DESCRIPTION OF LEARNING ACTIVITIES WITH INTEGRATED MEDIA
NOTE: As many details from the original Swim Trojan lesson plan were kept as possible because this is a pre-learning experience seeking to enhance the learner's understanding and transfer of the course material presented at the facility.
OBJECTIVES, REASONS, AND OVERVIEW
The Video Portion:
The learner views a video introducing them to CPR techniques where the actor is around their age range. In the beginning of the video, the importance of learning the material and how it could save someone’s life one day is stressed to the learner via a narrated story.
The narration is followed by an outline of specific learning objectives for the course which are taken from the original Swim Trojan lesson plan and are as follows:
recall the steps in conducting a primary assessment
evaluate how to open an airway in the primary assessment
demonstrate head tilt/ chin lift or jaw-thrust (extension/ no extension) to open airway
explain the importance of conducting a primary assessment and the dangers of not conducting a primary assessment
evaluate when to administer ventilations and or/ compressions
recall the appropriate ratio and frequency of ventilations to compressions depending on the age and condition of the victim during primary assessment.
demonstrate sealing the mask and ventilations
demonstrate compressions
describe the importance of learning CPR and the dangers of not learning CPR.
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The Simulation Portion.
Following the videos, the learner begins to work in the adaptive simulated environment which begins by reiterating the learning objectives and the importance of the material to the leaner.
CONCEPTUAL KNOWLEDGE
The Video Portion:
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The video portion will define relevant CPR terminology and outline the procedure before proceeding to the demonstration. Specifically, this portion of the learning experience will introduce learners to the following: the steps in conducting a primary assessment, terms for CPR equipment, CPR hand positions, and the appropriate ratio and frequency of ventilations to compressions depending on the age and condition of the victim during primary assessment. Conceptual knowledge also includes higher cognitive processes such as evaluating how to open an airway and when to administer ventilations and or/ compressions. Motivational outcomes are also encompassed; learners will explain the importance of conducting a primary assessment and the dangers of not conducting a primary assessment. Following this portion of the video, the learners will be encouraged to pause the video and reflect on what they believe the benefits of CPR are and the perceived dangers of not performing it correctly
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The Simulated Portion:
The learner will be reminded of relevant terminology as it pertains to the step they are currently participating in such as the terms for the CPR equipment. Other relevant concepts will be provided to the learner in the form of immediate feedback depending on their performance during the practice portion of the simulation.
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DEMONSTRATION
This portion of the learning experience will be administered solely in video format and will consist of the actor who will be around the same age as the learner modeling how to conduct a primary assessment. The actor will narrate each sequential step of the primary assessment to learners while demonstrating the step using a manakin. The instructor will reference conceptual knowledge and discrete decisions necessary during the primary assessment (such as evaluations in higher cognitive processes mentioned during the previous stage). The primary focus of the demonstration is on psychomotor skills such as: how to open an airway using the head tilt/ chin lift or jaw-thrust (extension/ no extension), sealing the CPR mask, administering ventilations and compressions.
PRACTICE
The Simulation Portion: This phase will consist solely of the simulation portion which will provide the opportunity to practice conceptual and procedural knowledge by featuring instances where the learner is applying content taught in the videos to individuals who are infants, children, teens, young adults , and older adults. Learners will practice recalling the steps of a primary assessment by being encouraged to narrate aloud and practicing the assessment in the situation provided. Learners will be encouraged to narrate aloud and practice actions for different scenarios presented. Learners will practice procedural skills of opening the victim’s airway using the head tilt/ chin lift or jaw-thrust (extension / no extension), sealing the CPR mask, and administering ventilations and compressions in the simulated environment.
FEEDBACK
The Simulation Portion: Instantaneous negative feedback will be provided for erroneous responses and positive feedback will occur after the successful completion of a scenario.
ASSESSMENT
The Simulation Portion:
​As explained in the original design, the practice, feedback, and assessment stages of GEL are connected, and repeat in sequence as appropriate. Assessment is mostly formative and is engrained in virtually every aspect of the simulation. The simulation observes each learner practicing the primary skills involved and will provide immediate feedback when errors are made as well as feedback on their overall performance. In total, the simulation is seeking to understand the learner’s understanding of three major aspects related to the procedure: conceptual understanding, procedural understanding, and understanding of how to effectively perform the procedure in a given hypothetical scenario. Conceptual understanding will be assessed via a multiple choice test in which the questions contain scenarios where the material could be applied to elicit higher order processing. Procedural and situational understanding will be assessed based on how well the learner performs in the given scenarios. Following the completion of the simulation, a report will be sent to the instructor to better establish a base-level of the learner’s knowledge prior to the in-person portion of the instruction taking place at the Swim Trojan facility.