Online Training Module Research Articles

Creating and Evaluating a Data-Driven Curriculum for Central Venous Catheter Placement

Central venous catheter placement is a common procedure with a high incidence of error. Other fields requiring high reliability have used Failure Mode and Effects Analysis (FMEA) to prioritize quality and safety improvement efforts. To use FMEA in the development of a formal, standardized curriculum for central venous catheter training. We surveyed interns regarding their prior experience with central venous catheter placement. A multidisciplinary team used FMEA to identify high-priority failure modes and to develop online and hands-on training modules to decrease the frequency, diminish the severity, and improve the early detection of these failure modes. We required new interns to complete the modules and tracked their progress using multiple assessments. Survey results showed new interns had little prior experience with central venous catheter placement. Using FMEA, we created a curriculum that focused on planning and execution skills and identified 3 priority topics: (1) retained guidewires, which led to training on handling catheters and guidewires; (2) improved needle access, which prompted the development of an ultrasound training module; and (3) catheter-associated bloodstream infections, which were addressed through training on maximum sterile barriers. Each module included assessments that measured progress toward recognition and avoidance of common failure modes. Since introducing this curriculum, the number of retained guidewires has fallen more than 4-fold. Rates of catheter-associated infections have not yet declined, and it will take time before ultrasound training will have a measurable effect. The FMEA provided a process for curriculum development. Precise definitions of failure modes for retained guidewires facilitated development of a curriculum that contributed to a dramatic decrease in the frequency of this complication. Although infections and access complications have not yet declined, failure mode identification, curriculum development, and monitored implementation show substantial promise for improving patient safety during placement of central venous catheters.

School Nurse Online Emergency Preparedness Training

The objective of this study was to evaluate the effectiveness of a computer-assisted emergency preparedness course for school nurses. Participants from a convenience sample (52) of school nurses from New Mexico were randomly assigned to intervention or control groups in an experimental after-only posttest design. Intervention group participants completed 15 online emergency preparedness training modules followed by posttests, and control group participants completed the posttests without taking the training modules. Tests measured emergency preparedness with written exams, confidence surveys, and skills performance in videotaped scenarios; the videotaped scenarios were scored by Pediatric Emergency Medicine physicians blinded to whether the participants were in the intervention or control group. The intervention group participants scored significantly higher in tests of knowledge and skills than control group participants. Confidence Survey scores did not differ significantly. The online training modules are a valuable resource for improving school nurse emergency preparedness knowledge and skills but may not affect participants' confidence.

Can Hybrid Learning Theory Be Used to Teach Working Sonographers Breast Elastography?

Hybrid learning is a combination of on-line learning and face-to-face sessions. This research sought to answer the question of "Can Hybrid Learning be Utilized To Teach Working Sonographers to perform breast Elastography?" We designed a hybrid course entitled "Breast Elastography for Working Sonographers." This course consisted of four on-line training modules, each complete with a post-test and one face-to-face session. After the face-to-face session lectures, participants were interviewed and observed performing elastography on a breast phantom. Our results indicate that this is a successful method for teaching working sonographers breast elastography, in this setting.

Scenegraph-Based Platform for 3D Computer Graphics Training

We propose a framework for developing online interactive experiments for training students to master the basic concepts of 3D Computer Graphics. As 3D Computer Graphics has applications in a large range of fields (visual arts, media, geography. etc.), we need to devote particular attention to students that are nonexperts in Computer Science and particularly in programming. We also have to take into consideration the resources and efforts required for the development of online training modules. We describe our approach for designing and implementing accurate and efficient training modules and describe how we have implemented one particular use case scenario.

Disability awareness training for library staff: evaluating an online module

PurposeThe purpose of this article is to explore the views of library staff on the effectiveness of an online training module in disability awareness and to evaluate the appropriateness of this method of delivery for staff development in an academic library.Design/methodology/approachIn total, 14 library staff participated in a five week web‐driven training module at the University of Dundee Library using the institutional virtual learning environment (VLE). Results of a pre‐ and post‐study quiz were analysed to evaluate any change in participants’ awareness of disability matters. Opinions of staff on the effectiveness of the training programme were obtained via questionnaire.FindingsFollowing the programme there was an increase in participants’ awareness and knowledge of the subject. Library staff commented favourably on the value and effectiveness of the module.Research limitations/implicationsAll the participants in this study were employees of one Higher Education Institution (HEI) in Scotland. An extension of the study could be developed by making the course available to library staff at other HEIs and exploring the value of the programme to these participants and their employers.Practical implicationsHighlights the value of using an institutional VLE to deliver accessible and flexible online learning opportunities for staff in academic libraries.Originality/valueOffers a possible solution to staff development needs of academic institutions seeking to meet the requirements of disability equality legislation to ensure disabled users are treated fairly and with the support they require.

