This interactive workbook (2015) is used during in-service education in acute care hospital settings after nurses have completed a prerequisite multimedia eLearning Program. Nurses practice programming an infusion pump guided by the workbook at their own pace in an off-unit distraction-free environment.

Undistracted, simulation-based practice results in better retention of important knowledge and skills, which results in improved post learning patient care performance.

An in-depth case study regarding my thoughts about the effective integration of simulation into blended medical device training programs can be read in the Medical Simulation chapter (pp. 371-390) in Karl Kapp’s book, titled, “The gamification of learning and instruction field book; theory into practice.”

My contribution to this project included content development, writing, creation of graphic elements, and layout using Adobe® InDesign®.

My paper, titled, Learner-centric Design of a Hand Hygiene Serious Simulation Game for 12th Grade Emerging Health Professional Students, is a good example of how I iteratively analyze, design, develop, and test serious simulation games for healthcare practitioner performance improvement.

The hand hygiene serious simulation game described in this paper was intentionally designed for non-game-oriented grade 12 female emerging health professional students based upon the findings of two learner analyses.

The serious simulation game was deliberately designed to motivate these students to independently choose to persistently play to mastery level achievement by fostering their need for competence, autonomy, and relatedness.

Serious simulation games have the potential to motivate emerging healthcare professionals to deliberately practice to dose-sufficient fundamental skills mastery.

The goal of this e-learning program was to help learners explore ways to identify potential implicit biases that might unconsciously affect their behaviors through a series of simulation-based exercises.

The simulations, such as mountain climber faces exercise pictured here, were designed to help learners uncover potential unconscious, unintentionally biased automatic responses that were the result of the knowledge, skills, attitudes, and behaviors that had been encoded since childhood.

The immersive exercises were designed to help learners better understand how their social identity, which was continuously encoded through Interactions with parents, teachers, churches, clubs, sports, television, music, books, and other cultural communities, might be unconsciously impacting their reflexive automatic attitudes and behaviors.

Using Adobe® InDesign® and Photoshop®, I developed the content, wrote, and created the graphic elements for this 182-page Curlin PainSmart™ IOD Product Sales Training Module (2007).

ENDORSEMENT

Kevin,

I have worn a lot of hats in my life, and have seen many teaching tools on many subjects. I have to tell you that the Fundamentals of Pain Management module you sent me a few weeks ago is the finest printed educational tool I have EVER encountered! It is perfectly balanced between talking to the level of the reader versus moving too fast and assuming too much. All the definitions and sidebars are a great help in this regard. It does not present extraneous material, but is perfectly targeted to exactly what we want the reader to actually learn.

Regards,

L. Rd Dillion R.Ph. Director of Clinical Education Curlin Medical, Inc.

I created this eLearning component of The Hand Hygiene Serious Simulation Game (2020) in Rise 360. This version is currently being piloted by 12th grade female career and technical education (CTE) emerging health professional (EHP) students.

The pre-brief (lesson 1) in this eLearning program lists the game rules and establishes player expectations about what will be experienced before, during, and after playing each live game level (lessons 2-4) in the simulated hospital room in the CTE EHP classroom. Each of the three antibiotic-resistant bacterial challenges (lessons 2-4) are reviewed by student-players prior to entering the simulated hospital room in the CTE EHP classroom prior to playing the game. In these challenges (lessons 2-4), student-players review their patient’s clinical history, watch a video related to the patient’s personal background, receive their assigned clinical task(s), and review information regarding the antibiotic resistant infectious agent residing somewhere in the patient’s room.

I co-developed the Peripheral IV Access Simulation-Based Blended Learning Program, which consists of two hours of interactive multimedia eLearning with 8-hours of hands-on practice using a variety of task trainers and virtual reality procedural simulators. The program is used for both sales training and customer continuing education.

