This presentation is about the process undertaken to design and implement a new and effective eLearning environment for Sydney Adventist Hospital. (View Youtube video at https://www.youtube.com/watch?v=U2Uh0ZwbIeY ). This is a private hospital that employees approx. 2500 staff, both clinical and non-clinical. With the expansion of the hospital and community healthcare needs, training using traditional methods has become increasingly difficult. Being a 24/7 organisation, it is impossible for all staff to attend training, and there is an increasing demand for the Hospital to meet compliance training requirements and reporting needs, as well as provide clinical competency training and non-clinical training (e.g. hospitality staff training). A new solution was sought to support a dynamic landscape, and align to the hospital’s strong learning culture, and focus on best practice and innovative solutions. This is where a Moodle-centred eLearning solution comes in – providing opportunities for staff to learn anywhere, anytime on any device. Moodle is providing a gateway to delivering staff with a learning experience, which is fun, interactive and simple, whilst maintaining a focus on providing authentic and relevant learning. Following extensive stakeholder interviews, a new eLearning platform was shaped and is in the process of being implemented (June 2013) in consultation with Julian Ridden (Pukunui). This new environment will meet the Hospital’s business and training needs especially in the areas of performance support, compliance training and continued professional development. Future considerations that can be integrated with the Moodle environment have also been flagged and are being investigated to meet the expansion of eLearning services provided by the Hospital, especially in the areas of content management, web conferencing and a learner administration system.

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Building for the Future, Caring for our Community
Gina Veliotis
eLearning Co-ordinator,
San College of Education
Sydney Adventist Hospital
gina.veliotis@sah.org.au | LinkedIn

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San eLearning
Learn anywhere, anytime, any
device
www.saneducation.org.au

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Celebrating 110 years
in 2013
2200 staff and 750
medical practitioners
Sydney Australia
Sydney Adventist
Hospital
NSW’s largest
private
hospital, Opera
tes 24/7 across
3 campuses
50,000 inpatients and
175,000 outpatients
each year
state-of-the-art
diagnostic and
treatment facilities
Major hospital
expansion 2013-2014
2014 - 200 new
beds, 12 new operating
theatres, new
Maternity Unit and
Integrated Cancer
Centre

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 Current site was only available
internally via the Intranet
 High training costs
 Inadequate reporting functionality
 High maintenance costs, technical
flaws
 Poor user experience
 Site is cumbersome to use and
navigate
 Poor learning and assessment
design
 Inadequate eTools and resources
 Linear learning, content “dumping”
 Online content is difficult to
maintain and therefore creates risk
Drivers for
Change

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 Moodle 1.9 was installed in 2011
 Modest start and met initial goals
for compliance training
 As a prototype has been
successful
 Increased basic learner options
 Introduced staff to new methods
of learning
More importantly……helped us to
better identify training challenges
associated with the hospitals
expansion and increased need for
efficient training
Current Solution

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Improved Strategic e-Learning
solutions to meet:
 Safe and competent performance
to protect hospital’s Core
Business
 Support for major hospital
expansion
 Development of staff online
training services
 Sustaining Innovation, Best
Practice and a strong learning
culture
 Legal Compliance and
Reporting
Support a Dynamic Landscape

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 Align the workplace skill levels
with operational needs.
 Customised solutions to
improve capability, productivity
and sustainability.
 Mitigate risk and ensure
Compliance training is met and
documented.
 Provide reliable and up-to-date
training completion reports
 Long-term and sustainable
training solution.
 Cost-effective now and into the
future
Critical Business Goals

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Stakeholder Interviews
 Interviewed approx. 50 staff
 One-one-one and small groups
 Both clinical and non-clinical
areas
 Across all departments and
management levels
 Helped shape new environment
 Identified key
goals, requirements and
priorities
• Training needs
• Challenges
• Reporting needs
• Priorities

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Passion and Commitment
 “There is a commitment to learning and
development”
 “Make it so employees feel competent and like
they are contributing – this will translate to quality
of patient care. Consumer feels like they are
being well cared for”
 “Need a self-driven orientation program that is
tailored and can happen before they start”
 “Needs to be scenario based, with lots of real
case presentations”,
 “Reports currently don’t meet auditing
requirements”
 “Need a self-driven orientation program that is
tailored and can happen before they start”
 “It’s so hard to setup accounts for agency staff
and track who is doing what”
 “Everyone can do it quickly and show evidence”
 “Can’t be buried too deep”
 “Intuitive, easy to work your way through it”
 “Staff don’t have time and/or not available to
attend face-to-face training”
 “Must be reliable and accurate”,

