Some type of hook, perhaps a very brief video, audio, or graphic. Grab their attention.

1. Course Title Some type of hook, perhaps a very briefvideo, audio, or graphic. Grab their attention.

2. Defining your Audience Who is taking the course? Do their levels of knowledge vary significantly? Have they had the material before/prior knowledge? Are you using appropriate language (reading level, also technical skill level/verbiage), clinician vs. non-clinician Why are they taking this course?

3. Objectives of this Course Here is where you list the Terminal Learning Objectives (TLOs). The Terminal Learning Objective provides direction for a lesson. It forces the teacher to think through three questions: • What will the student be able to do as a result of completing the course? • Under what conditions (setting, supplies, equipment, etc.) will the student be required to perform the task? • How well must the student perform the task to PASS? Generally you have 3-5 TLOs. Use words like know, recall, recognize, understand, explain, discuss, etc.

4. Objectives of this Course • Understand what are xxx • Know how xxxx • What actions to xxxxx • Discuss xxxx • Recognize xxxxx

5. Course Title1st TLO listed here Graphic, animation, etc. Suggestions appreciated

6. Course Title1st TLO listed here Enabling Learning Objectives specify a detailed sequence of student activities. The force the teacher to think through the steps involved in completing the task in the TLO. The ELOs usually form the outline for the instruction phase of the lesson plan. They force the teacher to think through a cycle of questions. Below are examples of ELOs for the 1st TLO. At the end of this section, you should be able to: • Define a pathogen • Define a bloodborne pathogen • Describe types of bloodborne pathogens • Cite examples of fluids that may contain bloodborne pathogens • List the “Three Big” pathogens in a clinical setting

7. Course Title1st TLO listed here Approximately every third slide, have something the student can identify, a question they answer, matching, ordering, etc. Something that will cause them to think about what you have just discussed and promote active learning. This page will require action on the part of the learner. If you showed a brief video, ask something about the video they would only know from watching. If you are demonstrating label identification, test their knowledge. Or provide a suggestion for a type of user interaction.

8. IMPORTANT TIPS • Always refer back to the TLO and ELO to keep your content organized and focused • Keep your language on the same level • Only add graphics if it enhances meaning • Don’t clutter the screen. It adds to confusion. Leave white space. • Use your main screen to bullet ideas, or provide short paragraphs. Use the notes section to flesh out these ideas. • When using the notes section, have a discussion. Make it interesting, engaging, relevant and focused • The notes section is CRITICAL. Every slide should have notes that will be converted into audio for a natural conversation style. If you want, talk to your colleague during each slide and record it. Or we can record narration in my office. • Don’t be afraid to use examples during the training that learners can relate to. Of course, don’t overuse it either.

9. Course Title2nd TLO listed here Graphic, animation, etc. Suggestions appreciated Continue development using above guidelines

10. Course Summary After completing this course, you understand what …, …, …

11. Glossary (your glossary will vary) • Blood – Human blood, human blood components, and products made from blood • Bloodborne Pathogens – Pathogenic microorganisms that are present in the human blood and can cause disease to humans. • Clinical Laboratory – A workplace where diagnostic or other screening procedures are performed on blood or other potentially infectious materials. • Contaminated – The presence or the anticipated presence of blood or other potentially infectious materials on an item or surface • Contaminated Sharps – Any contaminated object that can penetrate the skin including needles, scalpels, broken glass, and exposed dental wires. • Contaminated Laundry – Laundry which has been soiled with blood or other potentially infectious materials • Decontamination – The use of physical or chemical means to remove, inactivate, or destroy bloodborne pathogens on a surface or item • Engineering Controls – Controls (e.g., sharps disposal containers, self-sheathing needles) that isolate or remove the bloodborne pathogen hazard from the workplace • Exposure Incident – A specific eye, mouth, other mucous membrane, non-intact skin, or other contact with potentially infectious materials that results from the performance of an employee’s duties. • Handwashing Facilities – A facility providing an adequate supply of water, soap, and single use towels or hot air drying machines • HBV – Hepatitis B Virus. • HIV – Human Immunodeficiency Virus • Personal Protective Equipment (PPE) – Specialized clothing or equipment worn by an employee for protection against a hazard. • Regulated Waste – Liquid or semi-liquid blood or other potentially infectious materials; items that are caked with dried blood or other potentially infectious materials capable of releasing these materials when compressed, and pathological and microbiological wastes containing blood or other potentially infectious materials. • Source Individual – Any individual, living or dead, whose blood or other potentially infectious materials may be a source of occupational exposure to an employee. • Work Practice Controls – Controls that reduce the likelihood of exposure by altering the manner in which a task is performed.

12. Evaluation (attn: SME - this is post perceptions – this is not the test) • Use a Liekart scale of 1-5 (1-lowest, 5-highest) • Example: • I understand the steps in dealing with a hazardous spill. • 1. Not at all 2. Somewhat 3.Moderately 4. Mostly 5. Completely • I suggest a consistent number of five post perception questions.

13. Contact Information • Couse Title Program Nurse Coordinator: • Great Scott, RN great.scott@uky.edu 123-456-7890 • Medical Director Employee Health: • Rachel Wellness, MD rwellness@uky.edu859-123-4567 • University Health Service/ Employee Health: • 859-323-5823 • And any other contact information that is relevant

14. Quiz Questions • Five or more questions, one coming from each of the TLOs. If there are less than five TLOs, pull additional question from the largest ELO section. • Learners require a minimum percentage of 80 to successfully complete the course.