In the publicly available literature, there are no studies on the selection of training techniques to best prepare the members of law enforcement and rescue teams arriving as the first responders to the correct diagnosis of the CBRNE threat, despite the impact of the largest possible numer of external conditions, hereinafter referred to as factors. Among first responders, the key role is played by officers of the Fire Service and Health Service. On the other hand, the analysed factors may be both irrelevant to the correct recognition of CBRNE threats and may make it difficult or even impossible to properly assess the situation at the initial stage of the rescue operation. The research problem undertaken in this article is to investigate the extent to which the detail of the exercise scenarios, made through the selection of the aforementioned factors, allows a comprehensive description of the conditions prevailing at the time when rescuers are assessing whether a situation has arisen as a result of the use of CBRNE material(s). The analysis focuses on exercise scenarios assuming that first responders have a limited amount of technical means at their disposal to detect CBRNE threats, and that at least one of the following factors occurs: – the existing situation does not clearly indicate a terrorist attack with the use of hazardous material/materials from the CBRN group, or their accidental release; – the used CBRN material does not have immediate effects in the environment and neither procedures for its detection nor procedures to be followed in the event of its identification have been developed;– an explosive was used in combination with CBRN material(s) with the characteristics described above. The research method consisted in proposing 3 levels of detailing any issue included in the scenario of exercise related to the initial stage of the rescue operation, i.e. the stage of arrival of the first Fire Brigade, Police patrol or Medical Rescue Team at the scene. The adopted levels of detail in the description of a given issue are modules, variables and factors. Modules and variables are levels that describe selected factors in increasing detail. There can be an unlimited number of variables in each module. On the other hand, an unlimited number of factors can be assigned to each variable. Modules and variables make it easier to manage the entire set of factors. The result of the work is the indication of 23 modules, 48 variables and 225 factors. In 11 modules, variables and/or factors were not indicated. The modules taken into considerations are as follows: ‒ Hazardous material used, e.g. chemical substance, explosive material; ‒ Improvised explosive device (IED), e.g. pipe bomb, car bomb,;‒ Carrier, e.g. letter, suitcase, rail vehicle; ‒ Time, e.g. season of a year, day of a week; ‒ Weather conditions, e.g. temperature, presence and kind of wind; ‒ Location, e.g. airspace, river, city; ‒ Available detection techniques; ‒ Communications systems; ‒ Artificial intelligence and decision supporting systems; ‒ Security teams, e.g. state services, other formations’ ‒ Emergency Service Teams; ‒ Teams of specialist services; ‒ Cooperation of agencies; ‒ Media and social difficulties; ‒ Communication difficulties, e.g. roadblock, accident; ‒ Sources of electrical energy; ‒ Animals; ‒ Witnesses, e.g. availability of a witness, interactions with witnesses; ‒ Number and type of victims, e.g. interactions with victims, age of victims; ‒ Behaviour of victims; ‒ Number and type of perpetrators, e.g. nationality of the perpetrators, motivation of the perpetrators; and ‒ Behaviour of spectators. For each of the above factors, the point of view of the multiplicity effect was taken into account, i.e. whether a given factor occurred individually and only at one point in time, or whether it appeared several times in a given scenario.
Opracowanie rekordu ze środków MNiSW, umowa nr POPUL/SP/0154/2024/02 w ramach programu "Społeczna odpowiedzialność nauki II" - moduł: Popularyzacja nauki (2025).
