Safety Presentation What is the Purpose of Laboratory Safety - - PowerPoint PPT Presentation

Laboratory Safety Presentation

What is the Purpose of Laboratory Safety Training?

 Regulatory Compliance

 Washington Industrial Safety & Health Act of 1973 – Empowered the state to

enforce safety & health regulations, which must be at least as stringent as OSHA regulations

 Division of Occupational Safety & Health (formerly L&I) developed state

regulations to implement safety & health rules. Regulations codified as Washington Administrative Code (WAC) Title 296.

 WAC 296-800 “Safety and Health Core Rules”, establishes 26 basic safety &

health rules for all employers, such as:

• Accident Prevention Programs
• Personal Protective Equipment
• First Aid
• Hazard Communication

 WAC 296-828 “Hazardous Chemicals in Laboratories” specifies additional

employer responsibilities to protect employees from hazards of chemical use  Under these regulations, “Employer” = the University, Department, and

• PI. Any of these (or all of them) can be held civilly or criminally liable if

employees are injured at work.

Sheri Sangji Michele Dufault Graduate chemistry researcher at UCLA Undergraduate physics major at Yale Died as a result of burns from improper use of pyrophoric materials Died when her long hair became tangled in a lathe while working alone

Purpose of Laboratory Safety Training

 Preventing Injuries

 What do these people have in common?

• Dr. Karen Wetterhahn

Professor of chemistry at Dartmouth Died of mercury poisoning, exposure resulted from use

• f improper PPE

They all died in laboratory accidents.

University of California Center for Laboratory Safety Study Findings

 Academic laboratories commonly have significant, but poorly recognized,

safety concerns

 Pressure to produce results can result in placing higher value on experimental

• utcomes than on research safety

 Need to innovate forces researchers to change experiments  Hazards are not necessarily recognized by many researchers  High turnover of researchers (post-docs and grad students)  As a result, safety problems are common:

 Overcoming technical challenges is a higher priority than considering risk  Formal risk assessments are typically not integrated  Risk assessments are not repeated when protocols or inputs change  Equipment doesn’t clearly state safety limitations  Researchers don’t know safety standards, regulations, and best practices  Publications typically don’t identify hazard concerns, so experiments

replicating those studies don’t include protections

 Research equipment and processes can be too specialized for safety staff to

adequately review  According to the Chemical Safety Board:

 Over 120 accidents occurred in academic laboratories between 2001-2011.

Significantly more than occurred in commercial & industrial research

Solutions

 Administration Responsibilities:

 Promote strong lab safety culture, and establish expectations

 Points of emphasis for WSU labs:

• Storage of chemical wastes in appropriate, properly labeled containers
• Evaluation of procedures for disposal of glass and sharps
• Replacement of mercury containing devices
• Removal of unnecessary equipment and containers from fume hoods
• Access to emergency equipment
• Ensuring that all chemicals are stored compatibly in appropriate

locations, with secondary containment when needed  EHS Responsibilities:

 Encourage communication of best practices and lessons learned

 Unit-level safety committees

 Develop anonymous incident and near-miss reporting system

 Campus Safety Concern Report Form

 Develop training and tools to help researchers maintain strong, proactive

safety culture

Solutions

 PI Responsibilities:

 Provide everyday oversight and ensure implementation of safe work practices  Provide specific training to address hazards of the laboratory and process  Know what your students & researchers are doing – open communication

 Every Researcher’s Responsibilities:

 Ask questions – make sure you understand the process before proceeding  When something changes, step back and see if it creates a new hazard, or

requires new protections

 If something goes wrong, STOP

. Find out why, and fix it before trying again.

 Ask for help. Peer review is a good thing.

Remember – if something unsafe is happening, EVERYONE has the authority to stop it. Stop the work, and report unsafe behavior to your PI, lab manager, or EHS. Reports can be made anonymously through the Safety Concern Report on the EHS website.



Accident Prevention Plan (WAC 296-800-140)



Broad, department-level plan with general safety information for all staff.



