| Information Categories | Data Sources | Learner Characteristics | Implications |
|---|---|---|---|
| 1. Entry behaviors | • Direct observation • Interviews | Learners have varying skill levels with using a PC from none at all to power user status | Formal methodology will need to be developed to ensure learners possess necessary entry behaviors prior to start of training |
| 2. Prior knowledge of topic area | • Direct observation • Interviews | Learners have used different methodology (paper records) to maintain the same information in the past, so are familiar with the medical records process | Instructional design and facilitation methods will need to show how paperless pharmacy processes are analogous to paper recordkeeping |
| 3. Attitudes toward content | • Direct observation • Surveys | Learners tend to struggle with retaining knowledge from the time of training to the time of mentoring | Learning delivery system must allow learners to revisit subjects after completion for review and clarity and facilitators must continue to be available between training and mentoring to answer questions and address concerns |
| 4. Attitudes toward potential delivery system | • Direct observation • Surveys | Due to the practicum-based pedagogy of allied health many learners will not have any past experience with synchronous or asynchronous online learning | Facilitators will need to act not only as subject matter experts, but also must guide learners through the online learning experience |
| 5. Attitudes toward organization | • Direct observation • Interviews | Learner attitudes toward organization varies based on the level of support they feel they have from administration | Administrators will need to be made explicitly clear on their role in the change management process associated with the change to paperless |
| 6. Motivation for instruction (ARCS) | • Direct observation | • Attention—Learners will likely be pressed for time and emergencies will lead to distractions during their shift • Relevance—Content will represent a direct change to their daily operations • Confidence—Learners will have varied levels of confidence in mastery based on the level of their entry behaviors • Satisfaction—Some learners will be motivated intrinsically, but the majority will be looking for extrinsic rewards | • Training needs to be delivered in small chunks and accessible 24-hours a day • Facilitators will need to ensure that learners understand how their daily processes will change after the implementation goes live • Facilitators will need to identify individuals with lower entry behaviors and ensure that their confidence levels are maintained • The program will need to develop a system of extrinsic rewards such as certificates and even CEUs for licensing purposes |
| 7. Educational and ability levels | • Direct observation • Interviews | Most learners will have completed at least a 2-year allied health program and some will have a bachelor’s degree or more | The level of complexity that learners can handle will in most cases be directly proportional to the amount of education the possess |
| 8. General learning preferences | • Direct observation | Most learners will have completed programs where they have completed their learning under the direct supervision of a more experienced professional | Learners will likely desire some “hand holding” as they go through the learning process, so some synchronous learning will likely be needed to maintain their enthusiasm |
| 9. Group characteristics | • Direct observation | Learners typically work with a familiar team of RNs, LPNs, and certified nursing assistants on the same shift and unit unless they are working with or are an agency professional | Many learners will be resistive of the process because of the impact of the process on their routine, so some change management skills will be required on the part of facilitators |
| Information Categories | Data Sources | Learner Characteristics | Implications |
|---|---|---|---|
| 1. Entry behaviors | • Direct observation • Interviews | Learners have varying skill levels with using a PC from none at all to power user status | Formal methodology will need to be developed to ensure learners possess necessary entry behaviors prior to start of training |
| 2. Prior knowledge of topic area | • Direct observation • Interviews | Learners have used different methodology (paper records) to maintain the same information in the past, so are familiar with the medical records process | Instructional design and facilitation methods will need to show how paperless pharmacy processes are analogous to paper recordkeeping |
| 3. Attitudes toward content | • Direct observation • Surveys | Learners tend to struggle with retaining knowledge from the time of training to the time of mentoring | Learning delivery system must allow learners to revisit subjects after completion for review and clarity and facilitators must continue to be available between training and mentoring to answer questions and address concerns |
| 4. Attitudes toward potential delivery system | • Direct observation • Surveys | Due to the practicum-based pedagogy of allied health many learners will not have any past experience with synchronous or asynchronous online learning | Facilitators will need to act not only as subject matter experts, but also must guide learners through the online learning experience |
| 5. Attitudes toward organization | • Direct observation • Interviews | Learner attitudes toward organization varies based on the level of support they feel they have from administration | Administrators will need to be made explicitly clear on their role in the change management process associated with the change to paperless |
| 6. Motivation for instruction (ARCS) | • Direct observation | • Attention—Learners will likely be pressed for time and emergencies will lead to distractions during their shift • Relevance—Content will represent a direct change to their daily operations • Confidence—Learners will have varied levels of confidence in mastery based on the level of their entry behaviors • Satisfaction—Some learners will be motivated intrinsically, but the majority will be looking for extrinsic rewards | • Training needs to be delivered in small chunks and accessible 24-hours a day • Facilitators will need to ensure that learners understand how their daily processes will change after the implementation goes live • Facilitators will need to identify individuals with lower entry behaviors and ensure that their confidence levels are maintained • The program will need to develop a system of extrinsic rewards such as certificates and even CEUs for licensing purposes |
| 7. Educational and ability levels | • Direct observation • Interviews | Most learners will have completed at least a 2-year allied health program and some will have a bachelor’s degree or more | The level of complexity that learners can handle will in most cases be directly proportional to the amount of education the possess |
| 8. General learning preferences | • Direct observation | Most learners will have completed programs where they have completed their learning under the direct supervision of a more experienced professional | Learners will likely desire some “hand holding” as they go through the learning process, so some synchronous learning will likely be needed to maintain their enthusiasm |
| 9. Group characteristics | • Direct observation | Learners typically work with a familiar team of RNs, LPNs, and certified nursing assistants on the same shift and unit unless they are working with or are an agency professional | Many learners will be resistive of the process because of the impact of the process on their routine, so some change management skills will be required on the part of facilitators |
Sharing content requires targeting cookies to be enabled. Please update your cookie preferences to use this feature.