clinical facilitation 101

A blended learning course for registered nurses aimed at developing leadership skills and gaining a basic understanding of bedside mentorship.

Early course content planning brainstorming session

About this project

A training needs analysis identified that new team members joining the Entry to Practice team required a formal orientation due to the team’s unique position within the organisation.

The nurses entered the team without prior knowledge or experience in adult learning and development. The lack of underpinning knowledge and expertise among team members was negatively impacting the ability of the senior staff to meet the needs of both the nursing students and new staff.

The decision was made to create a new training package with input from both senior and junior team members.

Project challenges

The project faced several challenges such as:

  • Registered Nurses joining the team had not attended any training in teaching and learning (i.e. no prior knowledge or skills)
  • Limited time to attend face-to-face training due to the continuous rotation of student nurses throughout the hospital
  • Staff shortages experienced during the COVID-19 pandemic
  • I conducted two sessions, one for junior (new) team members and another for senior team members, to determine what they felt was essential to include in the package. Some opposing themes emerged, which resulted in further investigations during the weekly team meetings.

Solution

The final package consisted of three modules and followed a blended model using a printed workbook, email prompts and face-to-face workshops.

The first module formed the orientation to the team on the first day with face-to-face learning and ‘on-the-job’ training with a senior staff member where the employee would ‘shadow’ them. I developed session plans for the face-to-face workshops so that anyone could pick up the program and deliver it.

The second module blended both face-to-face sessions of no more than 1 hour at a time with pre- and post-work that would take up to 30 minutes per week. The time limits were necessary given the lack of time for training available to the staff.

The final module was delivered entirely online, and for the first cohort, it was delivered weekly via email. Providing the course in this way enabled quick iterations according to feedback to upload a final version to the Learning Management System.

The course is now in its second round and being converted to an online learning management system using Articulate Rise, Articulate Storyline and Vyond animation as planned.

Project Details

Project Attributes

Software

Early course content planning brainstorming session

Project Details

Project Attributes

Software

About this project

A training needs analysis identified that new team members joining the Entry to Practice team required a formal orientation due to the team’s unique position within the organisation.

The nurses entered the team without prior knowledge or experience in adult learning and development. The lack of underpinning knowledge and expertise among team members was negatively impacting the ability of the senior staff to meet the needs of both the nursing students and new staff.

The decision was made to create a new training package with input from both senior and junior team members.

Project challenges

The project faced several challenges such as:

  • Registered Nurses joining the team had not attended any training in teaching and learning (i.e. no prior knowledge or skills)
  • Limited time to attend face-to-face training due to the continuous rotation of student nurses throughout the hospital
  • Staff shortages experienced during the COVID-19 pandemic
  • I conducted two sessions, one for junior (new) team members and another for senior team members, to determine what they felt was essential to include in the package. Some opposing themes emerged, which resulted in further investigations during the weekly team meetings.

Solution

The final package consisted of three modules and followed a blended model using a printed workbook, email prompts and face-to-face workshops.

The first module formed the orientation to the team on the first day with face-to-face learning and ‘on-the-job’ training with a senior staff member where the employee would ‘shadow’ them. I developed session plans for the face-to-face workshops so that anyone could pick up the program and deliver it.

The second module blended both face-to-face sessions of no more than 1 hour at a time with pre- and post-work that would take up to 30 minutes per week. The time limits were necessary given the lack of time for training available to the staff.

The final module was delivered entirely online, and for the first cohort, it was delivered weekly via email. Providing the course in this way enabled quick iterations according to feedback to upload a final version to the Learning Management System.

The course is now in its second round and being converted to an online learning management system using Articulate Rise, Articulate Storyline and Vyond animation as planned.

Overview

A training needs analysis identified that new team members joining the Entry to Practice team required a formal orientation due to the team’s unique position within the organisation.

The nurses entered the team without prior knowledge or experience in adult learning and development. The lack of underpinning knowledge and expertise among team members was negatively impacting the ability of the senior staff to meet the needs of both the nursing students and new staff.

The decision was made to create a new training package with input from both senior and junior team members.

Picture of Early Content Brainstorming Whiteboard

The early content brainstorming session where topics began to take shape as lessons and modules.

Challenges

A completed card sorting activity used to arrange lesson topics into modules. This was module 1 which gave an overview of the day-to-day admin of the team.

The project faced several challenges such as:

  • Registered Nurses joining the team had not attended any training in teaching and learning (i.e. no prior knowledge or skills)
  • Limited time to attend face-to-face training due to the continuous rotation of student nurses throughout the hospital
  • Staff shortages experienced during the COVID-19 pandemic
  • I conducted two sessions, one for junior (new) team members and another for senior team members, to determine what they felt was essential to include in the package. Some opposing themes emerged, which resulted in further investigations during the weekly team meetings.

Solution

The final package consisted of three modules and followed a blended model using a printed workbook, email prompts and face-to-face workshops.

The first module formed the orientation to the team on the first day with face-to-face learning and ‘on-the-job’ training with a senior staff member where the employee would ‘shadow’ them. I developed session plans for the face-to-face workshops so that anyone could pick up the program and deliver it.

The second module blended both face-to-face sessions of no more than 1 hour at a time with pre- and post-work that would take up to 30 minutes per week. The time limits were necessary given the lack of time for training available to the staff.

The final module was delivered entirely online, and for the first cohort, it was delivered weekly via email. Providing the course in this way enabled quick iterations according to feedback to upload a final version to the Learning Management System.

The course is now in its second round and being converted to an online learning management system using Articulate Rise, Articulate Storyline and Vyond animation as planned.

A variety of media were used in the final delivery of the course including face-to-face teaching, video, podcasts, journal articles and email prompts.

The final program outline

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