear bars are even with the tread surface, the tires will not dissipate fluids. Embedded foreign objects can deflate or blow out a tire. Do not pull out the object; instead, have the dealer or maintenance personnel handle the removal. The dealer or maintenance personnel should also look at any bulges on the sidewall. Cuts in a tire can cause a blowout and should be observed and ad- dressed. You should also inspect the rims on the vehicle for dents, cracks, or damage to the bead. If the front tire fails, the vehicle may lose traction. You may have difficulty steering, feel vibration in the steering wheel, and feel the vehicle pulling in the direction of the affected tire. If the rear tire fails, the vehicle may also lose traction and pull in an unpredictable direction. ; HL111.1. Check the operational readiness of the exterior of the vehicle 4 / Florida Basic Recruit Training Program (HL): Volume 2 Under the Hood A good-looking exterior does not guarantee proper vehicle operation. Do not drive your vehicle without also checking under the hood. Make sure that all vehicle fluids are at the manufacturer’s recommended levels before driving the vehicle. The fluid levels you should check include: engine oil transmission fluid brake fluid power steering fluid coolant reservoir windshield washer fluid Hoses, wires, and belts are essential for the safe operation of the vehicle and should be inspected each day before operating the vehicle. Check belts for fraying, cuts, cracks, and gouges. Examine hoses for dry rot, cracks, holes, bulges, and leaks. Check wires for fraying, corrosion, cracked or missing insulation, and exposure. ; HL111.2. Check the fluid levels, hoses, wires, and belts The communications and emergency equipment installed in a law enforcement vehicle puts a tremendous strain on the battery. Check the battery for proper operation. The inspection should include terminal con- nections, water level (if applicable), and signs of damage to the battery’s exterior. Interior Vehicle Inspection Before using a vehicle, inspect its interior. This is essential to ensure safe operation while driving. For ex- ample, loose items like briefcases, flashlights, and coffee cups travel at the same speed as the vehicle. If you must stop abruptly, unsecured items become severe hazards in the vehicle. Make sure all equipment is stowed and properly secured. ; HL111.3. Inspect the interior of the vehicle to make sure that items are functioning and secured properly Always check seats for tears or other damage. Before and after every shift and after every transport, check under the back seat for possible weapons or contraband a suspect may have left in the car. Check seat belts for fraying and binding and make sure the clasps lock properly. Test headlights, interior lights, turn signals, and hazard flashers to ensure that they operate normally. Also check the rearview mirror to see if it is se- curely attached or if it is cracked or broken. ; HL111.4. Inspect the rear seat compartment to locate all visible damage, weapons, and contraband Test communications equipment to make certain that you can make and receive radio transmissions. Make sure that manual or electric windows and door locks operate properly. Observe gauges for visible damage Chapter 1 Law Enforcement Vehicle Operations / 5 and see if they react properly to input. The gas and battery gauges should move when the vehicle is turned on. Test emergency equipment (horn, siren, and light bar) to ensure it works properly. After the initial inspection, start the vehicle’s engine, and check windows and doors for proper operation. Be aware of unusual sounds, smells, or other indicators that may warrant further inspection of the vehicle. While the vehicle is running, look under it (standing to the side of the vehicle, not in front of it) to check for leaks that may not be apparent when the engine is not running. After completing this check, you can turn off the engine. ; HL111.5. Start the vehicle to check for operational readiness Rear Cargo Area/Trunk Open the rear cargo area, trunk, or truck bed and inspect its contents. Inside should be a spare tire, vehicle jack, tire tool, and assorted equipment for use on duty (usually issued by your agency). Ensure that all the rear cargo area contents are properly restrained; shifting equipment may damage the vehicle or change the way it handles. Long and protruding equipment (long guns, long-handled tools, and equipment) must be stored across the width of the rear cargo area (side to side, not front to back). This will eliminate protrusion into the passenger compartments or the gas tank in a rear-end collision. 6 / Florida Basic Recruit Training Program (HL): Volume 2 1 Unit 2: Proactive Driving Skills Lesson 1: Hazard Detection and Observation Skills Lesson Goal At the end of this lesson, you will understand and develop enhanced observation and driving skills to assist in operating the vehicle. Enhanced observation and driving skills will help you when driving agency vehicles and carrying out your duties. While you cannot predict every driver’s actions or what hazards you may encounter, you must be prepared to react. The National Highway Traffic Safety Administration’s guide, Countermeasures That Work, lists the following tips you should follow to prevent accidents: Learn to recognize driving situations that can be hazardous. Assume other drivers will make errors. Adjust speed, position, direction, and attention to be able to maneuver safely if a hazard develops. Scan far enough ahead to be able to react safely to approaching situations. Scan frequently to the side and rear for passing or approaching vehicles. Scan thoroughly before changing speed or direction. ; HL121.1. Identify driving tips for preventing accidents Be prepared to react to another driver’s actions or to road hazards. You must use your senses to detect and verify a potential hazard or problem. If you determine that a safety hazard exists, pull the vehicle off the road to a safe location and notify dispatch (also known as the public safety telecommunicator). Always follow your agency policies and procedures for handling a vehicle problem. ; HL121.2. Detect potential hazards through the use of the senses Chapter 1 Law Enforcement Vehicle Operations / 7 Vision Vision supplies about 90% to 95% of incoming data to a driver and helps with detecting and avoiding haz- ards. Several components of vision may affect the ability to operate and control a vehicle: acuity—sharpness of vision depth perception—the ability to judge distance and perceive space to determine how far away an object is peripheral vision—the ability to see above, below, and to the sides (a person who is in a station- ary vehicle and who has good peripheral vision can see about 180º from side to side) color vision—the ability to distinguish colors night vision—the ability to see clearly in darkness ; HL121.3. Identify the importance of vision in identifying potential hazards Environmental and physical conditions, alertness, and aging are factors that affect vision. You should get your eyesight checked regularly and correct any vision problems with lenses before operating any vehicle. Other factors, including vehicle speed and glare from the sun or other lighting sources, may also have an impact on your ability to see. Window tinting in law enforcement and other vehicles can reduce general visibility. Keep in mind that approaching a vehicle with heavily tinted windows is a safety hazard for law enforcement. You may frequently encounter a variety of road hazards. Pedestrians crossing streets at unlikely points may require a driver’s immediate action. Bicyclists and motorcyclists share traffic lanes with other vehicles and sometimes fall. Skateboarders and roller skaters can also experience falls. Striking large animals poses obvious risks to vehicles and drivers, as does suddenly stopping or swerving to avoid smaller animals, which may cause worse damage than hitting them. Animals most active at dusk or night, such as opossums, rac- coons, and armadillos also present risks. Improperly parked vehicles that block the roadway and vehicles that suddenly pull into traffic or obstruct vision are other dangers. Roadway obstructions and surface flaws or damage, and debris or fluid, are safety threats. ; HL121.4. Describe encountered hazards Hearing The sense of hearing helps you locate the source of sounds that may indicate a problem with a vehicle, a suspicious incident, or a crime. Several factors can make the source of a sound difficult to find, such as whether the driver’s windows are open or closed or whether there are surrounding buildings. When you are unsure where a noise is coming from, visually scan the surroundings to help you locate the source and direction of the sound. Driving with the driver’s side window down helps you hear and see hazardous situ- ations, such as people who need help, crimes in progress, or suspicious activity. Driving with the window down also helps alert you to other emergency vehicles, such as fire trucks, rescue vehicles, and law en- forcement responding to the same scene. 