Scholarly Project
Malignant
Hyperthermia
Learning Module
By
Ginger VanDenBerg
Ferris State University
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
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
Scholarly Project – MH
Goals & Objectives
 Goal 1: Develop a computer based malignant hyperthermia learning
module for GRMC’s perioperative 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
Scholarly Project – MH
Goals & Objectives
 Goal 2: Implement a computer based malignant hyperthermia
learning module for GRMC’s perioperative 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’s perioperative nursing staff.
-Review evaluation data collected through the LMS, including knowledge
evaluation and overall course feedback
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
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
E-Learning and Constructivist
Integration of Elearning &
Constructivism
E-Learning
(Technologies
utilized as
cognitive tools)
Constructivism
(A learning theory that
encourages building a
knowledge base with
the learning
environment
Educator’s
Role
Course
Effectiveness
Enhancing Active
Learning
Quality of Learning
Materials
-Usability
-Accessibility
-Satisfaction
Creating Quality
Learning
Material
Learning Outcomes
(Nursing Competency)
-Knowledge
-Decision-making skills
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.
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 scaleevaluation for staff value and content learning
 Specific, Measurable, Achievable, Realistic, Timebound (S.M.A.R.T.) = Preceptor/Student evaluation