Successful Distance Education Programs In Sub-Saharan Africa

This paper explains the purposes, delivery methods, and program characteristics of successful distance education (DE) in sub-Saharan Africa (SSA). This paper investigates the design and delivery systems of these programs and identifies ways the DE programs are working to improve. There are about 150 formidable distance education programs working in SSA. They aim to increase and improve a variety of existing programs, including primary and high school education, college-level and graduate programs, language training, teacher training, and continuing education for adults. The primary delivery system used by most institutions consists of printed manuals and texts that are distributed to all students. Despite the continued development of information and communication technology (ICT), including videos, online training modules, and web-based training (WBT) systems, traditional DE delivery methods continue to prove as the most reliable, most sustainable, and most widely used.

Development of a Web Based Education Program for Infection Prevention and Control New Employee and Annual Training in a Large Multispecialty Clinic and Hospital Setting

PROJECT: Mayo Clinic Rochester is a multispecialty healthcare system employing in excess of 24,000 allied health staff and 3400 physicians and trainees. In order to meet the I P&C training needs of our diverse group of employees, provide consistent messages and track outcomes, we created a web-based education program. These programs allowed us to convert from multiple programs written and delivered by multiple departments to online training modules with the ability to adjust formats and provide consistent updated training and oversight by IP&C. Additionally in preparation for pandemic flu or bioterrorist events, the change allowed for ‘‘Just in Time training’’ which can be circulated immediately to all staff and allowed for well documented compliance reporting.

User Patterns and Satisfaction With On-line Trainings Completed on the North Carolina Center for Public Health Preparedness Training Web Site

Short online training modules have been developed by the North Carolina Center for Public Health Preparedness (NCCPHP) and provided to registered users for free on its Training Web Site. Use of these modules can improve the knowledge, skills, and awareness of public health professionals in topics related to public health preparedness. According to the results of a survey implemented in October 2004, the NCCPHP Training Web Site is effectively reaching its target audience of local and state public health workers. The utilization of distance learning technology allows for broad distribution of training materials, with registered users in all 50 US states and 122 foreign countries. In addition, the NCCPHP Training Web Site is providing training materials in topics most requested by the public health workforce. According to the findings of this survey, online training in public health preparedness and response is an efficient way to improve the knowledge and skills of our public health workforce to increase competency.

Free Online Consumer Health Classes

The National Library of Medicine (NLM) provides many avenues for consumers to find and evaluate online health information. In addition to the consumer health Web sites NLM has developed, there are numerous online training modules available through The National Network of Libraries of Medicine's “National Training Center and Clearinghouse's Educational Database.” This database lists available classes and provides contact information for libraries across the country that offer training and education in using the NLM Web sites and in finding and evaluating health information online.

Creating Effective Presentations and Online Training Modules

Creating Effective Presentations and Online Training Modules

Ethics and Audiology

Ethics and Audiology

Evaluating On-line Training Modules in the Oregon Master Gardener Program

In conjunction with two noncredit, on-line training modules for the Oregon Master Gardener Program, a team of educators and web designers developed an evaluation tool to help determine the effectiveness of these modules for training Master Gardeners. The evaluation tool includes questions on technical issues, organization and presentation of the module, navigation throughout the module, content and user satisfaction. Data collected from participants via the tool in 1999 on the basic botany module, highlighted areas that needed improvement including reducing the amount of on-screen reading (organization and presentation) and an inability of participants to access video clips and animations (user satisfaction). Overall, participants gave both modules high marks in each of the five categories. Major modifications made to the soils and fertilizers module in 2000 were likely responsible for the improved organization/presentation rating (2.4 in 1999 to 1.9 in 2000 where 1 = highly positive ranking; 5 = highly negative ranking) and the user satisfaction rating (2.5 in 1999 to 2.0 in 2000). Both years the overall acceptability of the course was high 1.45 (1 = highly positive ranking; 5 = highly negative ranking) and 1.80, 1999 and 2000 respectively, and has encouraged the team to continue developing on-line training modules for the Oregon Master Gardener Program.

572 Basic Botany On-Line: A Training Tool for the Oregon State Univ. Master Gardener Program

At Oregon State Univ. (OSU), a team of educators and web designers developed a noncredit, on-line training module for the OSU Master Gardener program. The on-line module consists of the botany component of the annual Master Gardener training. It is comprised of text from the botany chapter in the Master Gardener handbook, an on-line discussion group, on-line quizzes for each section, a clickable glossary, links to additional educational resources on the web, a few animations, and numerous photographs and line drawings. To evaluate the effectiveness of this learning tool a group of 24 Master Gardeners (all graduates of the Master Gardener training program from previous years) tested the module via their home computers. Additionally usability testing was completed with a group of eight Master Gardener volunteers. These participants navigated through the course in a computer lab setting while they were observed by the development team. Participants from both groups completed an evaluation regarding technical issues, organization and presentation of the module, navigation throughout the module, and content as well as user satisfaction. Overall participants felt this was a useful training tool for the Master Gardener program and that it would be a useful addition to the annual training. They also noted that features such as the on-line discussion group and accessibility of e-mail made them feel connected to the other on-line learners as well as to the course instructor. This module will be used as the primary training tool for the botany component of the annual training for over 75 new trainees in 2000.