The Science Journal of the American Association for Respiratory Care

2011 OPEN FORUM Abstracts


Ben Downs1, Julie Harris2, Gary R. Lowe1, Nancy Lowe3, Michele Kassal2; 1Respiratory Care Services, Arkansas Children's Hospital, Little Rock, AR; 2Nursing Education, Arkansas Children's Hospital, Little Rock, AR; 3Quality Improvement, Arkansas Children's Hospital, Little Rock, AR

Introduction: Our institution initiated a change in the cardiopulmonary arrest record to facilitate compliance in documentation of arrest situations. The challenge for hospital educators was to introduce staff to this new form in a timely and efficient manner. An online method of content delivery was utilized instead of more traditional methods. Hypothesis: Developing online training modules which integrate the needs of different learning styles will return a higher rate of student satisfaction. Methods: The evaluation contained 10 questions (8-Likert Scale, 1-multiple choice and 1 open-ended). After administrative review, the IRB determined the project was not human subject research. The evaluation was then distributed to 940 hospital staff. Prior to the evaluation, staff accessed an 11-minute online training module detailing documentation requirements for a new cardiopulmonary arrest record. This module utilized a screen recording software which enabled staff to see the new arrest record and follow along as it was filled out section by section. This software also provided voice narration and visual cues to highlight training points. Results: Of the 940 staff members asked to complete an evaluation of the online training program, 633 responded (67%). Respondents were confident they could correctly document on the new cardiopulmonary arrest record (90%), and that all sections of the record had been adequately explained (91%). They indicated adequate examples of documentation were provided (90%), and that their personal learning style had been met (87%). Respondents agreed that learning at their own pace increased their retention of information (90%), and preferred the learning style provided in this module (87%). They were also satisfied with the manner in which the material was presented (87%), and that this training method was an efficient method of learning (88%). Respondents preferred the online training module over other traditional teaching methods (slide and/or lecture-based presentation) (65%). Conclusion: Technology skills possessed by hospital staff are pushing today's classroom into forums that can be accessed on demand, and provide them with content designed with the adult learner in mind. It is crucial that staff is engaged in their learning if they are to be successful in adapting to changes. In using this online training module, we found a majority of staff responded positively to this method of presentation.
Sponsored Research - None