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Headline Findings & Key Requirements
 Web-based access, multi-platform
compatible
 User accounts aligned with HR system
 Accurate and Up-to-date Completion
Reports
 Track course and activity progress
 Blended delivery and assessment
 Make learning and assessment fun and
interactive
 Authentic, relevant and just-in-time
workplace training
 Enable decision-making
opportunities, reflective learning &
sharing of experiences
 Make learning more
manageable, chunk it
 Technical ease and reliability

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The Experience
 Compelling learning experience
 Contemporary and helpful
 Professional and motivating
 Interesting and interactive
 Challenging and rewarding
 Engaging and relevant
 Support individual, self-paced
participation
 Easy to find, use and understand
 Confident, relevant and switched-on

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 Embed enhanced training
solutions in the business
workflow, providing just enough
information at the moment of need
 Fast-track online help to keep up
with clinical system updates
 Enhances staff confidence and
performance, providing better and
more flexible training options
 Reduce the time between learning
and application
 Increasing staff productivity and
ability in using core clinical
applications.
 Position staff to find what they
Performance Support

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 Embed Compliance and
competency training, in real-
time workplace activities.
 Reduce risks by increasing
completion rates for mandatory
and compliance training.
 Improved reporting to provide
quick and easy access to up-to-
date completion information.
 Support legal reporting
requirements to demonstrate
compliance.
 Simulate real-time experiences
for better learning
Compliance Training and Reporting

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 Enable time poor staff and shift
workers to complete training in
their own time, at their own place.
 Provide multiple learning
pathways to meet the needs of
the varying spectrum of learners.
 Foster a web-based learning
community and establish a
digital library of resources.
 Enhance staff techno-
confidence
 Promote knowledge
acquisition, application and
retention, using best practice
Clinical Professional Development

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Analysis
• Stakeholder Interviews
• Gather Requirements
• Evaluate Options
Design
• Information architecture
• Design Reports and align with Chris 21
• Graphic Designs and layouts
Build
• System Installation and configuration
• Content Repurposing and migration
• Usability Testing
Roll-out
• User Accounts and emails
• Customise Reports
• Communicate changes
Improve
• Post-implementation Review
• Refine and Enhance
• Extend solution
Project Stages

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Approach  Create a User-centric training
solution
 Provide an authentic learning
experience, practice workplace
decisions
 Apply best Practices in learning
design, resource
development, and web design
 Use innovative tools, digital
repositories, and multimedia
 Create interactive, engaging
and effective training packages

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Educator Workshops, Checklist and
Guidelines:
 Authentic Instructional Design
 Reflective and decision-making opportunities
 Multimedia elements to add interest and
contextualise
 Web friendly content, concise, chunked and visual
 User-friendly, non-linear navigation
 Workflow processes (write/review/approve)
 Version Control and validation
Best Practices
Centralised Resource
Development

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eTools
 Quick Authoring Tools
 Non-linear navigation, content layering
 Interactive, self-marking, instant
feedback
 Peer collaboration and communication
 Learner-centric pathways
 Progress Tracking and completion
status
 Multimedia, scenarios, examples
 Fast track resource development

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Anticipated Benefits
 Enhanced Moodle 2.4
functionality
 Learn anywhere, anytime, any
device
 Alignment with staff HR records
 Outsourcing maintenance and
ongoing upgrades
 Educators focus on the subject
matter and training needs, not
technology
 Interactive and multimedia-rich
including web tutorials, clinical
demos
 Reduced training costs via

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San eLearning Portals
www.saneducation.org.au

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Technical help
Course Overview
Digital Resources
Key Steps and Topics
Conditional Activities
Learning Tips
Authentic Scenarios
Online Quizzes
Completion Certificates
San eLearning 2013

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Google Analytics – 2 weeks after launch
eLearn:
 75% of staff logged in
 1,503 unique visitors (52% return)
 3,452 site visits
 6,846 course visits
 585 completions
 Average visit duration is ~15 mins
 54% visits are onsite, 46% are
offsite

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San eLearning 2013

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www.saneducation.org.au
Thank you
Gina Veliotis
eLearning Co-ordinator,
San College of Education
Sydney Adventist Hospital
gina.veliotis@sah.org.au |
LinkedIn