Infection Prevention and Control Training-Design of a Workbook Prototype

Infection Prevention and Control Training-Design of a Workbook Prototype

Suha R. Tamim (University of South Carolina, USA), Maysam R. Homsi (St. Jude Children's Research Hospital, USA), Brooke Happ (St. Jude Children's Research Hospital, USA) and Miguela A. Caniza (St. Jude Children's Research Hospital, USA & The University of Tennessee Health Science Center, USA)
DOI: 10.4018/978-1-7998-5092-2.ch003
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This case describes the instructional design process of a workbook accompanying a four-day infection prevention and control global training. Working closely with global health professionals, the instructional designer assessed the needs, the attitudes of learners, and conducted a task analysis of the training content. Subsequently, she designed instructional strategies with special attention to cognitive load, sequencing, and generative learning. Then she created formative and summative assessment strategies and developed a prototype for testing. This case explores how the instructional designer collaborated closely with the global health team to review the content material of the training and design the workbook accordingly.
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Importance Of Infection Prevention And Control In A Pediatric Oncology Setting

Children with cancer are at increased risk of healthcare-associated infections because chemotherapy weakens the immune system (Dunbar et al., 2014, Simon et al., 2008). Therefore, infection prevention and control is essential for successful care outcomes, and it is attained through standard and systematic dissemination and implementation of evidence-based practices in healthcare institutions (Ariza-Heredia & Chemaly, 2018). For this reason, the goal of the Global Infectious Diseases (Global ID) Program is to improve global expertise in infection prevention and control. Global ID relies on its multiple training courses and mentorships to train clinical workforces. Central to building safer oncology care worldwide is training infection preventionists in infection prevention and control at each of the institutions caring for those children.

Key Terms in this Chapter

Generative Strategies: Strategies used during the learning process to support retention and integration of content.

Task Analysis: Analysis and organization of learning outcomes.

Transfer of Learning: Application of learned knowledge and skills in practice settings.

Summative Assessment: A type of assessment implemented after the completion of the learning process to measure learning gains.

Formative Assessment: A type of assessment implemented during the learning process to give feedback on the learning process.

Needs Analysis: A initial step of the instructional design process to establish the need for instruction.

Cognitive Load: Effort exerted by the working memory during the learning process.

Evaluation: The process by which the value of instruction, training, product, etc. is measured.

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