Instructor-Led Training/Virtual Instructor-Led Training (ILT/VILT)
Instructor-Led Training/Virtual Instructor-Led Training (ILT/VILT)
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Real Time Learning Wherever You Are
Instructor-Led Training (ILT) and Virtual Instructor-Led Training (vILT) are integral components in instructional design, offering real-time, interactive learning experiences guided by an instructor. ILT typically occurs in a physical classroom, fostering face-to-face interactions, while vILT brings this same dynamic into a virtual environment, enabling remote learners to participate from anywhere. Both methods allow for immediate feedback, personalized instruction, and collaborative activities, which enhance engagement and comprehension. In instructional design, these formats are especially valuable for complex topics or skills requiring hands-on practice and group interaction, providing structure and support that can adapt to diverse learning needs.
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Hand Hygiene in the Healthcare Environment
Audience: This training was designed for new hires and volunteers entering a healthcare environment at Lakeview Community Medical Center - many of whom have no prior clinical experience. The audience spans a wide range of backgrounds, roles, and comfort levels with medical settings.
Problem: New hires and volunteers enter patient spaces without consistent training on when and how hand hygiene is required. Without a foundational, WHO-grounded training, well-intentioned staff can unknowingly put patients, colleagues, and themselves at risk.
Solution: A 60-minute participatory, scenario-based training that moves learners from awareness to application - regardless of clinical background. Small group activities, Vyond video clips, a follow-along practice activity, and embedded knowledge checks ensure active engagement. Equally effective in-person or virtually.
Highlights: Balanced cognitive load, Vyond videos, interactive slides, chunking of learning objectives, embedded knowledge checks, reflection time, job aids, participant guide, facilitator's guide with production notes
Tools: Canva, Vyond, Google Document, Claude AI, Freepix
Process: Using the WHO's evidence-based hand hygiene framework and real-world healthcare scenarios as the foundation, I analyzed the needs of new hires and volunteers entering a clinical environment for the first time. I then created a Design Document outlining the learning objectives, session structure, and activity designs, and received approval before moving into development. I built a complete facilitator guide with full SAY/DO scripts and producer notes, a participant guide with structured activities and self-reflection prompts, a participant job aid, a Vyond video storyboard, and a full slide deck — each designed to support flexible delivery in-person or virtually. After implementation, I would evaluate the results of the training using:
Kirkpatrick Level 1 – Reaction
A short post-training feedback survey (5–7 questions) will be administered immediately following the session.
Survey will assess learner satisfaction, perceived relevance, and facilitator effectiveness.
Kirkpatrick Level 2 – Learning
3 embedded knowledge checks throughout the session assess comprehension in real time, one per section.
Learners must demonstrate understanding of all 4 objectives before completing the training.
Questions will be developed during content development and reviewed by a subject matter expert prior to delivery.
Kirkpatrick Level 3 – Behavior (Recommended)
Supervisors or charge nurses are encouraged to observe and document hand hygiene compliance within 30 days of training completion.
A brief observation checklist aligned to the 5 Moments and correct technique will be provided as a supplemental tool.
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