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Research studies surrounding feedback primarily centered on frameworks designed as models for delivering feedback as well as the timing for delivering feedback. In addition, past research has also focused on individual elements that affect performance with little regard to environmental elements. This case study provides an overview of how a nurse educator utilized a performance analysis approach to providing feedback to nursing students during clinical rotations. A list of performance standards was provided to students at various checkpoints during their clinical rotation. Strategies are shared for improving the type of feedback used in healthcare settings.

Healthcare leadership and department management personnel are tasked with the responsibility of ensuring safe, high-quality patient care delivered by competent and proficient staff. This responsibility often comes in the form of identification of discrepant and erroneous practices that result in subsequent employee disciplinary action process improvement discussions and implementation. This case study presents an example of a sentinel event and how Gilbert's Behavior Engineering Model (BEM) was utilized in the context of a Just Culture to ensure both processes and personnel were adequately supported to meet expected task outcomes.

This case explores how a needs assessment was conducted at a middle school experiencing high rates of teacher turnover. Pamela Frost, an experienced instructional designer, was assigned to assess the situation and identify opportunities to improve professional development opportunities for the teachers. As a part of a needs assessment, Pamela gathered data to address needs pertaining to classroom management challenges, teacher attrition rates, and establishing relations with the local community. This case explores how Pamela gathered data and triangulated her findings to determine what interventions were needed.

After consistently missing the contract's monthly-required staffing personnel requests, the senior director and senior manager of recruiting decided the day-to-day operations, procedures, and recruiting processes should be standardized within the recruiting section. The staffing department at Variant Data Systems, Inc. decided to move forward with instructional and noninstructional interventions to address incomplete biography submissions between the recruiters and the technical writer. This case study demonstrates how a layered organizational performance analysis was conducted to dissect recurring performance problems. The case also examines how an internal performance improvement consultant was utilized on the project to identify the performance issue and develop the expectations of the position, a communication plan, the formal instructional unit and knowledge management database, and accountability metrics to ensure it met the needs of the recruiting section in the staffing department.

Different learning outcomes warrant different learning strategies. Instructional sequencing is dependent upon the various learning outcomes that are intended for a particular course or instructional unit. Complex learning integrates a learner’s knowledge, skills, and attitudes, newly obtained skillsets, and the transference of learning in an applied environment. A challenge that many educators face when teaching complex tasks is the ability to assist students to draw from prior knowledge from various subjects in order to approach problem solving. The intent of this chapter is to provide educators with strategies to promote complex learning within a blended learning environment.

This case demonstrates how problem-based learning (PBL) was used as a teaching method to help medical students integrate their knowledge of basic sciences with a clinical application at a medical school. PBL promotes self-directed, problem-solving, and lifelong learning. In the PBL context, students sought out a variety of resources to tackle their learning issues and help them arrive at a solution to a patient problem. The existing strategy for curating resources was not aligned with the type of thinking and activities in the PBL process. Therefore, a knowledge management system was developed to provide an online knowledge base of medical information resources and tools easily accessible at the point of students' needs.

This chapter focuses on interprofessional education (IPE) from the perspective of the preclinical health sciences - the time before learners practice the skills of real world clinical care. IPE allows students from varying healthcare arenas (including medicine, nursing, pharmacy, physical therapy, etc.) to collaborate, communicate, as well as nurture medical values to ultimately improve care. The IPE literature is quite extensive. National organizations, competency models, and educational theory promote the integration of IPE into the curriculum across all years of education. This chapter reviews the history of IPE within U.S. medical schools, competency frameworks from a global perspective, and the theoretical foundations of IPE. In addition, strategies for implementing IPE in the preclinical years, including teaching methods, learner assessment, examples, and curricular design tips are provided.

Educators in the health professions are faced with the daunting task of teaching highly complex skill acquisition and application, often without a framework to guide the development of instruction. Different learning outcomes warrant different learning strategies. Instructional sequencing is dependent upon the various learning outcomes that are intended for a particular course or instructional unit. Complex learning integrates a learner's knowledge, skills, and attitudes, new skill sets and the transference of learning in an applied environment. This chapter discusses the way complex learning can be incorporated within a health education framework that integrates the foundations of basic science, communication skills, and physical exam/procedural skills in a hands-on, learner-centered environment, providing alignment with performance assessment and expected outcomes.

Administrative leadership of Wayburn Health System decided to move forward with a training program to address communication between healthcare professionals within their emergency center. After a few sentinel events where errors had occurred that compromised patient safety due to miscommunication amongst healthcare team members, hospital administration decided that communication processes needed to be standardized within the emergency center during trauma resuscitations. Four hundred employees from various departments and disciplines would require training. An instructional designer was brought onto the project to ensure that training was customized to fit the specific needs of the trauma resuscitation team.