Laboratory Safety Manual (WAC 296-828)



Developed and updated by the University, and applicable to all labs & lab staff



General rules to provide foundation for safety in lab

• perations - MUST be supplemented by lab-specific CHP



Chemical Hygiene Plan (WAC 296-828-20005)



Specific to each lab



PIs must complete CHP to address/inform on the specific chemicals, procedures, and protective measures required in their lab(s)



Identifies labeling requirements and location of SDSs



Medical Evaluations – If a select hazard is present above certain levels



Exposure Evaluation - If there is any respiratory hazard



Standard Operating Procedures (WAC 296-828- 20005)



Specific Procedures for specific lab activities



Safety must be integrated into SOPs



Specifies what materials are needed, quantities, PPE, ventilation, waste(s) generated, etc.

How the Lab Safety Standard is implemented at WSUTC

Accident Prevention Plan Lab Safety Manual Chemical Hygiene Plan SOPs

All of these must be written, readily available for all employees to review, and reviewed/updated

• annually. Increasingly specific training requirements exist at each level, and employees must be

trained upon hire and before introduction of new hazards

 Basic Rules and

Procedures

 Chemical Procurement,

Storage, and Distribution

 Exposure Monitoring for

specific chemicals

 Carcinogens – Listed &

Specific

 Air Contaminants WAC 296-

841 Table 3

 Housekeeping

 Medical surveillance

 Personal Protective

Equipment (PPE)

 Recordkeeping

 Labels and Signage  Chemical spills and

emergency response

 Training  Hazardous Waste Disposal

 Inspections  Material Data Safety

Sheets

 Safety Equipment  Safe use and maintenance

• f certain lab equipment

 Ventilation  Standard Operating

Procedures

Laboratory Safety Manual

WSU Tri-Cities Lab Safety Manual is accessible on the EHS website. Its sections include information on all of the following:

Laboratory Safety Manual

• Basic Rules and Procedures:
• SDSs for all chemicals must be available
• Appropriate Clothing and PPE must be worn
• Containers must be labeled and properly stored
• No food/drink in lab – and no chemicals or

samples in offices!

• Know exit routes, where emergency equipment

is located, and how to use it

• Know how to call for help
• Use equipment properly
• Control contamination – wash hands before

leaving lab

• This means REMOVE YOUR GLOVES!!!

Laboratory Safety Manual

• Safety Data Sheets (formerly MSDS)
• SDSs must be available for every hazardous

chemical in inventory

• Must be readily available to all employees, at all

times

• May be hard copy or electronic
• Initial orientation must inform employees of the

location of SDSs, and how to use them

Laboratory Safety Manual

• Labs using some carcinogens and air contaminants must

identify them and meet specific requirements for their use:

• Listed Carcinogens:
• Specific Carcinogens:
• Specific Air Contaminants:

4-Nitrobiphenyl Benzidine Alpha-Napthylamine 4-Aminodiphenyl 4,4'-Methylene bis (2-chloroaniline) Ethyleneimine Methyl Chloromethyl Ether Beta-Propiolactone 3,3'-Dichlorobenzidine (and its salts) Acetylaminofluorene Bis-Chloromethyl ether 4-Dimethylaminoazobenzene Beta-Naphthylamine N-Nitrosodimethylamine Acrylonitrile Butadiene Cadmium 1,2-Dibromo-3 chloropropane Ethylene Oxide Inorganic arsenic Methylene Chloride Vinyl Chloride Asbestos Benzene Formaldehyde Hexavalent Chromium Lead Methylenedianiline Thiram

Laboratory Safety Manual

• Housekeeping:
• Do not restrict access to exits, controls,

emergency equipment, etc.

• Minimize the volume of chemicals stored. Do not

stockpile chemicals, dispose of anything not being used

• Control clutter, store equipment, glassware, and

chemicals properly

• Keep heavy items and liquids on lower shelves
• Dispose of all waste materials appropriately – do

not place liquids, chemicals, glass, or sharps in the garbage!

