Scholarly Project Malignant Hyperthermia Learning Module

1. Scholarly ProjectMalignant HyperthermiaLearning Module By Ginger VanDenBerg Ferris State University

2. 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

3. A.D.D.I.E.Assessment/Define/Develop/Implement/Evaluate Assessment • Identifying 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

4. Scholarly Project – MHGoals & Objectives • Goal 1: Develop a computer based malignant hyperthermia learning module for GRMC’sperioperative 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

5. Scholarly Project – MHGoals & Objectives • Goal 2: Implement a computer based malignant hyperthermia learning module for GRMC’sperioperative 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’sperioperative nursing staff. -Review evaluation data collected through the LMS, including knowledge evaluation and overall course feedback

6. A.D.D.I.E.Assessment/Define/Develop/Implement/Evaluate Define • Identified Learning Objectives – Bloom’s Taxotomy • Target Audience- Perioperative nursing staff • Learning Environment – Computer, Online, Availability • Learning Content – Time Constraint for staff engagement

7. 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

8. E-Learning and Constructivist Integration of E-learning & Constructivism Educator’s Role Course Effectiveness Enhancing Active Learning Quality of Learning Materials -Usability -Accessibility -Satisfaction E-Learning (Technologies utilized as cognitive tools) 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

9. A.D.D.I.E.Assessment/Define/Develop/Implement/Evaluate Implement • Coordinated 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.

10. A.D.D.I.E.Assessment/Define/Develop/Implement/Evaluate Evaluate • Conducted 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