How to promote increased comprehension for clinical staff related to technology training

1. TEPR
May 20, 2008

2. Multnomah Falls Near Portland, Or

3. Objectives
 Understand the primary focus of
training
 Identify what makes training
effective
 Learn ways to increase learning
when working with Individuals or
groups

4. Learning
 How would you define it?
 Lecture, Homework, Class, Teacher,
Tests?

5. Learning Terms to Know
 Lecture-
 Name, explain, describe, talk about
 Active Learning-
 Doing, actively engaged in learning
activities

6. The Disconnect
 http://www.youtube.com/watch?v
=xFAWR6hzZek

7. The Disconnect
 End –user
 Anxious
 Upset
 Did not know the basic words,
meanings
 The support person was trying to help
 End user understood the words being
said but had a different meaning

8. Example of Directions from expert
to novice learner
 Is it as simple as following directions?

9. Novice Learner Questions Following
Directions from Expert
 There are no icons on my monitor, how do I find
the one I need
 I don’t have a sign on or password, how do I sign on?
 Where do I go to select a patient?
 How do I know which patient to select?
 What do you mean by double click?
 Where do I find the flow sheet?
 Can I edit anything I have entered?
 How do I save my documentation?
 How do I log out?

10. Isn’t as Simple as Following Directions?
 Person with lots of experience
 (nurses or computer trainer) & lots of knowledge on
subject matter
 Gave directions

11. Isn’t as Simple as Following Directions?
 Learner (Novice)
 Not knowledgeable of terms used
 Not all steps covered

12. Training Disconnect
 Is it anyone’s fault? No
 Both the learner and the trainer
are taking active part

13. Reason for Disconnect
 Novice is drowning in all the content.
 Everything seems important
 Not understand all the terminology
used

14. Reason for Disconnect
 Trainerand learner look at things
differently
 Trainers are usually experts on the
subject matter
○ They don’t’ even think about all the steps
anymore. Do them without thinking.
 Because of that it is hard for them to
remember to include all the steps needed
for the learner

15. Reason for Disconnect
 Though we do learn by hearing and
seeing
 Visual learning has more lasting impact
○ 80 % of learning comes through eyes. *
 Demonstrations have been shown to
increase learning potential
 Telling Ain’t Training, Stolovitch, H, Keeps, E

16. Quiz
 Training Experts & novice learners
treat the same content information
 (similarly, differently)

17. Connecting the Terms
 How did you as a trainer acquire
your skills?
 Bydoing activities related to what
was needed on the job.

18. Connecting the Terms
 What is the most common form of
training session chosen by
experienced trainers?
 Lecture

19. Connecting the Terms
 What do we expect “trainees” to do
after a training session?
 To do what they were trained
(lectured) on

20. Quiz
1. A trainer with lots of experience
usually will set up training in a(n)
(lecture, activities) format to
transmit the information to the
attendees.
 Lecture

21. Quiz
1. The attendee or learner is then
expected to go back to the job
and (tell someone what they
learned, do what they learned).
2. Do what they learned

22. Non-Lecture Type Training
Effectiveness
 E-learning for Nursing Managers
 Shown to be 250% more effective for
learner retention
 Self paced
 Targeted at specific topics
 Flexible scheduling
 www.nursingmanagment.com

23. Other Factors That Affect Learning
 A persons overall general ability to do
something
 Any prior skills or knowledge they
have
 What their primary motivation is for
success

24. A person’s Ability
 Can’t alter their ability
 Can assist it though by
○ Adjusting time for learning
provide more practice time if needed
Organize material in smaller chunks

25. Can Add to Their Training Session Prior
Knowledge
 Develop session materials that can be
provided to learner ahead of time.
 Helps prepare learner for material covered
 Provides time for review before training
 Create pre-learning session materials
 Design and use other types of training
sessions
 Can be before or after actual training
sessions
 Provides time for individual focus if needed

26. The Learner’s Motivation
 Why is it important for them to take
the training session?
 Positive learning environment
supports their confidence in learning

27. Individual Trainee Feedback
 How well they are doing
 Be specific
 Timely
 Help them know when they have
got it or missed it.

28. Effective Training
 Will Focus on the Learner
 And learners needs
- How to best provide information in a
format that increases learning
- How to include learning activities
that support learning.

29. Building Structure in Training Content
 Learners are continually trying to
make connections with new
information
 Organized bits of information help
them succeed in learning the
materials

30.  %&%?+**&?+&+&%&?*+*%? *%+?

31. Paper & Pen
 Write down the order you saw

32. Let’s look at it again
How many did you remember?
 %&%?+**&?+&+&%&?*+*%?*%+?

33. Once More With a Different Twist
 %%%%%?????*****&&&&&+++++

34. Paper & Pen
 Write down the order you saw

35. How Did You Do This Time?
 %%%%%?????*****&&&&&+++++

36.  %%%%%?????*****&&&&&+++++
 %&%?+**&?+&+&%&?*+*%? *%+?

37. Encouraging Learning with Active
Involvement
 Increased training activities should increase the
learning retention.
 Activities could include:
○ Computer skills practices immediately
following a demonstration on the desired
skill
○ Filling out forms or diagrams
○ Many others, important thing to remember is
to make it an active involvement

38. Exercise: Experiment

39. How did you do?

40. Training in Action:
Successful Perioperative Nurse Training
 Each nurse had individual sign on
 Each nurse had own computer work
area in the training room
 Short demonstration of each
specific training topic
 Each demonstration followed by
active time of individual practice

41. Training in Action:
Successful Perioperative Nurse Training
 Another way to increase the success of
nurses following a “training session”
 Weekly assignments with minimum # of
patients for practice documentation
○ Needs managerial support
Shown to be successful in increasing
nurses retention of the clinical
documentation skills as well as adoption
of clinical documentation

42. Learning has it’s Rewards
 Personal Sense of Accomplishment
 Or Others
 Raise
 Accolades

43. In some Training Environments Chocolate is A
Reward as well 

44. Successful Training /Learning
 Will focus on what the learner needs to
know and how they learn best
 Effective learning includes demonstrations
and learning activities.
 Putting material in organized structure
helps increase learning.
 Discussed how to reward the learner with
feedback or “chocolate”

45. So, how do You Measure Your Training
Success?
 The more successful
your learners are
The more successful Your
training has been!

46. Success is not final,
failure is not fatal.
It is the courage to continue
that counts.
Winston Churchill

47. References
 Telling ain’t training, Stolovich, H., Keep,
E. , 2004
 E-learning answers, Shellner, P. IT
solutions, 9, 2007.
www.nursingmanagment.com