Volunteer Subject Matter Experts (SMEs) on an eLearning Development Project: The Effect on Timelines, Quality, and Project Management

Jackie Dobrovolny (Triple Play: All Bases Covered, USA), Marianne Horner (Colorado Center for Nursing Excellence, USA), Lee Ann Kane (Independent Researcher, USA), Margaret Miller (Colorado Christian University, USA) and Travis Chillemi (Pixel Nine Design, USA)
Copyright: © 2013 |Pages: 294
EISBN13: 9781466648463|DOI: 10.4018/978-1-4666-4237-9.ch015
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Representatives from eight different organizations collaborated to develop a self-paced elearning course to teach preceptor skills to staff nurses in various healthcare organizations. The course employed a constructivist theory of learning and simulated many of the conversations and relationships staff nurses experience when performing preceptor responsibilities. Three of the four subject matter experts were volunteers and never compensated financially for their work on the course. The project manager used an iterative instructional design model and a generic project management methodology. The team considers the project a success because the course is complete, albeit two years later than scheduled, and generating a small amount of revenue. Additionally, the team progressed through the four stages of team development, reaching the “performing” stage, and the course is part of an effective three-pronged solution to avert a potential nursing shortage in the state.
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