8 / Florida Basic Recruit Training Program (HL): Volume 2 Smell You can use your sense of smell to detect many problems. If you detect an unusual odor while operating a vehicle, determine whether the odor is coming from the patrol vehicle or from outside. Look for smoke or other indicators of the odor’s source. If the odor is not as readily identifiable as smoke, gasoline, or pro- pane, exit the vehicle and call for additional resources to investigate. Unusual odors may indicate unusual hazards. You should be clear of those hazards before continuing to investigate. Be aware that a fire can start if the vehicle is left running while parked over a grassy area for an extended period of time. This is usually caused by the extreme heat from a catalytic converter. The odor of bitter smoke is usually the first sign of a grass fire. Touch Touch can help you detect problems that affect vehicle operation and control. For example, if you feel the steering wheel vibrating excessively, the vehicle may have a steering or tire problem. If the steering wheel pulls in one direction, the vehicle may have an alignment problem. What you feel in your hands, feet, and other parts of the body provides feedback about the vehicle’s handling. When you are driving and sense something unusual, you should determine whether it is a safety concern by applying the brake pedal to verify that the brakes work, checking the steering, and looking for smoke or signs of an engine fire. Observation Skills Several techniques can enhance your ability to be a keen observer aware of your surroundings. Driving at or below the posted speed limit is helpful for observing and responding appropriately to the environment. Making adjustments to your meal times and lifestyle will help you be more alert on the job. Some adjust- ments include eating smaller meals more frequently throughout the day and getting enough rest and sleep before a shift to avoid drowsy driving. ; HL121.5. Describe techniques that can enhance or impede awareness Some temporary factors can weaken a driver’s observation skills. These include stress, emotions, fatigue, and frequent shift changes. Prescription and over-the-counter drugs and poor driving habits can also have an effect on observation skills and reaction times, resulting in inattention, loss of control, and even crashes. ; HL121.6. Identify temporary factors that may impact observation Medical conditions such as high blood pressure, diabetes, heart conditions, or epilepsy may also impair observation skills. ; HL121.7. Identify medical conditions that may impact observation Chapter 1 Law Enforcement Vehicle Operations / 9 1 Unit 2: Proactive Driving Skills Lesson 2: Road and Weather Conditions Lesson Goal At the end of this lesson, you will understand and be able to prepare for potential hazards that you are likely to encounter due to road and weather conditions. Officers are likely to encounter potential hazards due to road and weather conditions that can affect a vehicle’s operation. Observation skills and techniques can help officers spot and react to potential road hazards. You will encounter road surface abnormalities that can be hazardous if you do not know how to handle or correct the hazard. Such hazards include construction areas, other vehicles, intersection debris, fluids, wet surfaces, or standing water. When you see fluid on the road, slow down and try to avoid driving over or through the hazard. Potholes and sinkholes, curbs, and railroad tracks can be hazardous, especially if you encounter them un- expectedly. When you cannot avoid striking or driving over an obstacle, try to strike it at a slight angle with free rolling tires. If two or more vehicle tires roll from a paved surface onto an unpaved surface, you should not attempt to return to the paved surface by abruptly turning the steering wheel. This can cause the ve- hicle to flip or cross several traffic lanes. Instead, decelerate and steer as straight as distance allows. After reducing speed, firmly grip the wheel and steer smoothly and steadily back onto the roadway. ; HL122.1. Identify corrective action to take when encountering a road or weather hazard Variable Road Surfaces You should always watch the road, look ahead, and try to anticipate what kind of traction your tires will have on the surface they are approaching. While driving, you may encounter concrete, asphalt, clay, dirt, gravel, sand, or brick roadways. Vehicles respond differently to each of these surfaces, and you need to practice driving on each of them to know how your vehicle drives under those conditions. Weather In Florida, you are likely to encounter rain, fog, wind, and extremely bright sunshine. As a law enforcement officer, you may have to be on the road when most other people would be able to avoid it, such as during heavy storms. Because you may have to respond to an emergency during bad weather, you need to learn how to drive safely in all types of weather. You also need to understand how weather can affect your ve- hicle’s performance. Rain and wind are the weather conditions that are most likely to affect your vehicle’s performance in Florida. Brakes often become wet when driven through deep water or heavy rain. Rain can cause a vehicle to lose traction and skid out of control. Even a small amount of rain can cause a car to float off the road. 10 / Florida Basic Recruit Training Program (HL): Volume 2 Though they are designed to disperse water, tires sometimes hydroplane. They pull to one side or the other or may not hold at all. Try to avoid driving through water. Standing water can be deeper than you think and can cause mechanical malfunctions. Extreme wind may also affect the performance and handling of the vehicle; you should keep in mind that heavy winds can blow other drivers off course or cause tree limbs or other debris to fall into your path. Chapter 1 Law Enforcement Vehicle Operations / 11 1 Unit 2: Proactive Driving Skills Lesson 3: Proactive Measures Lesson Goal At the end of this lesson, you will be able to identify types of crashes and know techniques for avoiding them. Officers should be able to identify types of crashes and master techniques for avoiding them. Sometimes, another driver’s actions or an officer’s failure to recognize a hazard makes a crash unavoidable. An example is a vehicle that pulls out suddenly, forcing the officer to take evasive action to avoid a collision. Officers should be especially careful at intersections, as they represent the single greatest threat to safe vehicle operation. Some frequently occurring crashes include: sideswipes right-angle collisions at intersections collisions with fixed objects accidents caused by improper backing head-on collisions rear-end collisions ; HL123.1. Identify types of frequently occurring crashes You can take several measures to avoid a crash. You might take your foot off the accelerator to decrease speed, use evasive maneuvers, or apply the brakes. Steering to a safe location in the direction you want to go is also a good tactic for avoiding a crash. ; HL123.2. Demonstrate crash avoidance techniques Seat Belt Usage Whether it is a standard lap and chest belt or a tactical harness, you must always wear your seat belt. The Florida Safety Belt Law (s. 316.614, F.S.) requires that: any person operating a motor vehicle must be restrained by a safety belt. any person 18 years of age or older who is a passenger in the front seat of a motor vehicle must be restrained by a safety belt when the motor vehicle is in motion. each passenger and operator of the vehicle under the age of 18 must be restrained by a safety belt or by a child restraint device pursuant to section 316.613, F.S. 12 / Florida Basic Recruit Training Program (HL): Volume 2 There are exceptions to this law, but almost all passengers are required to be strapped in during transport. Your agency policies will mirror this law. Seat belts are a primary safety device. Do not rely on the airbags. The seat belt may save your life. Avoiding Head-On Collisions If a vehicle is moving toward you in the lane of travel, examine your surroundings for potential obstacles as you act to avoid a collision or attempt to reduce its effects. You can also reduce speed to increase the time to react. Driving to the right gives the other vehicle more space and puts you in position to drive off the road if necessary. Finally, you can drive off the road to avoid the collision. If an oncoming vehicle forces you off the road, you can potentially reduce the chances of injury by attempt- ing to select what to hit (items listed from least to most dangerous): soft objects (bushes, small trees, or fences) objects moving in the same direction (including another vehicle) a fixed object (tree, sign, or parked car) If you cannot avoid hitting a fixed object or an oncoming vehicle, you should hit the object with the side of the vehicle rather than head on, glancing off the object or vehicle. ; HL123.3. Identify possible actions to take to avoid injury or further vehicle damage Three-Second Rule The three-second rule establishes a minimum safe following distance for all vehicles and provides space and time for the driver to react to potential hazards. This rule applies at the posted speed limit when weather and road conditions are good. Use the three-second rule at any speed to determine if you are a safe distance from the car in front of you. Figure 1-1: Three-second rule Chapter 1 Law Enforcement Vehicle Operations / 13 To follow the principles of the three-second rule, watch the vehicle traveling in the same direction in front of you as it passes a fixed point, then count off the seconds it takes the patrol vehicle to reach the same fixed point. Count the seconds saying, “one thousand one, one thousand two, one thousand three.” If the patrol vehicle reaches or passes the fixed point before counting the three seconds, choose another fixed point and count again. You should make sure your vehicle passes the fixed point after counting three sec- onds. This means you are following at a safe distance. Six-Second Rule Under poor road conditions or in bad weather, use the six-second rule. Its principles are the same as those of the three-second rule, except that six seconds are counted after the vehicle ahead passes a fixed object. Events and situations that call for the six-second rule include traveling at higher than normal rates of speed, driving during emergency responses, or traveling with other responding units. Inclement weather, fog, and smoke also require the six-second rule. Also, oncoming headlights, streetlights, hazards and debris, and construction areas all make for situations that call for application of the six-second rule. Figure 1-2: Six-second rule ; HL123.4. Describe techniques and principles to enhance driver awareness, including the three- second and six-second rules 14 / Florida Basic Recruit Training Program (HL): Volume 2 1 Unit 3: Principles of Driving Lesson 1: Handling Characteristics Lesson Goal At the end of this lesson, you will understand how physical force affects your ability to control and safely maneuver a law enforcement