LEADING ARTERIAL
BLOOD GAS PRACTICES
This e-Learning project trains respiratory therapists (RTs) to correctly obtain an arterial blood gas (ABG), respond appropriately to analyzer outcomes, and promptly submit resulting data accurately.
Audience: Respiratory Therapists (New Hire / Current)
Responsibilities: Instructional Design, e-Learning Development, Design Document, Storyboarding, Scripting, Action Mapping, Visual Design
Tools Used: Articulate Storyline 360, Review 360, Adobe Photoshop, Canva, MindMeister, WellSaid Labs, MS Office
The respiratory department of a healthcare facility has noticed an underperformance overall regarding ABGs from their recent annual evaluation. This has been affecting the efficiency of day-to-day operations and communication that needs to be improved by the end of the year. As a result, they reached out to me to help.
// THE PROBLEM.
// THE GAP.
After collaborating with subject matter experts (SMEs) and conducting a needs analysis, I determined that there was both a knowledge and performance gap. After further analysis, I narrowed down the root causes to RTs obtaining an ABG, responding to analyzer outcomes, and submitting data results.
// MY SOLUTION.
After conducting a learner analysis and assessing the content level, I recommended that the optimal learning modality would be an e-Learning course developed in Articulate Storyline 360 for asynchronous learning due to learner volume and schedules.
To address the knowledge and performance gaps, I proposed that the course content reinforces the ABG process fundamentals and, most importantly, incorporates real-life examples.
As a result, learners will acquire new or refreshed knowledge and enhance their ABG performance efficiency by relating the learning experience to real-world scenarios.
// MY PROCESS.
Prior to full development, my process involved creating an action map, drafting a design document and storyboard, conducting source content analysis, and designing visual assets.
Once these were approved, I proceeded to full development with its alpha version, which then underwent a client review cycle. This iterative process continued until reaching the final 'gold' version.
The most challenging aspect of this project was designing and developing the real-life interactions. While these complex interactions demanded a great deal of creativity, they also needed to be conveyed simply enough to remain intuitive. This required a significant amount of nuance and iteration to realize the project's vision and deliver a valuable learning experience.
// THE CHALLENGE.
// THE ACTION MAP.
I consulted with the SME to develop an action map through task analysis, asking specific questions to identify the tasks and actions RTs would need to perform throughout the entire ABG process. Once completed, I conducted a comprehensive evaluation to identify high-priority actions. This enabled me utilize Bloom’s Taxonomy to establish SMART learning objectives (LOs).
After SME review and approval, I moved to the design document (DD).
// THE DESIGN DOCUMENT.
I created a DD to communicate and confirm with the client that the planned course content is comprehensive and accurate at a high level. This document included all the distilled information discussed and acquired from the SME. During this stage, I conveyed my perception of the learning or performance gap, my strategy to address it, and ensured the correctness and completeness of my description of the subject matter aimed at bridging the gap. With business goals in mind, I established an evaluation plan based on the Kirkpatrick Model. The review cycles heavily emphasized the established LOs, training outline, and evaluation plan.
After SME review and approval, I moved to source content analysis.
// THE SOURCE CONTENT ANALYSIS.
Now that the course content plan is laid out, I collaborated with SMEs to gather and organize the necessary source content. I confirmed the presence of any existing source materials and, if applicable, verified the method to access that information. Furthermore, if any components were missing, I confirmed the steps taken to acquire them.
For audio assets, the client chose to handle voice-overs (VOs) in-house, as I suggested using WellSaid Labs as a more budget-friendly alternative to hiring a VO artist.
Regarding visual assets, the client opted to use Articulate’s Content Library 360 and Canva. However, specific assets for the planned complex interactions required custom creation. In response, I utilized my graphic design skills to produce these custom assets, offering more creative freedom and ensuring the tailored development of intricate interactions.
// THE VISUAL ASSETS.
Deciding on the high-level visual assets was important in order to convey my overall design vision in the storyboard (SB).
// THE STORYBOARD.
Now that the high-level assets are determined, I created an SB to provide the client with an overall guideline of the course and how it will work. Global comments and reviewer directions are included for complete clarity. My vision for the slides, interactions, animations, and elements is conveyed to guide development. The review cycles heavily emphasized the accuracy and correctness of the the on-screen text and script.
After SME review and approval, I moved to full development of the alpha version of the e-Learning course.
// THE DEVELOPMENT: ALPHA, BETA, & GOLD.
I developed the alpha version by utilizing the storyboard, my visual design skills, and development expertise to build the e-Learning course in accordance with the established guidelines. This project incorporated complex interactions that underwent several iterations to refine their mechanics. These interactions were a highlight of the course and needed to be intuitive and impactful. Additionally, the script's VO for the alpha version utilized Articulate’s built-in text-to-speech, which would be updated in the beta version following the alpha client review.
After completing alpha development, I conducted a thorough quality assurance (QA) check before publishing it for client review. For this project, it had been decided in advance to use Articulate's Review 360 for the review cycles. Results from the alpha client review would be incorporated into the beta version, including adjustments to elements such as slide text, script, and animations to further refine the course. Additionally, the alpha VO was replaced with a higher quality VO utilizing WellSaid Labs.
Upon completing beta development, I performed another QA check and submitted it for review using the same method, ensuring ease of use for all parties. Results from the beta client review would then be integrated into the gold version.
After completing gold development, the project was published as per the client’s request. If needed, I could make the e-Learning course SCORM-compliant for their LMS.
// THE RESULTS & TAKEAWAYS.
The project received exceptionally positive feedback from SMEs, mentors, and peers. Unanimous praise was directed towards the course's engaging and impactful real-life interactions, clean and polished visual design, and cohesive and well-balanced learning experience.
Most importantly, this project would not have come to fruition without the iterative process. The feedback received from the review cycles played a significant role in the success of this project.
If given the chance, I would like to make the following modifications:
Challenge myself by including a personalized certificate at the end of the course, displaying the learner's name and completion date. This certificate would be created using Canva or Adobe Photoshop and would include javascript integration to generate it.
Enhance the learning experience by using Vyond to create dynamic scene transitions between content chunks, providing a more immersive and engaging experience.
My talents align? Reach out.