HIPAA-Compliant Communication
A scenario-based learning experience designed to help pediatric behavioral therapists engage in HIPAA-compliant communication and prevent privacy violations through interactive simulations.
Project Features
Scenario-based learning
Multiple unique pathways
Personalized content
Click-to-reveal interaction
Custom graphics
Responsibilities
Action Mapping
Storyboarding
Visual Design
eLearning Development
Tools Used
Articulate Storyline 360
Adobe Illustrator
Figma
Mindmeister
Google Docs
Problem
The conceptual client for this project is a local pediatric behavioral therapy clinic. The clinic director has received reports of staff members disclosing sensitive client information while having conversations in public areas of the clinic, raising concerns about HIPAA violations. They are requesting a learning solution for therapy staff of the clinic to learn about HIPAA privacy laws with the goal of preventing future HIPAA violations.
Solution
In assessing the client’s needs, I considered a variety of delivery models before selecting the one that fit best. I also considered why previous HIPAA-related training has failed to result in satisfactory job performance.
An in-person instructor-led training was a possible solution, however it did not fit the client’s needs logistically as most employees at the clinic have previous commitments to their clients and are not all available at the same time. Holding multiple training sessions could become costly and delay the rate at which all employees complete the training.
I proposed a scenario-based eLearning module designed to both teach learners about HIPAA privacy laws and simulate real-world challenges to provide opportunities for practicing their skills. This solution allowed for learners to complete the training in a timely manner during hours that were convenient for them. Using a scenario-based learning experience was especially important to engage learners and promote skill acquisition. It also challenged them to make decisions in situations similar to the ones they would experience in real life while receiving immediate feedback.
Process
I used the ADDIE model to guide my development process for this learning experience. I served as my own SME for this project, utilizing my knowledge about HIPAA standards and patient-therapist interactions. I started by conducting a needs analysis using the action mapping technique to better understand the parameters of the project and determine learning objectives. I then carried out the design phase by writing a text-based storyboard, selecting graphic design elements, and drafting slide layouts. I created initial interactive prototypes and fine-tuned them using feedback from test users before launching into full development. The final project was built in Articulate Storyline 360.
Action Map
In the analysis phase of the ADDIE model I used the action mapping strategy to better understand the goals for the learning solution and explore potential learning objectives for this project. I started by developing an objective business goal that would be accomplished as a result of this learning experience, based on the client’s requests. The goal for this particular project was that 1 or fewer HIPAA violation reports would occur per quarter in the ensuing calendar year. I then laid out employee behaviors that would need to happen in order to accomplish that goal.
I used the results of action mapping to determine the learning objectives for this learning experience:
Clinic staff will be able to identify protected health information (PHI).
Clinic staff will demonstrate how to communicate with others without disclosing PHI.
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Text-Based Storyboard
I began the design phase of the project by developing a text-based storyboard to determine how the project would be structured and what information would be presented. I narrowed down what information the learner would need to know in order to be successful in achieving the learning objectives. Since my proposed project was centered around scenario-based learning, I also selected 3 scenarios that would reflect real-world use cases for the skills being taught. I used a conversational tone to create dialogue that would feel as authentic as possible to what the learner would experience in real life. I also developed consequences for correct and incorrect answers, replicating real consequences that the learner might experience. I chose to provide behavior-specific feedback immediately after a learner makes a choice in each scenario in order to reinforce their knowledge or correct future mistakes. The project concludes with a performance review from the learner’s clinic director that reflects their choices in each scenario, again replicating real-life consequences.
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Visual Mockups
After completing the storyboard, I began planning the visual design aspects of the project. I created a mood board and style guide in Figma to determine the look and feel of the project. During this phase I selected colors, fonts, and visual elements that would stay consistent throughout the project. I also sourced graphics and used Adobe Illustrator to customize them to fit the needs of the project.
Once I had an idea of what visual elements would be included I created wireframe mockups to determine slide layouts. I iterated on my initial designs until I was satisfied with the placement and spacing of the elements.
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Interactive Prototypes
Using the storyboard and visual mockups, I moved on to creating interactive prototypes of a selection of slides. Prototypes were created in Storyline in order to test out slide elements like graphics, slide triggers, and animations. By creating prototypes I was able to gain feedback from early test users and iterate on my initial designs. After fine-tuning these initial prototypes I was then able to move on to full development of the project.
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Full Development
Full development of the project was completed in Storyline, the authoring tool I selected for this project. In order to make this learning experience engaging for users I utilized click-to-reveal interactions and reactive character expressions. Other programming features include a name-entry box that personalizes dialogue throughout the project, as well as a conclusive performance review scorecard that changes based on the learner’s choices.
