Scholarly ProjectMalignant

HyperthermiaLearning Module

By

Ginger VanDenBerg

Ferris State University

Presentation Objectives

Discuss Project Goals and Objectives

Discuss assessment process to identify project topic

Present project topic and supporting literature

Present learning strategy and delivery methodology

Discuss supporting theory and literature

Present evaluation methods and collection

A.D.D.I.E.Assessment/Define/Develop/Implement/Evaluate

AssessmentIdentifying a topic or issue for a scholarly project

What is missing or needs improvement for perioperative education

Assessment of the perioperative orientation material and required annual competency

Topic - Malignant Hyperthermia (MH) Education

Scholarly Project – MHGoals & Objectives

Goal 1: Develop a computer based malignant hyperthermia learning module for GRMC’s perioperative nursing staff.

-Review literature & organizational information related to the most up to date healthcare assessment & treatment of MH.

-Identify learning objectives, utilizing cognitive development theories and Bloom’s taxonomies for knowledge building

-Develop learning module content – addressing assessment, recognition, interventions, and post care for MH.

-Coordinate meeting with IS staff to verify computer program compatibility with GRMC’s LMS and discuss timeline for implementation

-Conduct literature search and review to identify various evaluation methods

-Develop evaluation tools reflecting learner accomplishment and program value

Scholarly Project – MHGoals & Objectives

Goal 2: Implement a computer based malignant hyperthermia learning module for GRMC’s perioperative nursing staff.

-Verify learning module content and evaluaiton collection within the LMS system. Verify staff assignment with perioperative management

-Launch the on-line MH learning module

Goal 3: Evaluate the computer-based MH learning module for GRMC’s perioperative nursing staff.

-Review evaluation data collected through the LMS, including knowledge evaluation and overall course feedback

A.D.D.I.E.Assessment/Define/Develop/Implement/Evaluate

DefineIdentified Learning Objectives – Bloom’s Taxotomy

Target Audience- Perioperative nursing staff

Learning Environment – Computer, Online, Availability

Learning Content – Time Constraint for staff engagement

A.D.D.I.E.Assessment/Define/Develop/Implement/Evaluate

Develop (Please refer to your handout – powerpoint MH learning module)

Conducted literature search – Question ? Appropriate learning theory

Identified Constructivist learning theory-Student Centered

Teaching strategy-Powerpoint with intermittent quizzes, comprehensive quiz, and case study

Delivery method – Online through Genesys Learning Management System

E-Learning and Constructivist

Integration of E-learning &

Constructivism

Educator’sRole

CourseEffectiveness

E-Learning (Technologies

utilized as cognitive tools)

Enhancing Active Learning

Quality of Learning Materials-Usability

-Accessibility-Satisfaction

Constructivism(A learning theory that encourages

building a knowledge base with the

learning environment

Creating Quality

Learning Material

Learning Outcomes(Nursing

Competency)-Knowledge

-Decision-making skills

A.D.D.I.E.Assessment/Define/Develop/Implement/Evaluate

ImplementCoordinated meeting with key stakeholders

-LMS personnel-Periop management

Notified periop nursing staff of module availability (not annual required)

Confirmed module flow and testing on the LMS.

A.D.D.I.E.Assessment/Define/Develop/Implement/Evaluate

EvaluateConducted literature review to identify appropriate

evaluation methods.

Systems Theory = Input, Throughput, Output, Feedback

Indentified summative, formative, and Likert scale-evaluation for staff value and content learning

Specific, Measurable, Achievable, Realistic, Time-bound (S.M.A.R.T.) = Preceptor/Student evaluation