vehicle. You will also know how a law enforcement vehicle will react to the driver’s input, road conditions, and natural forces. This section explains how physical forces affect your ability to control and safely maneuver a law enforce- ment vehicle. Remember that vehicles react to driver input, road conditions, and natural forces. The tires of most law enforcement vehicles rest on four 6-inch squares (known as the tire contact patch). All the factors just listed affect those four small areas and what happens to the vehicle. Vehicular Motion There are three types of vehicular motion: pitch, roll, and yaw. Pitch occurs during acceleration or braking and causes the transfer of a vehicle’s weight from front to rear or rear to front. Roll occurs when turning. This shifts the vehicle’s weight from side to side. Yaw is the transfer of a vehicle’s weight causing an end- for-end motion resulting in the vehicle turning 180° on a horizontal plane. Stability Vehicular stability affects the degree of pitch, roll, and yaw that a vehicle experiences. A stable vehicle does not pitch and roll as easily as an unstable vehicle. The center of gravity on the most stable vehicle is low and centered, like a Formula One or Indy race car. The higher a vehicle’s center of gravity, the lower its stability. For example, trucks and SUVs are less stable because of their high center of gravity. A vehicle with a wider tracking width, like a military Humvee, is more stable. As a vehicle’s tracking width decreases, so does its stability. Trucks and SUVs are less stable because of their narrow tracking width. Electronic Stability Control (ESC) helps drivers maintain control of their vehicle during extreme steering maneuvers, even when the vehicle nears or exceeds the limits of road traction. A traction control system (TCS) is typically a secondary function of the ESC designed to prevent loss of traction. Weight Transfer and Distribution Equipment and passenger loads affect weight transfer and could change a law enforcement vehicle’s sta- bility. Be sure to load all equipment in such a way as to distribute weight evenly. Weight transfer and distribution occur when the vehicle’s speed changes and influence the vehicle’s handling ability. Weight is distributed only where the tires contact the surface. The more dramatically the brakes or accelerator are applied, the more dramatic the weight transfer and its effects. Chapter 1 Law Enforcement Vehicle Operations / 15 As a driver applies the brakes, weight transfers in the direction the vehicle is traveling—forward or back- ward. This transfer affects the distance it takes to stop the vehicle. When a vehicle accelerates, weight transfers to the rear tires, affecting acceleration and the handling of the vehicle. Weight transfer and dis- tribution also occur when a vehicle changes direction. When a vehicle turns a corner, weight is transferred from one side to the other. The transfer is more noticeable in a van, truck, or SUV than in sedans. This transfer of weight can force the vehicle out of a driver’s travel lane or off the road. In extreme situations, it can cause the vehicle to roll over. ; HL131.1. Explain the importance of braking to a safe speed before entering a turn or corner When a vehicle turns a corner, weight transfers toward the tires on the outside of the turn. The front out- side wheel carries the most weight, while the rear wheel on the outside of the turn carries less, followed by the front wheel on the inside of the turn, and, finally, the rear wheel on the inside of the turn. Because of this diminished steering capability, you should not attempt to brake and steer at the same time. Always brake before turning and then steer into the turn. ; HL131.2. Identify the importance of initiating the steering input before entering a turn or corner Turns A radius is the distance from the center of a circle to the outside. A turn or curve is a portion of a circle. An increasing radius is a turn that gets wider during the turn, much like a circle getting larger. A decreasing radius is a turn that gets tighter during the turn, much like a circle getting smaller. A constant radius is a turn that remains the same throughout, getting neither wider nor smaller. An ex- ample could be a 90° turn, such as a turn made at an intersection. Safely negotiating a tight turn requires less speed and more steering input. ; HL131.3. Identify an increasing, decreasing, and constant radius Corner Negotiating Techniques An apex is the center point of any curve. The apexing technique is how the vehicle is steered in relation to a curve’s apex while maintaining your lane. The vehicle’s position in relation to the curve defines the early, center, or late apexing techniques. ; HL131.4. Describe how to locate the apex The early apexing technique is when the vehicle is steered so it is closest to the inside of the curve before reaching the apex. This technique increases the force enacted on a vehicle moving in a curved path, moving it outward, away from the center of the curve and can cause loss of control. 16 / Florida Basic Recruit Training Program (HL): Volume 2 Figure 1-3: Early apex The center apexing technique is when the vehicle is steered closest to the middle of the curve. Figure 1-4: Center apex Chapter 1 Law Enforcement Vehicle Operations / 17 The late apexing technique is when the vehicle is steered so it passes closest to the inside of the curve after reaching the apex. This technique decreases the force enacted on a vehicle moving in a curved path, reducing the potential for loss of control. The late apexing technique, in most cases, is the best cornering or turning method. It allows the most room for driver error. Figure 1-5: Late apex ; HL131.5. Demonstrate the apexing techniques Steering has a direct relationship with vehicle dynamics, vehicle handling, and traction control. The speed of a vehicle and the forcefulness of steering influence these forces. Speed and steering also greatly affect the weight transfer of the vehicle, which in turn affects the driver’s control of the vehicle. Understeer and oversteer describe certain vehicle movements resulting in a loss of traction by the front or rear tires. You should not confuse the word “steering” in these terms with the actual movement of the vehicle’s steering wheel. However, recovery from these events may require steering input. ; HL131.6. Identify steering as it relates to vehicle dynamics and traction in a turn Understeer is the tendency of a vehicle to turn less sharply than the driver intends. The cause of understeer may be a combination of excessive speed, lack of traction on the steering tires, and improper braking in a turn or curve. A combination of two or more of these errors can cause you to lose control. The correction for understeer is to remove the foot from the accelerator, maintain steering input but not apply brakes, and, if necessary, steer the car to a safe place and stop. ; HL131.7. Identify principles of understeering Oversteer is the tendency of a vehicle to steer into a sharper turn than the driver intends, sometimes with a loss of traction of the rear to the outside. Oversteer generally occurs at higher speeds when the rear tires 18 / Florida Basic Recruit Training Program (HL): Volume 2 lose traction and excessive braking occurs in a turn or curve. The correction for oversteer is to remove the foot from the accelerator and/or brake, steer the car where desired (when the front tires have not lost trac- tion), refrain from applying the brakes, and, if necessary, steer the car to a safe place and stop. ; HL131.8. Identify principles of oversteering Wheel tracking causes the rear wheels to follow a tighter path than the path the front wheels traveled in a turn. ; HL131.9. Identify principles of wheel tracking When trying to avoid a fixed object, you must steer the front of the vehicle wide off the object to prevent the rear wheels from striking it. Applying the correct inputs makes you a more capable driver in both nor- mal and extreme conditions. Figure 1-6: Wheel tracking ; HL131.10. Identify how to control wheel tracking by properly steering around an object Chapter 1 Law Enforcement Vehicle Operations / 19 1 Unit 3: Principles of Driving Lesson 2: Steering the Vehicle Lesson Goal At the end of this lesson, you will know proper hand position and steering techniques. Steering is one of the most important aspects of driving a vehicle. How you sit in a vehicle is also important because it enables you to correctly steer, accelerate, use mirrors, use proper seat position, and brake. ; HL132.1. Identify how to make the necessary adjustments to the vehicle while seated Steering Wheel Grip Hold the steering wheel with a firm yet relaxed grip. The thumbs should rest on the rim of the steering wheel and never hold the wheel too tightly; holding the wheel tightly will cause you to tire more quickly. You must use proper hand position and grip each time you take control of a vehicle. ; HL132.2. Identify how to properly grip the steering wheel Hand Position Facing the steering wheel, the top center of the wheel is in the 12 o’clock position. The bottom center of the wheel represents 6 o’clock. It is recommended that you place your right hand in the 4 o’clock position and your left hand in the 8 o’clock position. This hand position provides quicker response, reduces fatigue, and reduces injury if the air bag deploys. The design of some steering wheels may require a slightly differ- ent hand position. Shuffle Steering After properly adjusting the equipment, place your hands in the required position, and grip the steering wheel correctly. Perform the shuffle steering technique to make a right turn and a left turn. Driving in re- verse does not involve shuffle steering. To turn right, move the right hand into the 12 o’clock position at the top of the steering wheel and pull the steering wheel down in a smooth motion into a right turn: 1. Simultaneously maintain contact with the steering wheel with the left hand, and slide the left hand into the 6 o’clock position. 