• Nothing but soap & water down the sink

Laboratory Safety Manual

• Personal Protective Equipment (PPE)
• General rules for all labs:
• Loose clothing, jewelry, and long hair should be

confined

• Feet and legs should be covered – no sandals, open

toed shoes, shorts, etc

• No food, drink, smoking, or cosmetics in labs
• Remove PPE before leaving lab
• Additional requirements based on specific hazards

Laboratory Safety Manual

• Chemical Spill Cleanup & Reporting
• Minor spill cleanup can be done by employees if

ALL of the following are met:

• Chemical is known, and spill can be cleaned up in 10

minutes or less

• Employees are trained to clean up spills (and this is

documented)

• No additional PPE is required (PPE worn in normal work

is adequate)

• Proper cleanup supplies are available
• If the above are not met, evacuate the area and

contact EHS. Call 911 first, if there is an immediate danger (such as fire)

Laboratory Safety Manual

• Training
• PIs must provide training at time of assignment,

and when hazards change, including:

• Contents of the Lab Safety Standard and the Chemical

Hygiene Plan

• Location of CHP
• Permissible Exposure Limits for chemicals being used
• Signs and Symptoms of overexposure, and SDSs
• Lab Safety references
• Labeling requirements
• How to detect the presence or releases of chemicals
• Physical and health hazards in the work area
• Measures employees should take to protect

themselves (including equipment, procedures, and PPE)

• Applicable details of the CHP

Chemical Hygiene Plans

• The CHP is an addendum to the LSM, and adds

additional safety protocols and procedures – it must be written and available to employees

• Must include:
• Employee protections for hazardous chemicals,

including specific high-hazard compounds

• Specific ventilation requirements
• Activities and procedures requiring employer

approval/oversight

• Training plan
• Procedures for medical consultations & examinations
• Specific information regarding hazards present in

the individual lab or work area

Chemical Hygiene Plan

• Carcinogens
• CHP must include specific policies and procedures

for use, handling, and storage of carcinogens

• Specific hazard assessment must be completed
• Some compounds require a designated use area,

restricted access, and posting on entrance

• Refer to LSM for list(s) of carcinogens and

requirements

Standard Operating Procedures

• SOPs are an element of the CHP, and provide final

details of safety protocols

• Required content:
• Step-by-step procedure
• Specific identification of hazards
• Identify equipment requirements (ventilation, apparatus,

etc.)

• Procedures for safe handling of chemical products and

wastes

• PPE requirements
• Safety checks, milestones, and limitations
• Any additional training or limitations required to perform
• perations
• WSU has adopted a standard template for SOPs,

available through EHS website

WHY?

What is the purpose of the LSM, the CHP, and SOPs?



Hazard Assessment



Review the work area and identify hazards



Note areas of concern



Identify PPE, engineering controls, and training



Reduce or eliminate exposure to hazards

Again – the PI is primarily responsible



They are the person most familiar with lab operations and associated hazards, and in the best position to identify and ensure protections are in place



The department and EHS provide support and oversight



All staff and students working in lab should participate, assist, and COMPLY

Hazard Assessment



When evaluating a process, ask 3 questions:

 What can hurt you?  How would it hurt you?  What can be done to prevent it from hurting you (how can the hazard be reduced/eliminated)?



Review the process and the work area to identify health hazards and physical hazards



Conduct a step-by-step review of procedure

 At each step, ask “What could go wrong?”



Flag items of concern



Determine control methods to reduce or eliminate exposure



Incorporate control methods and re-evaluate procedure, workspace, and materials to ensure residual risk is low



Train employees on new procedure and required controls, including PPE

 Health Hazards

 Chemicals

 Irritants  Sensitizers  Carcinogens - Radiation, Chemicals

like benzene, Particulates like asbestos

 Systemic Toxins – things that target a

particular organ or systems



Chemicals may also have physical hazards:

 Corrosivity  Flammability  Reactivity

 Biological Hazards



Bacteria, viruses, fungi

 Radiological Hazards

 Physical Hazards

 Temperature

 Hot surfaces  Steam  Cryogenics  Ambient temperature, if in a hot or

cold environment

 Moving Objects  Potential energy – electricity,

hydraulics, pressurized systems, falling

• bjects, gas cylinders

 Slip, trip, and fall hazards  Ergonomic – repetitive motion;

improper positions; static positions; improper lifting

 Noise & Vibration – grinders, hand

tools, etc.

