Training Without Borders: The Global Healthcare Training Initiative
This project also has a Changeshop where you can read more about its latest progress.
Go to Changeshop: Training Without Borders: The Global Healthcare Training Initiative .
Training Without Borders: The Global Healthcare Training Initiative is an Internet based e-learning environment for health care professionals.
About Your Organization
World Healthcare Educational Resources, Etc.
United States, NJ, Toms River, Ocean County
Country where this project is creating social impact
Is your organization a
Non‐profit/NGO/citizen sector organization
How long has your organization been operating?
Has the organization received awards or honors? Please tell us about them
References - Please provide two references with a two-sentence biography, email address, and phone number for each
Janice Thomas, PhD
Director of the International Education Center at Brookdale Community College. She has been involved in international education and advocate for promoting global citizenship on and off campus for more than 25 years.
Jayne Edman, Ed.D.
Acting Dean, Health Sciences; Professor of Nursing
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Select the stage that best applies to your solution
Start-Up (a pilot that has just begun operating)
How long have you been in operation?
Operating for less than a year
Which of the following best describes the barrier(s) your innovation addresses? Choose up to two
The Need: What problem are you trying to solve?
The growth and prosperity of nations is often thwarted by the poor health status of its people. Attempts to improve health care is often hindered by the lack of resources, including the continual proficiency of its health care professionals. The delivery of quality health care depends on the knowledge and skills of its providers. Health care professionals need continuing education to improve and update their skills. Professionals from developing nations often do not have access to training materials, thus health care services are insufficient and patients do not receive quality care. Through easily accessible educational modules health care professionals around the world can receive training they need to improve their delivery methods thus improving the health of all people.
The Solution: What is your solution? Be specific!
The Global Healthcare Training Initiative creates an Internet based platform for health care professionals to access up-to-date training materials on health care delivery topics, such as patient assessment, aseptic technique, patient care skills, basic child care, mental health assessment, breast health, radiation safety, occupational safety and numerous other topics. The electronic learning management system is organized into content modules; each with narrated Powerpoint presentations, video presentations, links to educational sites, and post module testing. Discussion forums provide a platform for individuals to ask questions, share information and gain access to best practices. Modules can be used by educators to teach student critical concepts, health care professionals as continuing education and for health facility administrators as annual training modules. Modules will be accessible from anywhere at any time through Internet access by PCs or mobile technology.
The Model: Walk us through a specific example of how your solution makes a difference; include your primary activities
Many health care professionals travel to developing nations to offer training to inexperienced healthcare professionals but they go home and the learning stops. The Initiative (GHTI) provides open access to critical educational materials for healthcare professionals from anywhere around the world that has access to the Internet and especially for professionals that do not have access to qualified educators available on site. This opens opportunities for learning for all health care professionals. Educational modules provide written and narrated materials of theoretical concepts, visual presentations for better understanding of skills and testing to assess learning outcomes. Individuals and organized groups have access to multimedia materials organized by critical skill or concept. Participants are able to read or listen to theoretical concepts, print handouts, view videos of discussed skills and assess their learning outcomes. Individuals can utilize these modules to improve their knowledge and skills any time. Educators can use modules to emphasize key concepts taught in organized classrooms. Facilities can access modules for on-site staff training. Annually new modules will be added to keep materials up-to-date and add to the e-library of available modules. Discussion forums will allow health care professionals to ask questions and share knowledge. With current knowledge and skills, health care professionals will be better prepared to deliver quality care to their patients thus elevating the health status of populations.
The Marketplace: Who are your peers and competitors? Identify others also working to address the needs you are and what differentiates you from them. What challenges could these players pose to your success or growth?
The Initiative provides access to critical skill training modules, a platform for healthcare professionals to share knowledge and utilize learning outcome assessment tools. The WHO offers training modules in general public health topics, and Linkagesproject.org and healthcarewarrior.com offer healthcare related modules in written format only. There are numerous other organizations that offer written training modules for a fee. The GHTI offers multimedia modules focused on patient care and occupation safety to improve the delivery of direct patient care in a safe work environment for relatively no cost. Current competitors only offer print materials and could venture into a multimedia approach thus widening the opportunities for people all around the world to gain valuable skills.
This Entry is about (Issues)
Founding Story: We want to hear about your "Aha!" moment. Share the story of where and when the founder(s) saw this solution's potential to change the world.
Volunteers share valuable knowledge and skills in developing nations, but the time always comes to an end and the learning stops. After teaching, living and working in Rwanda, and being asked to assist with other local groups in Kenya and Ghana and elsewhere, we became engaged in advocacy for global citizenship and founded a non-profit to continue support for these aspiring professionals, bring about awareness to the inequities in health care and develop an avenue for professionals to access continuing education and mentoring especially for those with no access to on-site educators. How can the learning continue? The GHTI provides continued professional development and mentoring for those without available resources. We recognize the need for health professionals to continually refresh and update their skills to provide quality patient care and improve the health outcomes of their patients leading to improved health status of all those they come in contact with.
