A RISK-BASED APPROACH TO BLENDED LEARNING DESIGN FOR HEALTHCARE WORKPLACE TRAINING

Abstract

New employee orientation and ongoing compliance training ensure that healthcare staff are competent and confident to perform their duties and provide safe patient care. There is no industry standard or evidence-informed decision framework that determines when to use in-person, face-to-face, online, or blended learning for healthcare workplace training. This research aims to answer the question: Is there a relationship between perceived risk of the learning content, delivery modes, and interaction techniques in health care workplace training? An online survey and correlation analysis were used to rank the preferences of healthcare workplace instructional designers. Quantitative analysis found statistically significant preferences for: 1) learner-instructor and learner-content interaction for high-risk content, 2) in-person face-to-face delivery via learner-content interaction for high-risk learning content, and 3) learner-content interaction for medium-risk learning content. This study enabled a proposed risk-based training and orientation planning support (RB-TOPS) matrix for instructional design decision-making that aids healthcare operational readiness.