Table 1Course material presentation representing elements of evidence-based practice and learning styles

Learner Elements : Kolb learning style emphasized
Converger (AC-AE)Course Component Possibilities:
  • Clinical example, practical skill application
  • Independent work
  • Multiple choice self-assessment test
  • Specialty focus; single clinical problem with potentially negative outcome
Learning objectives part of each learning component
Assimilator (AC-RO)Course Component Possibilities:
  • Media files of correct and incorrect procedures
  • CEU is independent work
  • Procedure based on logically sound and precise methods
  • Assignment to compare and contrast media files (correct and incorrect) and determine incorrect procedures in video
Diverger (CE-RO)Course Component Possibilities:
  • Recognize problems: clinical examples of incorrect procedure, assignment = recognize
  • Like group work; encourage formation of small groups and live chat; site will have chat room groups can use
  • Observation of clinical components facilitate procedure adaptation
  • Reflective learners (RO) most likely to like online learning
Accommodator (CE-AE)Course Component Possibilities:
  • Assignment to take info and go into clinical and apply for themselves
  • CEU format is independent learning activity, but encourage group formation and support chat room
  • Application answers provided to the patient safety problem
  • Information is provided via “mentor” program
Evidence-based/practice-based elements
Formal scientific investigationCourse Component Possibilities:
  • Application based on evidence and outcomes
  • Expert (application and theoretical) content development
  • Based on HRSA/AHRQ grant #1 D51 HP 1000401
Literature reviewCourse Component Possibilities
  • Current literature links and Web sites
  • CDC guidelines
Reproducible recordable unbiased clinical experienceCourse Component Possibilities:
  • Actual clinical media footage
  • Actual patient footage - only teaching not actual patient
  • Multiple providers doing same procedure
Technology applicationsCourse Component Possibilities:
  • Computer-based instruction
  • Current online information that has been assessed for quality and appropriateness
Team performanceCourse Component Possibilities:
  • CEU Web site will allow multiple entrances during learning if group/team discussions are of interest
  • Collaborative practice
Authority sharingCourse Component Possibilities:
Non-punitive critique
  • Modeled—Incorrect examples filmed for problem solving without blame or recrimination
Conflict resolutionCourse Component Possibilities:
  • Data presented in problem solving format
New learning experiences for practice improvementCourse Component Possibilities:
  • Online CEU program modeled on learning styles and evidence-based practice

AC = Abstract conceptualization

AE = Active experimentation

CE = Concrete experience

RO = Reflective observation

From: Expediting Clinician Adoption of Safety Practices: The UCSF Venous Access Patient Safety Interdisciplinary Education Project

Cover of Advances in Patient Safety: From Research to Implementation (Volume 4: Programs, Tools, and Products)
Advances in Patient Safety: From Research to Implementation (Volume 4: Programs, Tools, and Products).
Henriksen K, Battles JB, Marks ES, et al., editors.

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