2. Continue to turn as the hands meet at the 6 o’clock position by gripping with the left hand and loosening the right hand while maintaining contact with the steering wheel with the right hand. Shuffle the wheel from hand to hand, rotating the left hand up toward the 12 o’clock position. 20 / Florida Basic Recruit Training Program (HL): Volume 2 3. Simultaneously maintain contact with the steering wheel with the right hand, and slide the right hand into the 12 o’clock position. 4. Make sure that neither hand crosses the steering wheel’s top (12 o’clock position) or bottom (6 o’clock position). The right hand stays on the right side of the wheel; the left hand stays on the left side of the wheel. To turn left, move the left hand into the 12 o’clock position at the top of the steering wheel and pull the steering wheel down in a smooth motion into a left turn: 1. Simultaneously maintain contact with the steering wheel with the right hand, and slide the right hand into the 6 o’clock position. 2. Continue to turn as the hands meet at the 6 o’clock position by gripping with the right hand and loosening the left hand while maintaining contact with the steering wheel with the left hand. Shuffle the wheel from hand to hand, rotating the right hand up toward the 12 o’clock position. 3. Simultaneously maintain contact with the steering wheel with the left hand, and slide the left hand to the 12 o’clock position. 4. Make sure neither hand crosses the steering wheel’s top (12 o’clock position) or bottom (6 o’clock position). The left hand stays on the left side of the wheel; the right hand stays on the right side of the wheel. It is imperative to use this steering technique, because it helps maintain control of the steering wheel, especially when the caster effect occurs. The caster effect is the tendency for a vehicle traveling forward to straighten from a turn when the driver releases the steering wheel. Using the shuffle steering technique allows the caster effect to work for you rather than against you. The caster effect does not apply when driving in reverse. ; HL132.3. Identify the caster effect Optical Driving and Hand-Eye Coordination Optical driving is looking in the desired direction of travel to avoid an obstacle and to avoid steering in the direction of the obstacle. This is also referred to as eye-targeting. Chapter 1 Law Enforcement Vehicle Operations / 21 1 Unit 3: Principles of Driving Lesson 3: Braking Techniques Lesson Goal At the end of this lesson, you will know proper braking and acceleration techniques. To complete the driving exercise successfully, you must learn and demonstrate the proper acceleration and braking techniques. With proper braking technique, the driver presses the brake pedal with increasing pressure to slow or stop as quickly as possible. When practicing and demonstrating proper braking, do the following: 1. Rotate the right foot from the accelerator to the brake while leaving the heel on the floor. 2. Place the ball of the right foot on the center of the brake pedal. 3. Apply increasing pressure to the brake pedal. 4. Increase pressure on the brake pedal to stop the vehicle in the shortest distance. ; HL133.1. Explain principles of proper braking Anti-lock Braking System (ABS) Enhancement to the conventional braking system called anti-lock braking system (ABS) is now standard equipment on vehicles. This type of motor vehicle braking system electronically prevents the wheels from locking by rapidly applying and releasing the brake while allowing the driver to remain in control of the steering. ABS and non-ABS work alike under normal (gradual) braking pressure. When an emergency (hard or sudden) stop is required, the two systems operate differently. When a driver applies a steady downward pressure to the brake pedal, the computerized ABS automati- cally slows and stops the vehicle. To stop a vehicle equipped with ABS quickly, apply the brakes hard to engage the ABS. You will feel the brake pedal pulsing, which is a normal condition indicating that the vehicle is in ABS mode. Proper Acceleration The following steps explain the proper technique for accelerating a vehicle while avoiding loss of traction and controlling weight transfer: 1. Position the foot properly; rest the right heel at the base of the accelerator. 2. Rest the ball of the right foot squarely on the accelerator pedal. 3. With the ball of the right foot, apply pressure to the accelerator, pressing it down. 22 / Florida Basic Recruit Training Program (HL): Volume 2 4. Apply smooth consistent pressure to the accelerator until the desired acceleration rate has been reached. 5. Apply proper pressure without losing traction and passing the point of incipient spin. 6. Release the pressure on the pedal as needed to control loss of traction or decrease the accelera- tion rate. Remember that proper acceleration is best done in a smooth, straight line using steady pressure. If the tires begin to spin, immediately release the accelerator; this stops the tires from spinning. You can then smoothly reapply the accelerator and move the vehicle forward. Chapter 1 Law Enforcement Vehicle Operations / 23 1 Unit 3: Principles of Driving Lesson 4: Vehicle Cornering Lesson Goal At the end of this lesson, you will know how to enter an intersection safely and properly at normal driving speeds and make a 90º turn to the right or left. Cornering requires entering an intersection safely and properly at normal driving speeds and making a 90º turn to the right or left. Proper braking is an important element of negotiating a turn. Officers should also recognize the apex of the turn and properly adjust the vehicle’s location to fully use the available space. Steering input with inappropriate speed keeps a vehicle from going in a straight line. You must demonstrate effective cornering by making right and left turns following these steps: 1. Drive straight forward when approaching the turn. 2. Reach and maintain a speed of 35 mph. 3. Be sure to operate turn signals before the turn. 4. Brake to a safe speed before entering the turn. Complete braking while driving straight forward. 5. Align the vehicle in the appropriate traffic lane outside the turn or corner. 6. Determine the apex or path of travel through the turn. 7. To ensure steady weight transfer, maintain a constant speed while entering the turn. 8. Provide steering input; shuffle steer through the curve. 9. Look through the turn to observe and react to obstacles, hazards, and road conditions. 10. Begin accelerating while exiting the curve. ; HL134.1. Position the vehicle for entry into a turn or corner 24 / Florida Basic Recruit Training Program (HL): Volume 2 1 Unit 3: Principles of Driving Lesson 5: Vehicle Backing Lesson Goal At the end of this lesson, you will know how to safely and effectively back up your vehicle. Many crashes occur when drivers are backing up. The ability to back a vehicle safely out of a particular location or situation is an officer safety skill. If you fail to back the vehicle properly, you might hit a person or an object. The majority of law enforcement vehicle crashes are a result of backing into a fixed object. Some vehicles have limited visibility to the rear. Use side mirrors or installed backup cameras as necessary. All dynamics apply to the vehicle in any direction of travel. In reverse, drive slowly to compensate for an increase in weight transfer and a decrease in your field of vision. The rear brakes, which handle a great amount of weight transfer while driving in reverse, are not as efficient as the front brakes. Therefore, the ability to stop when backing is significantly lowered. Driving in reverse requires less steering input to produce a larger change in direction. You will find this especially evident when driving the Reverse Serpentine course. Large or quick steering movements may cause you to lose control of the vehicle. You will find this evident when driving the Tactical Backing course. You must demonstrate effective backing of a law enforcement vehicle. When backing, perform the follow- ing steps: Press the brake with the right foot while shifting the transmission into reverse. Turn the upper body to the right, placing the right arm on the top of the upper portion of the passenger seat. Look through the rear window; scan the area behind the vehicle. ; HL135.1. Identify the pivot position when backing up a vehicle Place the left hand in the 12 o’clock position, and, with upper body turned, release the brake, and slowly accelerate. Back the vehicle while steering, using the left hand and a smooth motion. When driving in reverse, consider the option of using mirrors. Except in an emergency, always back slowly. ; HL135.2. Identify how to steer in reverse with your left hand while slowly accelerating and maintaining control of the steering wheel Chapter 1 Law Enforcement Vehicle Operations / 25 1 Unit 4: Lights and Sirens Lesson 1: Night and Subdued Light Driving Lesson Goal At the end of this lesson, you will understand factors that influence a driver’s performance while operating a vehicle during reduced lighting or nighttime hours and certain techniques to use to im- prove vision while driving at night or under reduced visibility. Although only one-third of all driving is done at night, more than half of all fatal crashes occur during hours of darkness. This happens because drivers believe that they can drive as fast at night as they can during the day. This perception and false confidence, combined with reduced visibility, create a more hazardous driving environment. Several factors may influence driving performance at night: overdriving of vehicle headlights—the most common night driving error is to overdrive the dis- tance the vehicle’s headlights project. According to s. 316.237, F.S., vehicle headlights should re- veal a person 450 feet away with the high beams and a distance of 150 feet with the low beams. When increasing speed, you may not be able to stop your vehicle within the visible area that the vehicle’s headlights create. This factor is most important when driving in emergency mode. High speed increases stopping distance and decreases reaction time. reaction distance—reaction time remains