Identifying Hazards

Health Hazards

 Acute and Chronic health impacts

 Acute effects result in injury at the time of exposure, or very soon after  Chronic effects cause injury later, or after prolonged or repeated exposure

 Dose-Response: each compound is different

 For highly toxic chemicals, effects are seen after very small dose. For others, a

large dose may be required  Each person is different

 Some persons may have severe reaction even to a small dose

 Sensitizers

 Some compounds produce an effect with smaller and smaller doses

(formaldehyde, latex)

Chemical Hazards

 Consider all routes of

• exposure. How will the

substance enter the body?

 Hazard assessment should

account for each of these for each specific compound, and determine methods to control exposure

Hazard Mitigation

Engineering Controls Physical changes to the work area that reduce or remove hazards, or place a barrier between the hazard and the user before an exposure can

• ccur

Administrative Controls Use procedure, policy, instruction, and training to prevent or reduce exposure to hazards that cannot be reduced by engineering controls Personal Protective Equipment Use protective clothing/equipment to limit exposure to hazards that cannot be reduced by engineering controls or prevented by administrative controls PPE is your last resort The preferred method for hazard mitigation is to eliminate the hazard. If it is not a required part of the process, don’t use it. If it cannot be eliminated completely, identify a less hazardous substitute (use a different tool or chemical) whenever possible. If it cannot be eliminated or substituted, other measures can be used

Engineering Controls

 The best example of an engineering control is exhaust ventilation

– chemical fume hoods; biosafety hoods; local exhaust for processes or equipment



Keep sash at 18” or less, all work at least 6” behind sash



Close sash when not in use  Fume Hoods are not storage cabinets  Avoid drafts, quick movements, and

bulky objects

 Sash closed all the way  Face velocity between 80-120 feet per

minute

Engineering Controls



Chemical storage



Chemicals separated and stored according to hazard and compatibility



Proper labeling – identification of chemical and hazard(s)



Flammables in ventilated cabinets, away from heat sources



Never store chemicals in hoods, on the floor, on bench top, or areas of heat or sunlight



Secondary containment 

Machine Guarding



Barriers over any moving or rotating parts 

Refrigerators/Freezers



No food; clearly labeled 

Noise reduction - containment or technologies



GFCI circuit protection



Holders and racks for compressed gas cylinders



Non-slip surfaces

What’s Wrong here?

Materials are stored in the hood, blocking air flow and reducing its effectiveness Materials, including liquids are stored on a shelf above eye level, where they can be accidentally spilled

• ver the face and eyes.

Place only light items

• n upper shelves, and

store liquids below eye level. There are two problems here. First, this container is unlabeled, so its contents and hazard(s) cannot be identified. Second, it does not have a secure lid. If it tips, the liquid inside will dislodge the foil and spill. All containers must be securely capped, and must be clearly labeled with their contents and associated hazard(s) The emergency eye wash and shower is obstructed by tools and furniture, and cannot be easily reached for use. A clear path to emergency equipment must be maintained at all times.

Administrative Controls

 Procedures, safety procedures, policies

 Don’t work alone  Read instructions/warnings carefully  Keep area organized

 SDSs must be available  Hazard Assessments must be completed for all activities  Training of personnel (at time of assignment and whenever hazards change)

 CHP  Chemical Properties; Physical & Health Hazards  Work practices, emergency procedures, PPE, SOP’s

 Work Practices

 Chemical substitution/Minimization (using less hazardous chemicals)  Micro-techniques (using chemicals in the smallest possible quantity)  No food/drink/smoking in lab  Hand washing  Clothing  One glove rule – when carrying chemicals from one lab to another, keep the container in a

gloved hand and use an ungloved hand to open doors

 Use material handling devices – carts, cylinder carts, hand trucks, etc.