Please describe the goal of your initiative; outline what you are trying to achieve
The GHTI aspires to achieve improved health care outcomes especially in developing nations through the delivery of quality health care by providing health care professionals with essential skills and knowledge. In order for health care professionals to continually hone their skills and become experts they need to have access to up-to-date information and learning materials. The modules are accessible to professionals around the world via the Internet, improve professional competency and productivity, decrease institutional training expenses, and improve direct patient care. The ultimate goal is to improve the health status of all people through the delivery of competent patient care thus contributing to the sustainability of a nation's economic and social prosperity.
What has been the impact of your solution to date?
To date, books, and teaching materials have been provided to educators and professionals in several nations to assist in training needs and medical imaging students at the Kigali Health Institute in Rwanda have participated in an on-line course and feedback was very positive. On-line teaching has proved to be a successful tool for learning around the world and many have achieve educational success this way. The GHTI has yet to be available on a large scale as it is proposed. Open access will be made available immediately. To date, the on-line course shell has been created, initial content has been developed, learning modules have been organized and development of teaching videos have been initiated. With financial support, the Global Healthcare Training Initiative will provide continued and easy access to critical continuing education for any and all healthcare professionals around the world.
What is your projected impact over the next five years?
In the first year, the GHTI can reach a thousand health care professionals and within a few short years could reach tens of thousands of professionals ultimately changing the way health care is delivered for millions of people. In its first and second year, the project will reach out to specific organizations in developing nations, such as schools, Ministries of Health and other non-profits, to open the doors for groups to utilize the modules for on-site group training sessions. In five years, the project could ultimately reach a million health care professionals world-wide. In addition, dozens of American students and faculty will assist in the development of modules to engage in global citizenry by sharing their health care knowledge and skills with less fortunate professionals.
What barriers might hinder the success of your project? How do you plan to overcome them?
The expense of hosting the on-line learning management system can be costly, however Blackboard has provided the project with low cost hosting of learning management course shells with no expiration date. Currently, students and experts are willing to volunteer their time to develop modules, however in the future financial incentives will be needed to recruit expert healthcare professionals. Additional grants and support will be solicited to expand the accessible library in the future and to grow with new technology as it becomes available. The biggest obstacle for the users is reliable Internet service. Developing nations have access to the Internet by computer or mobile phone, but connections are often slow and inconsistent, so continued connections can be a challenge at times for them.
Winning entries present a strong plan for how they will achieve and track growth. Identify your six-month milestone for growing your impact
The Proposed 6 month outcome is 400 users from 3 nations. This will be tracked through user profiles.
Identify three major tasks you will have to complete to reach your six-month milestone
Develop learning modules for 12-15 initial critical patient care topics
Create user friendly and easily navigated content areas on electronic learning management system
Promote availability of modules to known associates and organizations in developing nations
Now think bigger! Identify your 12-month impact milestone
The proposed 12 month milestone is 1000 users from 4 nations. This will be tracked through user profiles.
Identify three major tasks you will have to complete to reach your 12-month milestone
Create 6-10 additional critical patient care content learning modules
Implement and promote discussion forums and blogs for exchange of information
Promote availability of modules to governmental agencies in developing nations
Tell us about your partnerships
Faculty, students and administrators through the Global Citizenship Project at Brookdale Community College in NJ support the GHTI and are aiding in the development of learning modules. A continued partnership will afford the GHTI project with the expertise and support to develop quality educational programming. The GHTI will also develop relationships with health care organizations around the world to promote access to the learning modules and gain financial support for its continued access. The Kigali Health Institute in Rwanda will continue to integrate the GHTI into educational programs.
Are you currently targeting other specific populations, locations, or markets for your innovation? If so, where and why?
In the project's first year, known contacts in health care facilities and training institutes in Rwanda, Kenya, Tanzania, Zimbabwe, Ghana, and Nigeria will be contacted to promote its existence and benefits. The project will then be marketed to other nations through established NGOs, government agencies, training institutes and health care facilities. The ultimate goal is to reach all health care professionals in developing nations where on-line training is most needed and valuable.
What type of operating environment and internal organizational factors make your innovation successful?
As a health care educator with over 25 years experience in teaching, curriculum development, on-line instruction, research scholarship, conference lecturing, outcomes assessment and non-profit entrepreneurship, the project manager has the expertise to ensure its success. The project manager has access to many colleagues with expertise in many critical content areas who have volunteered to assist in module development. In addition, prior research and work experience in developing nations provides a strong reference to the educational needs of these health care professionals and the resources available to them to develop learning modules that will be applicable and useful. Using an Internet based learning management system provides open access to professionals anywhere at any time.
Please elaborate on any needs or offers you have mentioned above and/or suggest categories of support that aren't specified within the list
Identify available future grants; grant writing assistance