the same whether driving during the day or night. However, lack of light increases the time required to initially observe a hazard. field of vision—at night, peripheral vision decreases. Less light narrows the field of vision. loss of visual cues—at night, it is easy to lose many visual cues that are available during the day, which lowers the ability to judge distance and the speed of oncoming traffic. glare—glare from oncoming vehicles or other outside sources can temporarily blind a driver. When driving at night, human eyes adjust to the lack of light and use night vision. When the light suddenly changes, eyes need time to readjust. emergency lights—when driving in emergency mode, emergency lights can increase the amount of glare encountered. The high intensity of the emergency lights easily reflects off objects. ; HL141.1. Identify types of sensory influences the driver may experience at night 26 / Florida Basic Recruit Training Program (HL): Volume 2 You can use these techniques to improve your vision while driving at night and to react properly to oncom- ing vehicular traffic: reducing speed and not looking directly at the headlights of oncoming vehicles looking off to the shoulder of the roadway to protect night vision while using the white line at the edge of the road for guidance dimming the headlights for oncoming traffic to reduce glare and protect the night vision of other drivers using low beams while driving in fog or smoke during the day or at night, which limits the amount of glare reflected back at the driver reducing glare by controlling all interior lights ; HL141.2. Identify techniques that may improve vision at night Chapter 1 Law Enforcement Vehicle Operations / 27 1 Unit 4: Lights and Sirens Lesson 2: Operating in Emergency Mode Lesson Goal At the end of this lesson, you will know various safety issues and expected psychological and physi- ological effects to consider while operating a law enforcement vehicle in emergency mode. The decision to operate a law enforcement vehicle in emergency mode is one an officer must never take lightly. Driving in emergency mode can place you and the public at risk. Responding in emergency mode or pursuing a vehicle is among the most dangerous driving situations, because officers may experience psychological and physiological effects. You must follow specific Florida laws that relate to the operation of emergency vehicles. Individual agency policies can add further restrictions to state law on when and how you will operate vehicles in emergency mode. You must revert to your specific agency’s policies relating to emergency mode operation. Court opinions and legislation continuously change laws. Consult your supervisors and your agency legal advisers about issues specific to your respective agency to stay up to date. After deciding to drive in emergency mode, an officer must be continuously concerned about certain safety factors while responding. Driving in Emergency Mode Many concerns accompany operating a vehicle in emergency mode. Remember to always control your vehicle by using proper steering, braking, and accelerating techniques. It is possible to respond rapidly and safely when using good judgment and good driving techniques. Responding to an emergency call causes stress, which can lead to many psychological and physiological reactions. The psychological stress of an emergency call may cause you to exceed your ability or your ve- hicle’s ability in trying to catch the violator at any cost or get there before anyone else. ; HL142.1. Identify possible psychological stress on the driver in emergency mode Physiological effects are the measurable changes to normal body functions. These include tunnel vision, selective hearing, increased heart rate, time distortion, and loss of spatial awareness or fine motor skills. It is important for you to be aware of these effects and keep them under control when responding in emergency mode. ; HL142.2. Identify possible physiological effects on the driver in emergency mode Several techniques help officers respond safely in emergency mode. You must use all available emergency equipment properly. You are responsible for ensuring a safe response. Make decisions about the use of lights based on the response to the call, not on extraneous factors such as concerns about waking people during the night or causing inconvenience to other drivers on the road. You should also realize that a siren 28 / Florida Basic Recruit Training Program (HL): Volume 2 is not a protective shield. Many motorists drive with their radios and air conditioners on and their windows up, or have soundproof cars and it is possible that they do not hear the siren. You must approach intersections correctly, yielding or stopping when the situation warrants to ensure that you adhere to due regard for the safety of others when requesting right-of-way. Make eye contact with other drivers at an intersection whenever possible before driving through that intersection. Maintain proper following distances from privately owned vehicles, as well as other emergency vehicles. If you follow a vehicle too closely, it is possible that the driver will not see your lights in the rearview mirrors. Always offset your vehicle to the left of the available roadway but within your lane. That makes your vehicle more visible to the vehicles you are following, as well as those approaching from the opposite direction. Following this position should enable the driver in front of you to see your vehicle in both their rear and side mirrors. Always keep in contact with the dispatcher and other responding units when driving in emergency mode. ; HL142.3. Identify safe emergency driving techniques Chapter 1 Law Enforcement Vehicle Operations / 29 1 Unit 4: Lights and Sirens Lesson 3: Pursuit Considerations Lesson Goal At the end of this lesson, you will know the case law that influences policy regarding pursuits. You will know how to communicate during a pursuit and how to identify the possible conclusions to a pursuit. The goal of pursuit is to apprehend a fleeing violator. You cannot control the violator’s driving or the route the violator takes. While your own driving will be a response to the violator’s actions and route, you should never let a violator’s driving dictate your own. An officer’s decision to initiate a pursuit depends on the officer’s knowledge of agency policies and the Florida Statutes, as well as the conditions and circumstances at the time. You must weigh the risks to your- self and the public against the benefits of apprehending a violator after a pursuit. ; HL143.1. Identify how to make a decision to operate in emergency mode Pursuit is an active attempt, by driving an authorized emergency vehicle (with emergency equipment ac- tivated), to apprehend occupants of a moving vehicle if the driver of such occupants’ vehicle increases ve- hicle speed, takes other evasive actions, or refuses to stop in an apparent attempt to avoid apprehension. Be aware of your duties to the public as they relate to emergency and pursuit driving. You must consider your decision to engage the fleeing vehicle, as well as the consequences that might come of beginning a pursuit and terminating it, if the violator then continues to operate the vehicle recklessly. ; HL143.2. Define pursuit Court cases address officers’ duty to care for the public while operating law enforcement vehicles. In De- Shaney v. Winnebago County Department of Social Services, 489 U.S.189 (1989), the U.S. Supreme Court stated that an officer or agency has no duty to guarantee a person’s safety unless a special relationship exists between the law enforcement and that person. This type of relationship exists, for example, be- tween law enforcement and a person in custody. After law enforcement restricts the person’s freedom of movement, they assume responsibility for that person’s safety and must keep the person reasonably free from harm. Pursuit situations generally mean that you begin a pursuit but have no duty to continue it. When you ter- minate a pursuit, it is unlikely that you will be liable if the violator continues to drive recklessly. According to the Florida case City of Pinellas Park v. Brown, 604 So.2d 1222 (Fla. 1992), law enforcement has a duty to protect the public when choosing to continue a pursuit. In the Pinellas Park case, officers and deputies from three jurisdictions engaged about 15 law enforcement vehicles in a pursuit on a main roadway. All officers and deputies violated department policies by continu- ing the pursuit. Another officer driving an unmarked law enforcement vehicle entered the roadway from a side street in an attempt to join the pursuit. At the same time, a vehicle occupied by two sisters waited to cross the roadway. Without warning the women, an officer entered from a side street and turned right 30 / Florida Basic Recruit Training Program (HL): Volume 2 onto the main road in an effort to get ahead of the pursuit. When the light turned green, the sisters pulled into the path of the pursued vehicle. Both sisters and the fleeing driver were killed. The Florida Supreme Court held that the law enforcement action in this case created a risk to the pub- lic that was foreseeable and preventable. The Court did not prohibit law enforcement pursuits; it simply stated that any law enforcement decision to start or continue a pursuit is subject to court review under the doctrine of negligence, not just as a use of force under the Fourth Amendment. If law enforcement has a duty of care to a resident and if law enforcement action or inaction causes injury or death to that person, the court must determine whether law enforcement acted reasonably. The Court also noted that in mod- ern times, “losing” a vehicle during pursuit does not mean law enforcement will never find the vehicle nor bring its occupants to justice. It is not always a matter of “catching them now or never.” Law enforcement may identify a violator for apprehension later. Following agency policies is the best way to avoid liability in a pursuit scenario. In Brower v. County of Inyo, 489 U.S. 593 (1989), the U.S. Supreme