 Disciplinary action (re-training, removal of lab access, etc.)

Administrative Controls

 Container labeling

 Must meet GHS requirements

 Product Identifier  Hazard Pictograms  Signal Word  Hazard Statement  Precautionary Statements  Supplier Information

 On primary container:

 Keep manufacturer label, do

not destroy or deface

ALL Secondary containers, such as flasks and beakers, must be labeled with Chemical name Hazard(s)

What’s Wrong Here?

What is the other 80%? What is the hazard? All containers must be labeled with their full contents, and with all associated hazards What are the hazards? Not everyone knows what “NaOH” is. Labels must be immediately readable, and cannot use abbreviations or chemical formulae Again, this container does not clearly identify its contents or associated hazard(s) DKWTI = “don’t know what this is” This label adequately identifies the material and the hazard. But…the container is empty Labels on empty containers should be removed or

• bscured

Personal Protective Equipment (PPE)

 Supervisors complete PPE assessments and evaluate needs based on:

 Hazard assessment  Specific chemical and physical hazards (SDS properties & actual knowledge)  Material compatibility  Type of activities  Degree of exposure  Effectiveness of engineering & administrative controls

 Once PPE needs are identified and documented:

 Provide necessary PPE and training in its use and limitations  Oversight of proper use, maintenance and replacement

 Participate in additional PPE programs when applicable:

 Respiratory Protection Plan  Hearing Conservation Plan  Bloodborne Pathogen  Heat Stress

Personal Protective Equipment (PPE)

Several manufacturers publish tables indicating the compatibility of different glove materials with various chemicals. These can be used to determine what gloves are most appropriate for use. Note acetone (which is widely used) And, note nitrile, also widely used This indicates that acetone will rapidly degrade nitrile gloves, and will not provide protection from exposure for more than a short period. For any procedure using acetone extensively, another glove material should be selected. Even if acetone is lightly used, and splashed on nitrile gloves, the gloves should be replaced as soon as possible.

Personal Protective Equipment (PPE)

 Basic PPE requirements for entry to ALL labs:

 No bare legs or midriffs (no shorts or skirts)  No open-toed shoes or sandals  Safety glasses  Secure long hair and dangling jewelry

 Additional requirements for work in labs may include:

 Gloves, oven mitts, gauntlets  Lab coats or aprons  Safety goggles and/or face shields

 Lab signage should include PPE requirements!  If your PPE is broken, worn out, used up, or doesn’t work, TELL

YOUR SUPERVISOR

Protection and Prevention

Personal Protective Equipment (PPE)

 Respirators

 Users must be medically cleared to wear them – even for voluntary

use!

 Annual fit test  Medical questionnaire  Respiratory protection training

Emergency Equipment

 All labs must have emergency

wash stations

 Activated once per week

 Drench hoses too

 10 sec./50 ft. to reach

 UNOBSTRUCTED!

 Flow (15 minutes):

 0.4 GPM (eye wash)  20 GPM (Showers)  3.0 GPM (Drench Hose)

 Must activate with single motion

and stay activated

Emergencies

 Fire/explosion

 Understand your facility evacuation plan, and where the assembly point is  Know how to secure the lab and processes before evacuating

 Chemical spill or release

 Identify the material and hazards before attempting cleanup  Cleaned up in ten minutes or less  Employee must be trained to clean up spills  Spill cleanup can use the same PPE as used in normal work activities  Clean-up supplies are readily accessible (Spill Kit)  Does not have a Ceiling Limit listed in WAC 296-841  Dispose of cleanup materials as waste (EHS)  If ANY of those conditions CANNOT be met, IMMEDIATELY evacuate the area

and contact EHS

Incident Reporting

 Accidents and Injuries

 Must be reported to supervisor (no matter how minor)  Complete an incident report within 24 hours

 “Near Misses”

 Anything that goes wrong, but does not result in injury or damage – but could

have

 Reporting near misses allows evaluation of conditions, and may prevent a future

accident/injury  EH&S Safety Concern Report Form

 Located on EH&S website, can be completed anonymously

Supervisors and PIs have primary

responsibility for development of plans, but everyone should participate in identifying hazards

Protect your co-workers. EVERYONE has

“stop work” authority. If you see something unsafe occurring, or about to

• ccur, say something.

