Utilising ELearning in Resuscitation Training

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Utilising E-Learning in Resuscitation Training
Catriona Fleming SRO, BSC in Nursing Studies, MA
in Education Kevin Thomas RO, RGN, BSc
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Objectives

• To understand
• The reason behind introducing e-learning
• How we introduced the change
• Some issues with the process
• The benefits
• The future

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History to Project

• Nurse induction to the Trust
• ½ day resuscitation session
• groups of up to 40 individuals
• included
• lecture on organisational aspects of
  resuscitation within the Trust
• skills session basic life support

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Problems

• New Starters
• information overload
• information not retained
• lecture information not timely
• Resuscitation Department
• difficult to evaluate learning
• only achieving BLS (our standard is HLS)
• Managers
• inductees will need to be released again within
  the year to complete AED skills
• system did not take into account previous
  knowledge and skills and training

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Other Drivers

• Trust introducing e-learning across a range of
  topics
• Commercial packages becoming available nationally
• Trust had seconded a person to look at
  development of in-house e-learning.

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Our response to Drivers

• We started looking at alternative ways of
  delivering induction
• Commercial packages address Basic Life Support
• We wanted Trust specific control

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Solution

• Develop our own in-house e-learning resource as
  part of the induction process

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Resources

• IT person
• Software package - Articulate
• Management support
• Us

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Our package

• Starts with PowerPoint presentation
• Articulate works as add-on to PowerPoint
• Articulate includes elements that allows you to
  add in voice over, video, links, quizzes
  interactive slides

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Let me show you this in action

• Link to our package (intro page)

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Adult Learners need

• Autonomy and self determination
• Life experience and prior knowledge
• Goal orientated (internal motivation)
• Relevance orientated (authentic context)
• Practical (helping them perform their job)
• Esteem (confidence building)
• Malcolm Knowles

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The goals of the learning process

• Domains of learning
• Cognitive mental skills (knowledge) -
  Articulate
• Affective growth in feelings or emotional areas
  - Articulate
• Psychomotor manual or physical skills
• Key Skills
• Benjamin Bloom

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Blended Learning

• Embedding e-learning means using and blending a
  spectrum of learning technologies and pedagogues
  in the design, delivery, support and assessment
  of learningIt almost always includes some form
  of tutor support, blending face to face delivery
  with technology based learning.
• Supporting Best Practice in e-learning across the
  NHS DoH 2005

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Preferred Learning Style

• Visual
• Auditory
• Tactile/kinaesthetic
  David Kolb

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Visual Learners

• They like to see and think in pictures
• Links to articulate video of drug assembly
• See pictures of members of the department
• See video clip of RLP
• Sees pictures of resuscitation equipment

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Auditory Learners

• There is narration throughout the programme
• We used male and female voices for interest and
  varied tone of voice
• These people think in sounds
• Like to talk out loud
• For the future improving sound quality is vital

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Tactile Learners

• These students are actively interacting within
  the programme and the more that can be built into
  the programme through virtual learning this will
  increase their motivation

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Meeting learners needs

• Learners retain
• 20 of what they hear
• 40 of what they see
• 75 of what they see, hear and do
• Thus effective e-learning tools must engage
  learners, replicate authentic learning
  environments and cater for various learning styles

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Advantages to Inductees

• Inductees can
• learn at their own pace
• stop and start as needed
• go back and revisit information
• practice with technology so they can then access
  it when required at work
• learning is interactive and varied

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Advantages to the Department

• Reach a wider number of staff and provide more
  than annual updates. Supports ongoing learning
  and continuing resources in clinical areas
• Reduced need for paper copies. Materials are
  up-to-date and accessible. Reduces risk of
  out-of-date materials.

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Challenges

• Getting hold of the software
• IT resources within the Trust to run the package
• Finding somewhere to host the package for staff
  to access
• Linking to ESR
• Tracking users (NLMS, OLM, SCORM, logins)
• Increasing our own knowledge and skills to design
  packages

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Evaluation - Staff

• quick, easy and useful
• moderately useful. Shows where policies can be
  found, what is available and what needs to be
  done
• the videos didnt always load properly
• brilliant

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Evaluation - Managers

• really useful, we can print on our ward.
• can easily be covered on night shifts
• more staff are receiving defibrillation
  training
• we dont have enough computers
• staff need to get away from the ward

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The future

• Educational strategy
• widest range possible of teaching tools
• reach students in an appealing and flexible way,
• address adult learning needs
• organisational needs
• Develop packages to cover other areas
• pre-course learning
• anaphylaxis
• defibrillator/equipment checking procedures
• learning from incidents and plans from risk
  assessments

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• Questions

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Thank you