Court addressed the issue of deadly force in law enforcement pursuit. In that case, the Court held that certain pursuit tactics might result in a claim of a constitutional violation as a seizure by deadly force. In Brower, law enforcement set up a roadblock by parking an 18-wheeler around a curve in the roadway and placing a law enforcement vehicle with its head- lights positioned to blind Brower as he drove around the curve. The combination of these caused Brower to strike the stationary truck, resulting in his death. In reaching its opinion, the Court relied heavily on its earlier decision regarding deadly force in Tennessee v. Garner, 471 U.S. 1 (1985). The Court was concerned with the use of deadly force to apprehend a person for committing a non-dangerous crime and drew a distinction between the act of pursuing and the act of blocking or seizing a person. Brower clearly was seized; law enforcement actively tried to block him, so responsibilities associated with seizure applied to their actions. In Brower, as in Garner, the Court took the position that deadly force should not be used to apprehend citizens for minor offenses such as traffic violations. This distinction also highlights the relationship be- tween the violator’s and officers’ actions. When merely pursuing, officers have no special relationship with the violator and assume no responsibility for the violator’s injury or death. However, if the officers take affirmative steps to halt or force the fleeing individual to stop, whether by roadblock or physical contact between vehicles, the officers are responsible for the results. Their actions become a seizure under the Fourth Amendment. The issue of using a law enforcement vehicle as deadly force is best addressed in specific policy. When law enforcement intentionally use a vehicle as a weapon, it becomes a deadly weapon. An agency’s use of force policy governs the vehicle’s use just as it governs any other weapon of opportunity. Questions often arise regarding use of tactics such as ramming. Another tactic, Pursuit Immobilization Technique (PIT), is discussed later in this lesson. Another issue is the standard for judging whether you are responsible for injury or death caused by pursuit or emergency response. In County of Sacramento v. Lewis, 523 U.S. 883 (1998), the U.S. Supreme Court adopted the standard referred to in earlier cases involving force. Officers may be liable if their actions are sufficient to “shock the conscience” of the Court. This standard must be decided on a case-by-case basis. The Court distinguished between mere carelessness or negligence, deliberate indifference, and the intent to cause harm. To “shock the conscience” under the conditions of a high-speed pursuit, the officer must have intended to cause harm to the violator without justification for the use of deadly force. Chapter 1 Law Enforcement Vehicle Operations / 31 Although the Lewis decision involved a minor offense that resulted in the death of a passenger on a motor- cycle, the Court again recognized the dynamic nature of some law enforcement activities. Writing for the majority, Justice Souter wrote, “A law enforcement officer in deciding to give chase must balance on one hand the need to stop a suspect and show that flight from the law is no way to freedom, and, on the other, the high-speed threat to everyone within stopping range, be they suspects, their passengers, other drivers, or bystanders.” This “balancing test” is what officers must consider when deciding to engage in, continue, or terminate a pursuit. In 2007, the U.S. Supreme Court decided another pursuit/use of force case in Scott v. Harris, 550 U.S. 372, 127 S.Ct. 1769 (2007). Deputy Scott pursued Victor Harris for a traffic offense at high speeds for several minutes before attempting to terminate the chase using PIT, though at much higher speed than was rec- ommended by PIT training. Writing for the majority, Justice Scalia said, “Whether or not Scott’s actions constituted application of ‘deadly force,’ all that matters is whether Scott’s actions were reasonable.” Scalia disagreed with Harris’ argument that the public endangered by the chase could have been protected if Scott and the other officers had just stopped chasing Harris. Because Florida officers are bound by the Pinellas Park v. Brown decision, which imposed a negligence standard for injuries caused during chases, the Scott decision does not give the green light for an “anything goes” approach to pursuits. However, under the Fourth Amendment’s use of force analysis, injury to the fleeing driver will generally not be considered to be the result of unreasonable force. ; HL143.3. Explain case law regarding operating a vehicle in emergency mode Once engaged in a pursuit, you must notify dispatch that you are starting or stopping a pursuit. You must activate and properly use all available emergency equipment during the pursuit. You must keep in con- tact with dispatch and other assisting units during the entire pursuit, notifying them of any changes or additional help needed. When engaged in a pursuit, control your vehicle as well as speed by pacing the violator’s vehicle, using the six-second rule to establish a safe distance between your vehicle and the viola- tor’s vehicle. Practice good driving techniques, and keep in mind that the chance of brake fading or loss of traction increases as the pursuit continues. Also remember that it is necessary to alter driving methods to accommodate nighttime conditions. Immediately end a pursuit when the risk to the public or yourself (or other officers) outweighs the benefit of apprehending the violator. ; HL143.4. Describe basic steps for conducting a vehicle pursuit A pursuit has several possible conclusions including: The violator stops voluntarily, and the pursuit ends. The violator is stopped involuntarily, resulting in the violator’s apprehension or death. You end the pursuit without apprehending the violator, permitting the violator to escape, at least temporarily. The violator crashes. You crash. ; HL143.5. Identify the conclusions to a pursuit 32 / Florida Basic Recruit Training Program (HL): Volume 2 Pursuit Termination Techniques Some Florida law enforcement agencies use tactics and technologies to conclude vehicular pursuits more safely and more rapidly. These agencies have training and policies that teach and govern the application of forcible-stop techniques. Roadblocks A roadblock is the use of vehicles, barricades, cones, or other objects to block traffic flow partially or com- pletely. Its purpose is to demonstrate overwhelming law enforcement superiority and position so that the violator will stop and surrender. According to Brower v. County of Inyo, a roadblock must be positioned so the violator has sufficient time to stop. Using a roadblock poses a hazard to you, other motorists, pedes- trians, and the violator. Therefore, it is necessary to use care and caution when choosing a location for a roadblock and while setting it up. Appropriate locations for roadblocks include areas that provide a clear view of the roadblock from both sides and highways, streets, or roads. Inappropriate locations for roadblocks include locations over the crest of a hill and locations in, on, or around a curve. Never select a location where the violator has no warning that the crash may occur, unless the use of deadly force is necessary. Never use non-law enforce- ment equipment to block the roadway, and never remain seated in vehicles used to obstruct the roadway. This places you in extreme danger. Communication between officers establishing the roadblock and of- ficers in pursuit is vital. All officers involved in the pursuit should be informed of the roadblock technique to be used. Tire Deflation Devices Many brands of tire deflation devices are available for law enforcement agencies. The employing agency’s policies and training will provide guidelines for using tire deflation devices. All tire deflation devices share common characteristics: hollow spikes that puncture a vehicle’s tire and allow air to be released, causing the tire to deflate a track or mat base some form of deployment Pursuit Immobilization Technique (PIT) Some law enforcement agencies use the Pursuit Immobilization Technique (PIT) to stop a violator’s vehicle by using the law enforcement vehicle to apply force to either the rear right or left side of the violator’s vehicle to end the pursuit. You may use this technique only if you are properly trained and are following your agency policies. Pursuit Reporting When you are involved in a pursuit, promptly report the details of the pursuit to the agency. Policies on reporting differ between agencies, but prompt reporting is always required. Chapter 1 Law Enforcement Vehicle Operations / 33 2 First Aid for Criminal Justice Officers Unit 1: Prepare to Respond to a Medical Emergency Lesson 1: Introduction to First Aid / 37 Lesson 2: Legal and Ethical Issues / 39 Lesson 3: Patient Communication / 44 Lesson 4: Human Body / 47 Lesson 5: Infection Control Basics / 50 Unit 2: Respond to a Medical Emergency Lesson 1: Scene Size-Up / 58 Lesson 2: Patient Assessment / 60 Lesson 3: Moving Patients / 67 Lesson 4: Mass Casualty Incidents and Triage / 80 Lesson 5: Providing Care While Under Threat / 83 Unit 3: Trauma-Related Medical Issues Lesson 1: Shock / 90 Lesson 2: Soft-Tissue Injuries and Bleeding / 92 Lesson 3: Puncture Wounds / 99 Lesson 4: Spinal, Head, and Neck Injuries / 103 Lesson 5: Chest, Abdominal, and Genital Injuries / 108 Lesson 6: Extremity Injuries / 112 Lesson 7: Burns / 114 Unit 4: Medical Issues Lesson 1: Substance Misuse Complications / 118 Lesson 2: Diabetes and Seizures / 123 Lesson 3: Asthma, Heart Attack, and Stroke / 126 Lesson 4: Heat- and Cold-Related Injuries / 129 Lesson 5: Abdominal Pain and Poisoning / 132 Lesson 6: Assisting in Childbirth / 136 2 First Aid for Criminal Justice Officers Unit 1: Prepare to Respond to a 2 Medical Emergency Lesson 1: Introduction to First Aid Lesson Goal At the end of this lesson, you will be able to describe your responsibilities within the Emergency Medical Services (EMS) system and be able to provide emergency first aid according to the Criminal Justice Standards and Training Commission (CJSTC) standards. As the first officer to respond to the scene of an emergency, you can make a difference in a life-threatening situation. By applying your knowledge, skills, and abilities, you can stabilize patients and keep things from getting worse until EMS arrives. Emergency Medical Services The EMS system is a network of trained professionals linked to provide advanced, out-of-hospital care for victims of sudden traumatic injury or illness. The roles and responsibilities of criminal justice officers differ from those of other professional out-of- hospital caregivers. At the scene of an emergency, the criminal justice officer ensures the safety of every- one, alerts the EMS system, and is usually the first person to provide basic first aid to patients. Advanced, specialized training prepares paramedics, emergency medical technicians (EMTs), and other responders to provide more comprehensive care than criminal justice officers can provide. The EMS system has teams of highly skilled people trained to respond to emergencies daily. ; HL211.1. Describe the duties of the criminal justice first-aid provider within the Emergency Medical Services (EMS) system Criminal Justice First-Aid Provider Responsibilities When you first arrive on the scene, your initial duty is to determine if the scene is safe for you and other responders to enter. Always maintain awareness of your surroundings. After ensuring scene safety, your next concern as a criminal justice first-aid provider is the patient. Your first-aid duties may include: Wearing personal protective equipment (PPE) to help prevent infection Gaining access to a patient (in some emergencies, you may need to move one patient to reach a more critically injured patient) Assessing a patient for life-threatening injuries Alerting EMS providers and relaying all relevant medical information Chapter 2 First Aid for Criminal Justice Officers / 37 Providing a patient with basic medical care based on needs you identified during your assessment Remaining with a patient until EMS providers relieve you and transport the patient to an ad- vanced medical facility Stay calm. Some emergencies are life-threatening or involve emotionally charged situations with patients, family members, and bystanders. Let everyone know more help is on the way. Maintaining your composure can help you to assess the scene, set priorities, and establish that you are in control of the scene. Commu- nicate clearly with the patient and responding EMS personnel so that there are no misunderstandings. Try to work efficiently, but avoid working so quickly that you make mistakes or have misunderstandings with others. As a criminal justice officer that provides basic first aid, you play a vital role in delivering emergency first aid to patients who experience sudden illness or injury. What makes your role so vital is that you are respon- sible for the patient in the first few minutes after the event. The EMS system depends on your actions dur- ing those minutes. What you do sets the foundation for the remainder of the rescue. Correcting a breathing problem or stopping bleeding can save a life. In this role, you also help other patients who are not in critical condition by preventing more injuries, performing proper assessments, gathering medical histories, and preparing for EMS personnel to arrive. ; HL211.2. Describe the officer’s responsibilities for providing emergency first aid according to the Criminal Justice Standards and Training Commission (CJSTC) standards 38 / Florida Basic Recruit Training Program (HL): Volume 2 Unit 1: Prepare to Respond to a 2 Medical Emergency Lesson 2: Legal and Ethical Issues Lesson Goal At the end of this lesson, you will be able to describe the legal guidelines associated with your responsibilities as a criminal justice first-aid provider to include your duty to act and the role of consent. Legal and Ethical Responsibilities Legal and ethical considerations significantly affect your roles and responsibilities as a criminal justice of- ficer, for example, asking for and receiving a patient’s consent, or documenting a patient’s refusal of treat- ment. The public expects—and the law requires—you to be competent with behavior that is always above reproach. Placing the public’s well-being first during an emergency will help you reduce your likelihood of acting unethically. ; HL212.1. Describe the legal and ethical responsibilities for a criminal justice first-aid provider Duty to Act According to Black’s Law Dictionary, a duty to act is “a duty to take some action to prevent harm to an- other, and for the failure of which one may be liable, depending on the relationship of the parties and the circumstances.” Duty to act refers to your contractual or legal obligation to provide care. If you are a correctional officer or a correctional probation officer, you have an obligation to provide care to a patient who needs and con- sents to care only when you are on duty. If you are a law enforcement officer, you have a duty to act 24/7 within your jurisdictional boundaries. You also have the duty to render first aid following a use of force incident when you know, or it is evident, that the person detained or in custody sustained injuries or requires medical attention. Provide first aid or seek additional medical assistance when it is reasonable, based on the totality of the circumstances, and without jeopardizing your health or safety. Keep in mind that your responsibility for a suspect’s welfare and security does not end once they are restrained. Do not ignore their need for first aid while maintaining security and control of the suspect before EMS arrives. Once a higher level of care arrives, such as a para- medic or EMT, assist as needed while maintaining security and control of the suspect. Breach of duty occurs when you either fail to act or act inappropriately. ; HL212.2. Describe how the duty to act applies to the criminal justice first-aid provider Chapter 2 First Aid for Criminal Justice Officers / 39 Standard of Care Black’s Law Dictionary defines the standard or scope of care as “the degree of care that a reasonable person should exercise.” Under the law of negligence, it is “the conduct demanded of a person in a given situation. Typically, this involves a person giving attention to possible dangers, mistakes, and pitfalls, and ways of minimizing those risks.” Standard of care is the care that you are expected to provide to the same patient under the same condi- tions as would any criminal justice first aid-provider who received the same level of training. For example, providing CPR is within your scope of care as a criminal justice officer but performing open-heart surgery is not. ; HL212.3. Describe how the standard of care applies to the criminal justice first-aid provider Good Samaritan Act The Good Samaritan Act protects a first-aid provider from liability for emergency care or treatment per- formed in good faith or emergency care or treatment that would be expected of another first-aid provider with equal training. The Good Samaritan Act does not stop someone from filing a lawsuit; however, it does provide a defense if you performed according to the standard of care for a first-aid provider. Always pro- vide care to the best of your ability. Do not go beyond the scope of and level of your training and maintain the patient’s best interest. The Good Samaritan Act may provide protection for law enforcement officers when they are acting outside their jurisdictions and it may also protect correctional officers and correctional probation officers when they are providing care during off-duty hours. ; HL212.4. Describe how the Good Samaritan Act affects the criminal justice first-aid provider Abandonment Abandonment is giving up a right or interest with the intention of never again claiming it. You abandon the patient when you stop providing care without ensuring that the patient continues or begins to receive the same or better care. Continue providing emergency first aid until another medical professional with the same or higher-level training replaces you, or you are unable to continue. ; HL212.5. Describe the implications of abandonment for the criminal justice first-aid provider Negligence Negligence is defined in Black’s Law Dictionary as “the failure to exercise the standard of care that a rea- sonably prudent person would have exercised in a similar situation; any conduct that falls below the legal standard established to protect others against unreasonable risk of harm, except for conduct that is inten- tionally, wantonly, or willfully disregardful of other’s rights.” 