Healthcare Technology Training: An Evidence-based Guide for Improved Quality

✍ Scribed by Brenda Kulhanek, Kathleen Mandato

• Publisher: Springer
• Year: 2022
• Tongue: English
• Leaves: 201
• Category: Library

✦ Synopsis

Introduction.- Purpose of this book.- Training versus education.- Development.- Why is Training Important?.- Errors.- Legal challenges.- Work is based on technology.- Data reliability.- Leadership and working with stakeholders.- Change management and communication.- Leveraging the Adult Brain.- Learning theories.- Learning science.- Neuroscience.- Generational Training Needs.- Training Development Models.- ADDIE.- Other models.- Assessment of Learners.- Designing Training for Best Results.- Developing Training.- Training Delivery.- Training Evaluation.- Assessing Competency.- Sustaining/evaluating learning and proficiency on an ongoing basis (developing).- Ongoing Training - System Updates and Changes with Rapid Turnaround.

✦ Table of Contents

Foreword
Preface
Acknowledgments
About the Book
Contents
About the Editors
Chapter 1: The Importance of Training
Introduction to Evidence-Based Training
Training Is Not Always the Solution
Education Versus Training
Aligning Training with Mission and Vision
Why Is Training Important?
Summary
References
Chapter 2: The Impact of Inadequate Training
The Impact of Inadequate Training
The Ethical Responsibilities of Training
The Impact of Inadequate Training on Staff
Drivers of Training Need
References
Chapter 3: Engaging Leaders
Introduction: The Importance of Leadership Engagement
Leadership Styles
Transactional Leaders
Transformational Leaders
Democratic Leadership
Laissez-Faire Leadership
Autocratic Leadership
The Importance of Stakeholders
HIT Training and the Impact on Operations
The Informatics Nurse as a Leader in HIT Training
Leading by Influence
The Scope of NI Responsibility as a Leader
Obtain Funding
Participate in System Design
Engage End-Users
Go-Live Strategy
Enhancements
Governance Structure
Downtime Processes
Evaluate
Lessons Learned
Communicate, Communicate, and Communicate
Summary
References
Chapter 4: Managing Change through Training
Defining Change
Individual
Organization
Customer
A Change in Knowledge Versus a Change in Behavior
Using Theory to Support Training
Change Management Theories
Lewin’s Change Theory
Unfreezing
Moving
Refreezing
Rogers’ Diffusion of Innovation
Kotter’s 8-Step Model for Change
Creating a Climate for Change
Create Urgency
Form a Powerful Coalition
Create a Vision for Change
Communicate the Vision
Remove Obstacles and Act on the Vision
Create Short-Term Wins
Build on the Change
Anchor the Changes in the Culture
The Human Response to Change
Kubler-Ross Change Theory
Prochaska’s Transtheoretical Model
Six Stages of Change
Precontemplation
Contemplation
Preparation
Action
Maintenance
Relapse
Change Communication
Communication Tips
Content
Evaluation
Communication that Works
Creating a Climate for Change: Reinforcing Change during Training
Adoption of Innovation
Fun Theory
Kotter’s Theory in Practice
Making Change Last
Why Does Change Fail?
How to Keep Change Going
Summary
References
Chapter 5: Using Learning Theory and Brain Science to Guide Training
Introduction
Learning Theories and Frameworks
Behaviorism
Cognitivism
Social Cognitivism
Social Learning Theory
Humanism
Constructivism
Brain-Based Learning
Adult Learning Theory
Learning Styles
The Science of Instruction
Summary
References
Chapter 6: Generational Differences in Training
Introduction
The 5 Generations
Matures
Baby Boomers
Generation X
Generation Y
Generation Z
Trends Identified across Generations
Digital Mind
Strategies for Teaching
Multi-Tasking
Visual Format/Emphasizing Key Points
Interactive Groups
Reflection
Technology Based Instruction
Blended Approaches
Continuous Learning
Personalization of Learning
Intergenerational Learning
Microlearning
Age-Diverse Audiences
Conclusion
References
Chapter 7: Training Models
Why Use a Training Model?
A Comparison of Training Models
Merrill’s Principles
Gagne’s Nine Events
The ADDIE Model
Analysis
Design
Development
Implementation
Evaluation
Summary
References
Chapter 8: Developing a Training Needs Assessment
Introduction: The Purpose
Performance Gap
Leadership
Organizational Drivers
Culture
Communication
History
Learners
Demographics
Stakeholders
Benefits
Conclusion
References
Chapter 9: Designing Training for Best Results
Learning Enabler or Value Creator?
Begin with the End in Mind
Point the Learner to Performance with Objectives
Learning Is a Process, Not an Event: Design for Three Stages of Learning
Workplace Training Methods
Choosing the Right Training Method
Training Method One: Instructor-Led Training (ILT)
Training Method Two: eLearning
Training Method Three: Immersive or Experiential Learning
Training Method Four: Just-in-Time and Social Learning
Training Method Five: Blended Learning
The Pros and Cons of Training Methods
Creating a Learning Storyboard
Steps to Putting the Design Process into Action
References
Chapter 10: Developing Training
Training and the Right Technology
Technology
Drafting and Prototyping
The Learners
Ease of Use
Cost and Time
Interaction
Training Delivery Methods
Computer-Based Training
Online/eLearning
Developing Training Materials
Instructor Guide Examples
Learner Manuals, Guides, or Workbooks
Testing and Evaluating
Testing
Event Details and Communication
Conclusion
References
Chapter 11: Training Delivery
Training Skills
Delivery Methods
Trainer Skills
Conclusion
References
Chapter 12: Training Evaluation: A Summative Task or Active Endeavor?
Why Evaluate?
Training Evaluation Models
Kirkpatrick Four Levels
Philips ROI
Brinkerhoff Success Case Method
Training Has a Predictable Impact
Training Alone Never Works
New World Kirkpatrick Model
Summary of Evaluation Models
Operationalizing Training Evaluation
Project Evaluation Plan Initiation
Creating a Training Evaluation Plan
Level 4: What Are the Expected Outcomes?
Level 3: What Behavior Changes Will Be Needed?
Level 2: What gaps in knowledge, skills, attitude, confidence, and commitment need to be bridged?
Level 1: How will you gauge if participants are reacting favorably to the learning event, and evaluate to ensure that the learners are engaged and finding the content that is relevant to their work?
Evaluation Dashboard
Implementing the Evaluation Plan
During Learning Events
Early Application of Learning/Early Results
Level 4 Summative Results
Evaluation Plan Reporting
Summary: Training Evaluation: Summative Task or Active Endeavor?
References
Chapter 13: Assessing Competency
Introduction
Assessing Competency
Identify Primary Competencies
Align Competencies with Learning Objectives
Evaluate the Need for Competency Assessment and Documentation
Identify Methods to Evaluate HIT Training Competency
Summary
References
Chapter 14: Sustaining Learning
Continuous Learning
Deviations or Workarounds
The Ongoing Training Plan
Upgrades
Evaluation Methods
Surveys to Track Success
Curriculum Review Sessions
Conclusion
References
Chapter 15: Fast Tracking Changes
Key Stakeholders and Impact of Change
Change Facilitation Practices
Gaining Adoption of Rapid Change
Communicating Rapid Change
Training and Rapid Changes
References
Index