After passing the prerequisite eLearning program, students practice peripheral IV catheter (PIVC) insertions in three sequential self-paced procedural workshops that include a synergistic mix of three PIVC insertion simulation technologies with increasingly fidelity. The aim of incorporating a variety of simulation technologies into this program was to adequately capture and train all elements of the PIVC insertion procedure, making this skills curricular component more relevant and meaningful to participating students.

An in-depth case study regarding my thoughts about the effective integration of simulation into blended medical device training programs can be read in the Medical Simulation chapter (pp. 371-390) in Karl Kapp’s book, titled, “The gamification of learning and instruction field book; theory into practice.”

In addition, I created the marketing brochures for the program pictured at left with Abode InDesign® and Photoshop®.

I co-developed the Peripheral IV Access Simulation-Based Blended Learning Program, which included two hours of interactive eLearning with 8-hours of hands-on practice using a variety of task trainers and virtual reality procedural simulators.

A total of 63 employed nurses participated in a randomized crossover study to evaluate the pre- and post effects of the curriculum for peripheral IV catheter insertion knowledge, confidence, and skills in a simulated clinical environment.

The 63 study participants, randomized into two groups, were similar for knowledge, confidence, and skills at baseline. Compared with the wait-list group, the intervention group had significantly higher scores for knowledge (p = .001), confidence (p = .015), and skills (p = .019) after completing the PIVC insertion training program. After crossover, the wait-list group had similarly higher scores for knowledge, confidence, and skills as the intervention group.

Between the immediate preintervention and postintervention periods, the intervention group improved scores for knowledge by 31%, improved scores for skills by 24%, and decreased scores for confidence by 0.5%, whereas the wait-list group improved scores for knowledge by 28%, confidence by 16%, and skills by 15%.

The full story about this transdisciplinary partnership can be reviewed in the publications titled, A Simulation-Based Blended Curriculum for Short Peripheral Intravenous Catheter Insertion: An Industry–Practice Collaboration, and Improving nurses’ peripheral intravenous catheter insertion knowledge, confidence and skills using a simulation-based, blended learning program: a randomized trial.

Transdisciplinary collaboration is an effective way to share instructional knowledge and resources to promote innovation and improve patient care.

I co-developed a peripheral IV catheter insertion skills checklist that was used as the performance assessment component of a simulation-based blended learning course at Overlook Medical Center in Summit, NJ. Eight specially selected Overlook nurses were trained to use the checklist reliably.

Inter-rater reliability data was collected from 7/8/14 to 12/5/14. The instrument was used on 178 staff nurse observations of which 94 (53%) were rater/gold standard observations. Percentage agreement, on each item, between rater and gold standard ranged from 87%-100% (mean = 96%, mode = 99%). Pearson correlation, on each item, between rater and gold standard ranged from r = 0.36-1.00 (mean r = 0.83, mode r = 0.98). Pearson correlation between rater and gold standard total score was r = 0.98 (r = 0.98).

These results were shared during an ePoster presentation session at the Infusion Nursing Society Annual Conference on May 18-20, 2015 in Louisville, KY.

The full psychometric findings of the performance assessment can be reviewed in the publication titled, Development and testing of a short peripheral IV catheter insertion skills checklist.

In addition, I created the ePoster using PowerPoint® and the marketing brochure for the program pictured at left with Abode InDesign® and Photoshop®.

I developed this quick reference job aid for Inland Empire Health Plan (IEHP) employees participating in a 3-credit Keck Graduate Institute healthcare analytics course via the Minerva Forum virtual active learning platform. The 15-week course was originally intended to take place live in the educational facilities on the IEHP campus but was quickly redeveloped for virtual delivery due to the COVID-19 pandemic.

Minerva Forum offers faculty and students the ability to actively participate in a virtual seminar environment via; In-app chat, hand raises, and quick yes/no reactions; Deep Google Docs integration; Breakout rooms for small group discussion and collaboration; and live polling and ability to shape the remainder of a session based on poll results

I was asked by the regulatory team at B. Braun Medical to help make compliance training "less boring" for our national sales meeting. We created the Chain Gang Corporate Compliance Music Video and Call Your Next Witness Corporate Compliance Music Video for the 2010 and 2011 meetings.