40 / Florida Basic Recruit Training Program (HL): Volume 2 Negligence occurs if all these conditions are present: duty to act—you had a legal duty to the patient (you were supposed to administer care to the patient) breach of standard of care—you had a legal duty to act or you failed to act in a certain way (you failed to act in a manner that a reasonable person with the same level of training would act) causation—your action or inaction directly resulted in the patient’s injury (makes the distinction that a person’s negligent behavior actually caused the injury) damages—the patient was harmed as a result of your actions and the court is able to compensate the patient (usually monetarily) for their injuries ; HL212.6. Describe the implications of negligence for the criminal justice first-aid provider Consent Before you begin to provide first aid, gain the patient’s consent or permission. Fully explain the care you plan to provide and its possible related risks. Expressed consent is permission given for an action that is clearly and unmistakably stated or written by the patient or legal guardian. Expressed consent is positive confirmation, and can be supported by verbal communication such as, “yes, I consent” or a physical gesture such as a nod in agreement to medical care. Implied consent is the assumption that a person has given permission for an action because of their actions, rather than explicitly expressed. An example is when a patient rolls up their sleeve for a blood sample or extends their arm for a blood pressure reading. You make assumptions under implied consent. An example would be a situation where an unre- sponsive patient is at risk of death, disability, or deterioration of their condition and you would assume they would agree to life-saving care if able to consent. Implied consent may also apply to conscious patients who do not stop you from providing treatment. Informed consent is a person’s agreement to allow something to happen, made with full knowl- edge of the facts, benefits, risks, and alternatives. The information given to the patient must be fully understood by the patient or their legal guardian. A patient chooses a treatment or a pro- cedure after a physician or other health-care provider discloses the information regarding the risks involved. Informed consent involves additional information exchange between the medical provider and the patient than expressed consent does. To refuse medical care, a patient must be competent. A competent adult is one who can make an informed decision about medical care. The patient must understand your question and the implications of decisions made about medical care. Consider an adult incompetent if they are under the influence of alcohol or drugs with an altered mental status and impaired judgement, have serious illness, have an injury that affects judgment, are mentally ill, or have a developmental disability. If you do not obtain consent, this can result in a criminal charge of battery. Battery is unlawful touch or strike without the person’s consent. Chapter 2 First Aid for Criminal Justice Officers / 41 Competent adults have the right to refuse treatment verbally or non-verbally by shaking their head in a negative manner. Competent adults also have the right to withdraw from treatment after it begins. This is true for patients who consent and then change their minds. It also applies to a patient who is unconscious when treatment begins, regains consciousness and mental competence, and asks you to stop. Make every effort to persuade the patient to consent to treatment. Obtaining consent can be a collaborative effort between officers and EMS to render emergency care for a patient who needs it. A person involved in a traumatic incident, such as an auto accident, may be emotionally, intellectually, or physically impaired. If the person continues to refuse treatment, keep them under observation until EMS arrives. If the patient loses consciousness and you believe a life-threatening situation exists, immediately begin first aid. ; HL212.7. Describe the role of consent when providing emergency first aid Consent and Minors In Florida, children younger than eighteen are minors. You must have a parent or legal guardian’s permis- sion before providing care. However, if the parent or legal guardian is not available in life-threatening emergencies or emergencies that could result in disability, provide emergency first aid based on the prin- ciple of implied consent. An emancipated minor is either financially independent, does not live with a parent or caregiver, is married, or is an active member of the military. You do not need a parent or legal guardian’s permission to treat an emancipated minor. The emancipated minor’s consent is enough. Competent adults have the right to refuse treatment for their children. For situations involving minors in life-threatening emergencies that need medical care and the parents will not consent, refer to your agen- cy’s policies and procedures for guidance. As this may be child abuse or neglect, notify the Department of Children and Families by calling the Florida abuse hotline, 1-800-962-2873. Do Not Resuscitate/Advance Directive A terminally ill patient may have a directive in place, written in advance, and signed by both the patient and a physician. Commonly known as a do-not-resuscitate order (DNR/DNRO) or an advance directive. The DNR/DNRO documents the terminally or chronically ill patient’s wish to refuse cardiopulmonary re- suscitation (CPR) if they stop breathing or if their heart stops beating. An advance directive documents the patient’s request to withhold specific medical care. Licensed medical professionals, EMTs, or paramedics, can be legally bound to honor a DNR/DNRO or advance directive; this however, does not apply to criminal justice officers. As a criminal justice first-aid provider, you have a duty to act, regardless of a DNR/DNRO. You cannot withhold CPR or first aid. Make sure to further consult your agency’s policies on DNR/DNROs. ; HL212.8. Describe the role of a Do Not Resuscitate Order (DNR/DNRO) for a criminal justice first- aid provider Medical Alert You may have a patient who wears an identification bracelet or necklace, carries a card in their wallet, or has a medical alert tattoo that alerts you to a specific medical condition, such as an allergy, epilepsy, or diabetes. On the jewelry or card, you may find a telephone number to call for detailed information about 42 / Florida Basic Recruit Training Program (HL): Volume 2 the patient. This bracelet, necklace, or card is known as a medical alert. If the patient can gain access to their phone, ask them for the name of their ICE (In Case of Emergency) contact person who may be able to provide medical alert information. Be aware that the medical emergency you are responding to and what the patient is experiencing may not always be related to the medical condition on the medical alert. For example, if the patient’s medical alert indicates that they are diabetic and the patient is experiencing seizure-like symptoms, do not assume that the patient is experiencing a seizure related to diabetes. They could be experiencing a stroke, or could have head trauma resulting in seizure. ; HL212.9. Describe the role of medical alerts or notifications for a criminal justice first-aid provider HIPAA A patient’s privacy, medical history, condition, and health-care treatment is, by law, confidential informa- tion. The patient or a legal guardian must sign a written release before the release of any medical informa- tion, except when relaying information to EMS. The Health Insurance Portability and Accountability Act (HIPAA) protects the rights of patients and the release of patient information. Do not release patient health information without a patient signature un- less another health-care provider needs patient information to continue medical care or you receive a request to provide patient information as part of a criminal investigation, such as child abuse, elder abuse, or spouse abuse. If you make the report in good faith, related laws often grant immunity from liability for libel, slander, or defamation of character. A legal subpoena may require you to provide patient information in court. Be careful when discussing a case with anyone to avoid unintentionally providing protected health informa- tion about the patient. ; HL212.10. Describe the legal and ethical considerations of HIPAA for the criminal justice first-aid provider Scene Evidence You may respond to a call that could be both a crime scene and a medical emergency. Examples may include any scene involving suicide, homicide, suspected drug overdose, domestic dispute, abuse, hit-and- run, or robbery. Additionally, any scene involving battery, gunfire, or a weapon, can potentially be a crime scene and medical emergency. Remember that any item on the scene may be evidence. If you suspect sexual assault or battery, advise the person not to bathe or wash. Explain the importance of preserving evidence. Always show empathy to a victim, as they have just undergone a traumatic event. ; HL212.11. Recognize that every call for emergency medical care can be a crime scene Chapter 2 First Aid for Criminal Justice Officers / 43 Unit 1: Prepare to Respond to a 2 Medical Emergency Lesson 3: Patient Communication Lesson Goal At the end of this lesson, you will be able to communicate effectively with patients who have special considerations as you provide emergency first aid. When responding to a crisis or medical emergency, effective communication helps you get needed infor- mation and provides reassurance to patients, their families, and bystanders. By responding in a calm, car- ing, and polite way, you convey a sense of confidence and assurance to those around you. When interacting with an emotional patient, family member, or bystander, redirect the conversation to divert their attention. Recognize the person’s worries or focus their attention on the immediate situation or a meaningful task. At the same time, do not let yourself get distracted during these interactions and remember to stay focused on treating the patient. Patients With Special Considerations You may need to help or render first-aid care to patients who have functional needs or require special con- siderations. To provide effective emergency first aid to these patients, be aware of their functional needs and disabilities. Take appropriate steps to ensure that communication with patients with disabilities is as effective as communication with patients without disabilities. Patients Who Are Blind or Have Limited Vision When initially surveying the scene, be alert to signs indicating that the patient is blind or has limited vision. Clues include eyeglasses, a collapsible white cane with a red tip, or a guide dog. If you are unsure, ask the patient if they have limited vision. Although people learn to compensate for limited vision by using other senses, an accident or emergency can cause disorientation. Speak to the patient and provide information about the surroundings. Clearly describe what you will do before you provide care. A patient with a guide dog may be more concerned about the dog than their own situation. If possible, keep the patient and the dog together. Let the patient direct the dog or tell you how to manage the dog. Remember that most guide dogs are protective. Taking charge of or handling the guide dog without the patient’s dire

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