Please use this identifier to cite or link to this item:
Programming Manikins: A Video Training Module for the Gaumard UNI Software
|FinalPaper With-IRB LAUREN++THAI 5-5-17.pdf||Main Text||13.72 MB||Adobe PDF||View/Open|
|TCC Presentation-LAUREN THAI-4 19 17.pdf||PowerPoint Presentation||11.5 MB||Adobe PDF||View/Open|
|Title:||Programming Manikins: A Video Training Module for the Gaumard UNI Software|
|Authors:||Thai, (Lauren) Huyen-Tran|
|Contributors:||Fulford, Catherine (instructor)|
|Date Issued:||18 Apr 2017|
|Citation:||Thai, L. (2017, April 18). Programming manikins: A video training module for the Gaumard UNI software. PowerPoint presented at the 22nd Annual Technology, Colleges and Community Worldwide Online Conference.|
|Abstract:||Nursing training has in the past relied on students’ assessment of each other, and procedural practice was at the expense of actual on-the-job training with real patients. However, with today’s technologies, exposure to realistic manikins that can replicate physiology is making it possible for better and safer training. Nursing simulation centers are now the hub for such education, training, and practice. But having competent staff to operate the manikins can come at a high cost for technical training. This Instructional Design project aims to support staff turnover and training with an online video-based instructional module that can serve as both a refresher and reference resource. The Dick and Carey model for instructional design was used to develop the module following the cognitive domain with Gagne’s 9 Events of Instruction. Specifically, video modules for the Gaumard Manikin UNI Software were created using the screen capturing tool, Camtasia, and hosted on Google Sites (https://sites.google.com/a/hawaii.edu/uni). The training focused on how to navigate the software to operate the manikin using pre-existing programmed scenarios, on-the-fly without a programmed scenario, and how to program one’s own scenario for use. Fifteen participants completed the online self-paced module that involved a demographics pre-survey, pre-test, three parts with embedded test questions, post-test, and a post-attitudinal survey. Results showed improvements across the board from pre- to post-test, suggesting that the module is effective as a review and resource for both old and new staff regardless of their experience with the manikin technology.|
|Appears in Collections:||
LTEC 690, Spring 2017|
Please email firstname.lastname@example.org if you need this content in ADA-compliant format.
Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.