TITLE: Hand Hygiene in Healthcare Settings
PROJECT BACKGROUND: The goal of this course was to supplement traditional training for one of our international clients. It was designed to impact the daily practices of healthcare personnel and serve as a precursor to implementation of on-site monitoring of hand hygiene practices. Healthcare-associated infections are the most adverse event affecting hospitalized patients and staff. The goal of this course was to promote consistent application of proper hand hygiene practices by healthcare workers (doctors, nurses, technicians, etc.) in Saudi Arabia.
TECHNOLOGY USED: Articulate Storyline 2, PowerPoint 2013, Adobe Photoshop CC 2015, Camtasia Studio 08
OUR DESIGN APPROACH: For the design phase of the project, we wanted to achieve the following goals:
- Break the information into time-manageable sections allowing the learner to navigate freely through the course.
- Incorporate a glossary to facilitate non-medical personnel’s understanding of terminology.
- Utilize culturally appropriate images for the target audience.
- Incorporate screen and knowledge-based interactions and videos as much as possible to make the content more engaging.
- Ensure the learners view and interact with all sections of the course prior to taking the final assessment.
- Design a final assessment so data could be tracked and trended to identify areas for improvement.
BREAKING THE CONTENT IN TO TIME-MANAGEABLE SECTIONS/INCLUDE GLOSSARY FOR NON-MEDICAL PERSONNEL: As part of the overall design, we divided the course into five micro-modules. A menu system allowed the learner to navigate freely between each section. We used Storyline 2’s built-in glossary tab to add medical terms and their associated definitions. These definitions could be accessed by the learner at any point in the course. The Notes tab was used to provide a transcript of the audio.
UTILIZING CULTURALLY APPROPRIATE IMAGES FOR TARGET AUDIENCE: To balance the course and keep the learners engaged, we used both a female and male guide. The guides, which were interchanged between each micro-module, were chosen by the client to align with their culture and organization. Professional voice-over artists were employed to record scripts that we wrote for the client. Images chosen throughout the course were selected and designed to align with healthcare settings the target audience was most likely to encounter.
To keep the learners engaged, we designed 8 interactions that allowed them to explore the topics in more detail. As each element of an interaction was completed, a visual indicator was used to inform the learner of their progress.
With hand hygiene, it’s critical that the learner be able to see the appropriate steps of hand hygiene visually. To accomplish this, we incorporated videos with captions that demonstrated the appropriate steps and when they must occur in the healthcare setting. We also adjusted clip speeds to slow down the process allowing the learner to see each of the distinct steps being taught. Videos were also included in the final assessment to test the learner’s ability to recognize when proper hand hygiene techniques were not being used during daily interactions with patients.
ENSURING THAT LEARNERS INTERACT WITH ALL SECTIONS OF THE COURSE PRIOR TO FINAL ASSESSMENT
To ensure learners viewed all of the material (a requirement by the client) before taking the final assessment, Storyline triggers and variables were used to track which interactions and screens had been completed. A lightbox was used to remind the learner of this requirement should they attempt to access the final quiz before completing the required sections.
TRACKING FINAL ASSESSMENT DATA
The product was designed to support quality improvement initiatives. To track individual learner responses to each question in the final quiz, the product (SCORM 2004 pkg) was tested on an industry standard LMS prior to delivering to client. Related data can be exported and analyzed to identify those questions most likely to be answered incorrectly. This allows the identification of specific areas of knowledge that need to be emphasized or otherwise supplemented in each learner group.
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