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Tabletop Exercise Meningitis Outbreak

Tabletop Exercise Meningitis Outbreak. Division for Law Enforcement, Homeland Security, and Institutional Research. Rules of the Road. Creativity/Group Problem Solving Use the knowledge and information available in the room Active Thinking Active Listening Active Participation

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Tabletop Exercise Meningitis Outbreak

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  1. Tabletop ExerciseMeningitis Outbreak Division for Law Enforcement, Homeland Security, and Institutional Research

  2. Rules of the Road • Creativity/Group Problem Solving • Use the knowledge and information available in the room • Active Thinking • Active Listening • Active Participation • Respect – challenge ideas, not people • Reality Check – make the exercise real for you

  3. Agenda • Introductions • Scenario • Description • Hot Wash (Debrief) • Action Planning

  4. Introductions

  5. The Exercise Continuum • Drills • TabletopExercises • FunctionalExercises • Full-ScaleExercises

  6. What is a tabletop exercise? • Simulates an emergency situation in an informal, stress-free environment • Initiates discussion of emergency guidelines • Focuses on training and familiarization with roles, guidelines, and responsibilities

  7. How does a tabletop exercise work? • Scenario-based discussion, guided by a facilitator • Problems talked through without stress • Evaluators selected to observe and offer feedback on the proceedings • Policies, plans, and guidelines are updated

  8. What determines the success of a tabletop? • A successful tabletop leaves participants with: • A positive learning experience • Organizational learning • Improvement action planning • More effective policies, plans, and guidelines • Improved preparedness

  9. Exercise Guidelines (Continued) • _____ISD/college policy shall govern all activities relating to the emergency event. • The facilitator shall serve as the exercise referee and will provide any official interpretation of the exercise rules. • Although we will not actually be contacting them, ISD/college and outside resources are available to assist you.

  10. Exercise Guidelines • This exercise is designed to test the preparedness of the _____ to respond to a multi-agency, multi-site emergency event. • Following the exercise, there will be a debriefing time or “Hot Wash”. • Each participant will be given the opportunity to share his/her views on what worked well and what needs to be addressed in additional planning, training and/or drilling.

  11. Exercise Guidelines (Continued) • From time to time, there will be injections to the scenario. These are intended to further assess response to the exercise scenario. • This is a learning experience.

  12. Purpose • To examine current policies, procedures, resources and actions in the context to a response to a meningitis outbreak in a school/college setting • To promote greater understanding and ability to apply NIMS/ICS principles in a college setting • To make improvements as identified as an outcome of the exercise

  13. Objectives • To evaluate policies and procedures • To evaluate command and control including communications procedures • To identify resources needed vs. available • To identify training needs • To indentify needed improvements and create an action plan to address those needs

  14. Background • _____ school/college has a student population of _____ • The college has a large commuter population and a residential population of _____ • The college is located in a rural/urban setting • Campus police/security operations include _____ • Campus health operations include _____

  15. Scenario • A student has reported to a staff member that they are feeling sick. The student tells her that the symptoms exhibited include: • Fever • Nausea • Headache • Stiff Neck

  16. Questions • What does the staff member need to know? • How do they find the information? • What action do they take? • What does your EOP direct? • What are you going to do?

  17. Scenario – Inject #1(20 minutes later) • The student has developed a pinpoint rash • The nurse suspects either bacterial or viral meningitis • The student immediately sought health care at their physician • Lab work is conducted to determine if this is a case of meningitis or common flu

  18. Questions • What do you need to know? • How do you find the information? • What does your EOP direct? • What are you going to do? • Who has local public health authority? • What policies address school relationship with Public Health?

  19. Scenario – Inject #2 • The public health authority reports back that the student has been positively diagnosed with Meningococcal meningitis • The student has been isolated at the local hospital and is receiving antibiotics • The student lived on campus Note: If your campus has no on-campus housing conduct the tabletop exercise accordingly

  20. Questions • What do you need to know? • How do you find the information? • What does your EOP direct? • What are you going to do?

  21. Scenario – Inject #3 • A second student is exhibiting symptoms of meningitis • It is found that this student was on a field trip with the first student a couple of days prior • The students, faculty, staff, parents, and community are concerned and want information • The local press is seeking information via email, telephone, and personal visits to campus

  22. Questions • What actions will you take? • Do you activate your college incident command? • What is your ICS structure?

  23. ICS Structure Questions • Who is the Incident Commander? • Who is the Public Information Officer? • Who is the Liaison Officer? • Who is the Operations Chief? • How will you incorporate medical services? • What other ICS positions will you activate and who will fill them?

  24. Final Update • The first student with meningitis is showing signs of improvement • The second student is hospitalized and is receiving treatment • There have not been any additional suspected meningitis cases reported

  25. Questions • What do you need to know? • How do you find the information? • What does your EOP direct? • What is your ICS team going to do?

  26. Hot Wash • How well did your EOP operate and what actions will you take toward improvement? • How well did your ICS Team operate and what actions will you take toward improvement? • How well did your Communications Plan operate and what actions will you take toward improvement?

  27. Hot Wash • What internal divisions were required to work together in this scenario? • What external agencies did the Liaison Officer need to work with in this scenario? • Are all necessary agreements in place to facilitate cooperation among agencies?

  28. Hot Wash • What can be done to improve campus health and wellness operations? • What role did community education play? • What can be done to improve the knowledge and capabilities of students, faculty, and staff as it relates to this scenario?

  29. Action Plan The lessons learned during this table top exercise will lead to a college action plan to: • Keep Doing _____ • Stop Doing _____ • Start Doing _____

  30. Conclusion The Texas School Safety Center, Higher Education Division is available for: • Training/Facilitation • Technical Assistance • Information

  31. Contact Us Web: www.txssc.txstate.edu Phone: 877-304-2727

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