Incorporated throughout the entire Improving Patient Satisfaction lesson are numerous research-based guidelines. The self-paced lesson permits the learner to adjust to his or her own learning style. The e-learning environment constructed by this modality enables the housekeeping staff to operate independently, within a group setting, synchronously, or asynchronously.
The student or instructor retains a high level of navigational control, but with some limitations. The material does not allow visual editing or a complete format change, but the user may stop and start as necessary. This freedom enables learners and facilitators to interject personal experiences into the lesson, stress material extremely relevant to their own facility, and assist individuals who have not comprehended a specific message.
The cornerstone of this lesson requires the practice of the steps introduced. Within the design, learners encounter direct opportunities for practice and a guided teamwork project. E-learning often incorporates a teamwork project to enhance the entire learning experience. Improving Patient Satisfaction in its current form does not provide for a teamwork exercise in every slide, but the concept permits an addition at any point.
Review segments serve an essential function in any coursework. The use of a worked example as a learner review portion addresses two needs in one slide: reinforce previously encountered material and unite the entire lesson into one comprehensive package. Step-by-step the housekeeper visualizes how each action results in a positive outcome.
Research-based guidelines steer the design team toward approaches that work. The storyboard clearly follows methods demonstrated to reach the learner. One encounters navigational control, practice, and review within the 11 individual storyboards. The construction of a blog site enables a final crucial element—feedback. Information gathered from a blog can further improve the design and implementation.
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