Evaluating online disaster preparedness training for ...€¦ · Design training for adults to...
Transcript of Evaluating online disaster preparedness training for ...€¦ · Design training for adults to...
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l lEvaluating online disaster preparedness training for family caregivers of senior citizens
Grant ChartrandLearning Design & TechnologyUniversity of Hawaii at ManoaUniversity of Hawaii at Manoa
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Presentation OutlinePresentation Outline
• BackgroundBackground• Project Design
h d l• Methodology• Findings• Conclusion
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PollPoll• Do you live with grandparents and/or elderly family members?
• Do you live with family members who will soon become senior citizens?
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PollPoll• Do you live with grandparents and/or elderly family members?
• Do you live with family members who will soon become senior citizens?
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Background: How did I select my topic?Background: How did I select my topic?
• Experience in creating coursesExperience in creating courses– Developed for government (state & county)
• Natural Hazard Preparedness for Caregivers of• Natural Hazard Preparedness for Caregivers of Senior Citizens
• Subject matter beneficial to all, especially for family members
• 3 generations lived together
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Project PurposeProject PurposeDesign training for adults to increase theirawareness of the special disaster preparedness needs of elderly family members with whom they reside or providethey reside or provide care.
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Background: Frequency of Hazards in U.S.Background: Frequency of Hazards in U.S.
300
250
ds H d T
256 251
150
200
es of H
azard
GeophysicalClimatological
Hazard Type
126
100
Instan
ce HydrologicalMeteorological
126
0
50
1940s 1950s 1960s 1970s 1980s 1990s 2000s
2040 40 38
1940s 1950s 1960s 1970s 1980s 1990s 2000s
Center for Research on the Epidemiology of Disasters (CRED)
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Background: ProblemBackground: Problem
Disproportionate numberDisproportionate number of seniors died from Hurricanes Katrina andHurricanes Katrina and Sandy. Senior citizens are vulnerable Many deathsvulnerable. Many deaths were preventable.
Keller, J. (2012, November 17). Mapping Hurricane Sandy’s deadly toll. The New York Times. Retrieved from http://www.nytimes.com/interactive/2012/11/17/nyregion/hurricane‐sandy‐map.html.
Gibson, M. J., & Hayunga, M. (2006). We can do better: lessons learned for protecting older persons in disasters. Washington, D.C.: American Association of Retired Persons.
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Background: U.S. Population GrowthBackground: U.S. Population Growth
109 1
9.5
8
ns) 6.8
7.78.5
9.1
6
ion (Billion
65+15‐64
Ages
2
4
Popu
lati 15 64
>15
0
2
2010 2020 2030 2040 20502010 2020 2030 2040 2050
Department of Economic and Social Affairs, United Nations
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Background: Multigenerational FamiliesBackground: Multigenerational Families
In 2009, one in six Americans lived in homes with at least two adult generations.
Taylor, P., Kochhar, R., Cohn, D., Passel, J., Velasco, G., Motel, S., & Patten, E. (2011). Fighting Poverty in a Tough Economy, Americans Move in with Their Relatives. Pew Social & Demographic Trends.
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Project Purpose: FocusProject Purpose: Focus
• Formal Caregiving vs Informal CaregivingFormal Caregiving vs. Informal Caregiving– Family members, friends
• Have little/no time for or access to training• Have little/no time for or access to training• Increase knowledge Increase resilience
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Project Design: TheoryProject Design: Theory
• Baldwin and Ford’s Transfer of Training theoryBaldwin and Ford s Transfer of Training theory– Knowledge gained from training is transferred to performanceperformance
• Keller’s ARCS Model of Motivational DesignPerceived utility/relevance increases motivation– Perceived utility/relevance increases motivation and acquisitionContent redesigned to build confidence– Content redesigned to build confidence
Baldwin, T. T., Ford, J. K., & Blume, B. D. (2009). Transfer of training 1988–2008: an updated review and agenda for future research. International review of industrial and organizational psychology, 24, 41‐70.
