Unit 5 Final

Thank you group, Kim I took your suggestion and enhanced the arrows and matched colors with the clip art. I also changed the font as suggested and think it is much more readable. Thanks to my group for the suggestions, this course has been a delight with constructive suggestions and an ease of collegiality.

Unit 5 First Draft

Again, my aim is to assist Registered Nurses in the hospital identify changes in their patients with respiratory acidosis. This tool organizes the identifies a process in the patient assessment without numbers but uses top down, left to right alignment pg. 128-133. I have chunked the information in 4 large chunks and not more than 7 content chunks, pg. 125 states that these are within the 0ptimun limits for learners. I have used clip-art with color to create learner appeal pg 265 for better visual cues of the process. I also felt that the information was better designed in a table format rather than a concept map as I wanted to emphasize the "steps" or process rather than the interaction of the information page 133. Even though the values for pH, PaCO2 and HCO3 are not words, I placed those chemical notations before the values so that the learners would be able to refer to the values pg. 139, and also I added the arrows so that the nurse who did not remember the normal values would know that the value was greater than or less than and could utilize that information to diagnose the patients underlying condition.

Please let me know if this is organized and if you are able to follow the process. Should I use numbers or arrows to send the learner to the next process? And finally do I need to use bold? Thank you very much for your feedback

Wordle

My wordle.

This was a hoot to put together!  I really enjoyed getting it like I wanted. 

Unit 4 Final

This is the final picture for my audience of Registered Nurses who have had at least 2 years college and passed a licensure exam. My usability group was very patient with the first uploads as they turned blue in Illustrator, so I have modified, as Kim did, and this was done in PowerPoint. I used the color of Orange to emphasize those points that I am wanting the audience to know, the book on page 270 stated that Orange is a "misunderstood color and denotes knowledge" And this is what I want them to do is remember these patient changes when the assess their patients. I also blocked the information under each system to enhance that and used white space around the entire object to cut down on the ground. I feel that this is a very huge improvement over the first 2 pictures that I worked with in the first rendition and I believe that this organizes and focuses the learner's to the exact information that I want them to know without a lot ground.

Unit 4 First

Continuing my education of the Registered Nurse who is working in a hospital, I have over the last units constructed teaching tools that would enhance the memory of ABG values for the staff nurse. These nurses are adults who have completed at least 2 years of advanced education beyond high school, most have a college degree, and they have passed the license exam for the Registered Nurse. So my audience remains the same.

What I am attempting to do now is to advance the nurses cognitive process and begin to show what Acidosis looks like in the patient. (That is not the blue color of the pictures, by the way). In "Medipedia" I was able to capture the two diagrams above one if of the signs and symptoms of acidosis and the other represents Carbon Dioxide toxicity. These are relevant because acidosis is the retention of CO2 carbon dioxide. However I felt that the figure-ground in these pictures were too extraneous. The bedside nurse needs to be acutely aware of only a few of the symptoms in order to correctly assess and begin treatment of the acidotic patient in the hospital. As the book states in Chapter 5 the ground needs to be decreased pg. 102 and as Tufte is quoted on that same page, these diagrams need "data ink conserved". pg 102. So with the help of my new Illustrator program I was able to decrease the ground and I believe enhanced the figure portion of the diagrams, so that I have emphasized the most important symptoms that I want the RN Staff Nurse in the hospital to identify and be able to begin to think about when working with the Acidotic patient.

Well I tried to insert the image here, but it went to the top of the page, so I am sorry for my usability group, but you will see the revised picture first, then the two pictures that I thought were too ground. I also utilize the chunking and organization from Chapter 6 with this as I did not think that the two pictures told the story any better than a single picture. So I chose the one that was relevant to my topic, Acidosis, and then worked with it to decrease the ground and emphasize the figure.

ABG Lab Interpretation Tool

Describe the learner.
The learner is a Registered Nurse who is a staff nurse in a hospital. The individual has completed at least 2 years of schooling and passed a licensure exam. This individual has completed basic knowledge of pathophysiology which is adequate to understand acidosis and alkalosis.

Justification:
The usability feedback told me to explain the tool more and to chunk the information. This final I believe does both of these even though my target audience will be more familiar with the content than the usability team. The information is valuable. The training tool presents information to the nurse on the fundamental concepts of interpreting an individual patient’s laboratory values. I revised the tool by using two distinct types of content, a pneumonic and a visual for this learning style. This also employs the repeated aspect of CARP where the information creates perceptual association. The other design elements related to CARP are:
· Contrasted relevant information, with the use of Bold and color.
· Aligned information sequentially.
· Repeated color to emphasize the concept as well as visualized the concept.
· Approximated the content with the boxes denoting like information and chunking the information.

I changed the type to Georgia the book on page 220 says it is “typeface designed for the web”. This final tool is much revised from the original and I believe easier to read than the first revision, repeating the concept with visual, contrasting color and bold, aligning the tool within the picture and within content as well as chunking the information for ease in identification all contribute to an effective tool.

Usability Unit 3

Describe the learner.
The learner is a Registered Nurse who is a staff nurse in a hospital. The individual has completed at least 2 years of advanced schooling and passed a licensure exam. This individual has completed basic knowledge of pathophysiology which is adequate to understand acidosis and alkalosis.

Arterial blood gas (ABG) values provide valuable information about a patient’s acid-base status, the underlying cause of the imbalance, the body’s ability to regulate pH, and the patient’s overall oxygen status. Diagnosis of acid-base disturbances and identification of compensatory processes are done by reviewing and understanding the patient’s laboratory values.

Justification:
The presentations here are training tools that present information to the nurse on the fundamental concepts of interpreting an individual patient’s laboratory values. Both tools allow the nurse to determine the patient’s acid-base status. The first tool I found to be wordy and the instructions hard to follow. I revised the tool by using a pneumonic that I have found helpful. The second tool is designed based on CARP.

· Contrasted relevant information, with the use of Bold and color.
· Aligned information sequentially.
· Repeated color to emphasize the concept.
· Approximated the content with the boxes denoting like information and chunking the information.

I changed the type to Garamond which I had never used before. The book on page 217 says it is “very easy to read”. I did this because I found the type in the original tool hard to read. I right justified the content in the revised picture based on information from Unit 2.

Second Version of Project Unit 2

After very constructive comments from my group, I altered the image to better represent the information. Kim ask for more information concerning the entire project so I added information to the introduction. Fatma mentioned that giving titles to the areas would be helpful and so I did add the Lab values, definition and Hydrogen ion concentration in blood over each area. The book in Chapter 3 states on page 56:" The boxes represent information nodes in memory, and the lines represent the connections or relationships between the different nodes. These connections provide access to and from diffrent parts of memory, and as such are traceable. It is the traceable characteristic that allows for recall or the ability to remember." This is what I have tried to do with the color shading and the boxes, have the learner remember the associations between the picture and the value and definition. In Chapter 10 I used the rectangle to "group or separate information, ...use shapes to divide information when you want information to be seen differently." page 249. I found this project very helpful and hope to take this project one step further and animate it. I can see where it would lend itself to animation.

Arterial Blood Gas Intrepretation

The objectives for my module are:

Audience: Registered Nurses in Hospitals throughout Northern Colorado.

Behavior: Differentiate between or classify pH values according to three basic categories, Normal, Alkalosis, or Acidosis.

Condition: Given the attached informational slide.

Degree: Without error.