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Saving Lives: Teaching Vital Signs Assessment to Radiography Students
|Teaching_Vital_Signs_Assessment_Suwa2015.pdf||Main article||1.46 MB||Adobe PDF||View/Open|
|TCC_Presentation_ Slides_Suwa2015.pdf||TCC presentation slides||4.61 MB||Adobe PDF||View/Open|
|Title:||Saving Lives: Teaching Vital Signs Assessment to Radiography Students|
|Contributors:||Fulford, Catherine (instructor)|
|Keywords:||instructional design, radiography, healthcare education|
|Date Issued:||19 Mar 2015|
|Citation:||Suwa, K. (2015, March 19). Saving Lives: Teaching Vital Signs Assessment to Radiography Students. PowerPoint presented at the 20th Annual Technology, Colleges, and Community Worldwide Online Conference.|
|Abstract:||Early recognition of possible medical emergencies leads to quick intervention, potentially saving lives. Radiographers (x-ray techs) are often the only healthcare professionals present during an imaging exam and must be able to accurately assess vital signs readings in order to determine the need for medical response. The only radiography program in Hawaii had no formal method for teaching this important skill; therefore, an online vital signs assessment module was created to address this issue. The successful implementation of the Saving Lives: Learning Vital Signs Assessment website lead to the conversion of the module into a complete course hosted by the NEO learning management system (LMS). John Keller’s ARCS Model of Motivational Design was used as the theoretical foundation for the new Saving Lives course, since literature reviewed supported application of this framework for online instruction. Attention and relevance were gained through presentation of medical scenarios. Confidence and satisfaction were boosted by the immediate feedback that the NEO LMS provided. The Saving Lives course was evaluated early in the Spring semester, using one-on-one interviews conducted with a content matter expert and a website design expert. Suggested changes to the module were made, and small group implementation was conducted. Thirteen first-year radiography students worked independently on the instructional module for one week. Results demonstrated an overall improvement between pre- and post-test scores and positive reception of the online instructional module. This study supports the effectiveness of e-learning in the healthcare field when teaching practical skills such as vital signs assessment.|
|Rights:||Copyright is held by the author. Request permission to use.|
|Appears in Collections:||
ETEC 690, Spring 2015|
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