Working-Alone Policies

Washington State University is committed to keeping its employees and students safe. Working alone after hours is not permitted without prior approval and requires that a hazard assessment be completed to identify and mitigate hazards associated with the work. In any case, the minimum number of persons working on a project in a laboratory shall be at least two at all times! Safety Policies and Procedures Manual 2.40 requires that employees working alone have access to, and be trained in how to access adequate first-aid services. Such employees must be:  First-aid trained to self-treat injuries and occupational illnesses;  Able to call an on-site first-aid trained co-worker; or  Able to call 911. Supervisors of employees or students working alone must contact EH&S if those individuals may be exposed to hazards that cannot be adequately controlled by one person, or that could potentially result in severe injuries or occupational illnesses affecting the employee’s ability to access adequate first-aid services. EH&S regularly coordinates First Aid training for employees through the WSU Nursing faculty, or training can be obtained through multiple community resources. Contact EH&S for additional information. Work in any Immediately Hazardous Environment must be performed with direct observation by another trained individual; therefore working alone is prohibited when work involves the following:

• a. Machine and power tools that could cause critical injury, e.g. lathes, table saws, and chain saws
• b. Quick-acting acutely toxic material as described by the Safety Data Sheet (SDS’s), e.g., inorganic cyanides, fumigants, etc.;
• c. The use of any form of respiratory protection
• d. Confined spaces
• e. Any excavation with depth of 4 feet or more
• f. Electrical systems at high voltage
• g. Working with materials under high pressure and temperature
• h. Working at heights and using ladders over 4 feet
• i. Use of reactive chemicals, flammable materials above their flashpoint and/or in the presence of any ignition source, or any

hazardous chemical in a pressurized system

Supervisors and employees must evaluate work assignments on a case-by-case basis, and must consider the following risk factors for working alone:

• a. Tasks and associated hazards of the work to be performed
• b. Consequences resulting from a “worst case” scenario
• c. Likelihood for other persons to be in the area
• d. Possibility that a critical injury or incident could prevent the employees from calling for help or leaving the workplace
• e. Emergency response time
• f. Workers’ training and experience
• g. Workers’ physical handicaps or medical conditions
• h. Effectiveness of implementing appropriate safeguards
• i. Frequency of job supervision
• j. The time or shift when the job is to be done
• k. Whether the workers are accustomed to working in a team with only one more team member

In order to minimize potential risks associated with working alone, the following steps can be taken:

• a. Whenever possible, avoid allowing individuals to work alone
• b. Provide appropriate training and education to all students and employees, to ensure that they are familiar with the hazard(s) of

the work they perform

• c. Report all incidents or ‘near misses’ where the severity may be magnified by working alone
• d. When individuals are working alone, establish a check-in procedure to ensure that regular contact is maintained
• e. Schedule higher risk activities to be conducted during normal business hours, or when other workers are available to provide

emergency assistance

DEFINITIONS  Working Alone means an isolated team of at least two students/employees working with an immediately hazardous material, equipment or in an area that, if safety procedures fail, could reasonably result in incapacitation and serious life threatening injury

• f one team member for which immediate first aid assistance is not available.

 Immediately Hazardous Environment describes any material, activity or circumstance that could cause instantaneous incapacitation rendering an individual unable to seek assistance.  Direct Observation means the assigned second person is in line of sight or close hearing range with the individual working in an Immediately Hazardous Environment. ENFORCEMENT Violations of this policy will result in removal or restriction of laboratory access privileges.