Grossman, R., & Salas, E. (2011). The transfer of training: what really matters. International Journal of Training and Development, 15(2), 103‐120.
Keller, J. M. (2010). Motivational design for learning and performance. New York, NY: Springer.
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Project DesignProject Design• Course developed by the National Disasterthe National Disaster Preparedness Training Center (NDPTC) at the
i i f iiUniversity of Hawaii at Manoa
• Articulate Storyline• Articulate Storyline (E‐Learning Authoring Software)
• Canvas (Learning Management System)
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Project Design: Repackage & Redesign j g p g gof Instructional Content
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Project Design: Repackage & Redesign j g p g gof Instructional Content
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Project Design: Repackage & Redesign j g p g gof Instructional Content
NDPTC version (8 hr) Project version (1‐2 hrs)
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Project DesignProject Design
• Natural Hazard IdentificationNatural Hazard Identification
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Project DesignProject Design
• Assessing CapabilitiesAssessing Capabilities
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Project DesignProject Design
• Assessing NeedsAssessing Needs
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Project DesignProject Design
• Risk and VulnerabilityRisk and Vulnerability
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MethodologyMethodology
• 36 Participants (35 completed)p ( p )• Pre‐Survey
– Demographic and Confidence Level• Instructional Content• Assessment
M t hi M lti l Ch i d S i– Matching, Multiple Choice, and Scenario• Post‐Survey
– Confidence LevelConfidence Level– Ease of Use/Engagement/Quality/Satisfaction– Feedback
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Findings: DemographicsFindings: Demographics
• More than half (69%) were under 40 years of ageMore than half (69%) were under 40 years of age• About half (54%) did not live with or provide care for seniors or elderly family membersfor seniors or elderly family members
• An overwhelming majority (90%) had at least a 2 year degree2‐year degree
• All were employed: 80% full‐time, 20% part‐time
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PollPoll
• I am confident in my knowledge of• I am confident in my knowledge of disaster preparedness for senior citizens.A. Strongly agreeB. AgreeC. Unsure/NeutralD DisagreeD. DisagreeE. Strongly disagree
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PollPoll
• I am confident in my knowledge of• I am confident in my knowledge of disaster preparedness for senior citizens.A. Strongly agree (5)B. Agree (4)C. Unsure/Neutral (3)D Disagree (2)D. Disagree (2)E. Strongly disagree (1)
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Findings: Average Confidence LevelFindings: Average Confidence Level5.00
3.29
4.34 4.23
3.00
4.00
evel
Pre‐2.83
2.00
nfiden
ce Le Pre
Survey
Post‐Survey
1.00
Con Survey
0.00
n=35General Knowledge Senior Citizen Knowledge
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Findings: Overall Confidence Level by AgeFindings: Overall Confidence Level by Age5.00
4.29
3.64
4.27
3 00
4.00
Level
Ages
2.792.00
3.00
onfid
ence L <40
40+
g
1.00
Co
0.00
n=35Pre‐Survey Post‐Survey
Note: Overall = General Knowledge + Senior Citizen Knowledge
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Findings: Overall Confidence Level by g yCaregiver Status
5.00
4.31 4.234.00
Level
CaregiverAges
2.943.16
2.00
3.00
onfid
ence L Caregiver
Non‐caregiver
1.00
Co
0.00
n=35Pre‐Survey Post‐Survey
Note: Caregiver=living with/providing care for 1 or more seniors, Non‐caregiver=0 (none)
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Findings: Assessment ScoresFindings: Assessment Scores
1716
18 49%
17
12
14
16
nts
9
6
8
10
Participan 25%
1 1 1
4
22
4
6
6%11%
3% 3%3%1 1 1 2
06 7 8 9 10 11 12
Number of Correct Answers Out of 12 (%) n=35
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Findings: Assessment ScoresFindings: Assessment Scores
1716
18 49%
17
12
14
16
nts
9
6
8
10
Participan 25%
1 1 1
4
22
4
6
6%11%
3% 3%3%1 1 1 2
06 7 8 9 10 11 12
Number of Correct Answers Out of 12 (%) n=35