These videos were collaboratively created by my training team and recruited members of the B.Braun sales team. Chuck Naylor, the gentleman who sings in both videos, wrote the two tunes and played all of the instruments. Our only outside help was the video team headed by Ken Ryzner, an incredibly talented independent contractor who I have used on multiple projects. The performers in the videos are all B. Braun employees. I'm the cop in Chain Gang and the incompetent lawyer in Call Your Next Witness. Both videos received Telly Awards. My production budget for each video was under 10K.

These videos have been viewed over 30,000 times each and have been adopted by over 50 companies for new hire on board compliance training including, but not limited to: The Office of Inspector General – State of New York; Arkansas Blue Cross and Blue Shield; Ohio Valley Medical Center; Henry M. Jackson Foundation for the Advancement of Military Medicine; Quest Diagnostics; Bon Secours Virginia Health System; University of Florida Hospital; University of California; Boeing Company; and the University of Kentucky Healthcare.

I conceptualized, wrote, and designed this issue of FastFacts (2008) with Adobe InDesign®. This FastFacts was developed to help reinforce the live Drug Library Editor (DLE) software training that had already occurred at the National Sales Meeting.

The DLE software application is used to customize a syringe pump’s drug library to meet specific customer needs. I designed this FasFacts as a companion job aid to help sales representatives practice using the DLE software program installed on their laptops.

I conceptualized and wrote The Unofficial Evolution of Anesthesia’s Effectiveness and Side Effects in Orthopedic Surgery and Other Interesting Findings infographic in collaboration with a brilliant graphic artist named, Kevin Eitzenberger.

Informal microlearning with infographics is a great way to deliver bite-sized educational content with a narrow focus. Digital and visual short bursts of information are preferred by younger generations of learners and have been associated with a high rate of retention and transfer to practical application.

A robust targeted learner analysis should precede the design and development of any serious simulation-based or game-based educational intervention, but such analysis rarely occurs or is rarely reported. I developed a survey to conduct a learner analysis to better understand the values, attitudes, and beliefs of 12th-grade female college-bound health science students before developing a serious simulation-based game for this population of students. The findings of the analysis can be reviewed in the publication titled, Learner Analysis to Inform the Design and Development of a Serious Game for Nongaming Female Emerging Health Care Pre-professionals: Qualitative Sample Study

This interactive workbook (2011) is used during a day and a half workshop focused on caring for surgical patients receiving peripheral nerve blocks. The workbook is integrated throughout the workshop, which also includes power point presentations, panel discussions and hands on clinical case studies.

When Emily Winchester asked me to help her develop the BLOCKNURSING Course it was conceptualized on 3 x5 cards. I marshaled a small team that included a medical writer and medical illustrator to work with Emily and me to fully develop the program.

My contribution included content development, writing, creation of graphic elements, and layout.

ENDORSEMENT

Kevin Glover is an innovative director who thinks outside the box to accomplish great things in the medical education sector. I have worked with Kevin on two important projects.

Our first collaboration was the production of a 200+ page BLOCKNURSING textbook, for which I was the medical editor. Kevin orchestrated a team of doctors, nurses, editors, and graphic artists to publish this first textbook of its kind in the emerging specialty of nursing for regional anesthesia patients.

Our second collaboration is ongoing. Using the web portal on BLOCKJOCKS.COM, and DOCSTREAM INC's DOC-IN-THE-BOX videoconferencing technology, we are implementing telemedicine programs which allow us to train doctors and nurses remotely using portable high definition camera and ultrasound systems which connect thousands of miles away from each other via a 4G wireless network.

J. Brandon Winchester, MD Director of Anesthesia San Francisco Surgery Center