1. Scholarly Project Malignant Hyperthermia Learning ModuleBy
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
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 – 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

5. 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

6. A.D.D.I.E. Assessment/Define/Develop/Implement/Evaluate
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
(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
E-Learning (Technologies utilized as cognitive tools)
Enhancing Active Learning
Quality of Learning Materials
-Usability
-Accessibility
-Satisfaction
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
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
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