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Findings: Assessment ScoresFindings: Assessment Scores
1716
18 49%
17
12
14
16
nts
9
6
8
10
Participan 25%
1 1 1
4
22
4
6
6%11%
3% 3%3%1 1 1 2
06 7 8 9 10 11 12
Number of Correct Answers Out of 12 (%) n=35
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Findings: Assessment ScoresFindings: Assessment Scores
1716
18 49%
17
12
14
16
nts
9
6
8
10
Participan 25%
1 1 1
4
22
4
6
6%11%
3% 3%3%1 1 1 2
06 7 8 9 10 11 12
Number of Correct Answers Out of 12 (%) n=35
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Findings: Percent Answering CorrectlyFindings: Percent Answering Correctly125%
94% 97%91%
100%91%
100% 97% 94%89%
77%
100%
46% 46%50%
75%
Score
25%
0%Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12
Question Number n=35Q
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Findings: Percent Answering CorrectlyFindings: Percent Answering Correctly125%
94% 97%91%
100%91%
100% 97% 94%89%
77%
100%
46% 46%50%
75%
Score
25%
0%Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12
Question Number n=35Q
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Findings: Average Participant RatingFindings: Average Participant Rating
4 47
4.47
nstruct Ease of Use
E
4.41
4.47
ematic Con Engagement
Quality
4.27
The
Satisfaction
1.00 2.00 3.00 4.00 5.00
Rating Level n=35g n 35
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Findings: Highly Ratedg g yThematic Construct n=35 RatingEase of Use 4.47
Module was easy to use 4.51odu e as easy o use 5Directions are easy to understand 4.54Questions are easy to complete 4.34
Engagement 4.47Length of module is manageable 4.46Use of website makes module more engaging 4.40Videos and images used are engaging 4.54
Quality 4 41Quality 4.41Information presented is useful for me 4.29Information presented is useful for others 4.40Information presented is appropriate 4.56Information presented is appropriate 4.56
Satisfaction 4.27Consider using online training again in the future 4.31Would recommend others use online training 4.23
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Findings: Section FeedbackFindings: Section FeedbackSection n=35 Confusing UsefulNatural Hazards 2 15
Caregiver 1 8Non-caregiver 1 7
Assessing Capabilities 3 20Assessing Capabilities 3 20Caregiver 0 9Non-caregiver 3 11
Assessing Needs 3 24gCaregiver 1 10Non-caregiver 2 14
Assessing Risk and Vulnerability 9 29Caregiver 6 16Non-caregiver 3 13
Note: Open‐ended question, could respond to both Confusing and Useful
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Findings: FeedbackFindings: Feedback
• Want more information on preparednessWant more information on preparedness organizations that they can contact
• Instructional content:• Instructional content:– More scenario questionsP id d fi i i f i i l /j– Provide definitions for unique terminology/jargon
– More examples of/more information on risk and l bilitvulnerability
• Feedback on test (assessment) questions
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ConclusionsConclusions
• Module addressed time and access concernsModule addressed time and access concerns– Majority (29 of 35) reported that they took less than an hour to completethan an hour to complete
– Content made available online for informal caregiverscaregivers
• Positive response32 of 35 would recommend the module (3 unsure)– 32 of 35 would recommend the module (3 unsure)
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ConclusionsConclusions
• Future iterationsFuture iterations– Track individual progressIncrease number of participants– Increase number of participants
– Increase diversity of participantsAdd dditi l t t t d b ti i t– Add additional content requested by participants
– Work with additional subject matter experts
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Thank youThank you
• Critical friendsCritical friends• Colleagues and classmates
i d h h C f l• Dr. Irvine and the other LTEC faculty• Participants
http://ndptc.hawaii.edu
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For More InformationFor More Information
• Ready.gov (FEMA) Guide • Red Cross Guideeady go ( ) u dehttp://1.usa.gov/1FMbTyI
ed oss u dehttp://rdcrss.org/1bBunA1
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Questions?Questions?