CST Process Book

PRIMARY RESEARCH | 1 

CST TRANSFORMATIONAL 

LEARNING 

Brand identity and user journey experience 

EMILY CARR UNIVERSITY HEALTH DESIGN LAB • 2016–2017 

A joint initiative of: Vancouver Coastal Health, the Provincial Health 

Services Authority, and Providence Health Care

HEALTH DESIGN LAB 

FACULTY AND STAFF 

Caylee Raber: Director, Health Design Lab 

Jacqueline Kler: Operations Coordinator 

RESEARCH ASSISTANTS 

Jordan Tate: Communication Design 

Sisi Zhou: Communication Design 

CST TRANSFORMATIONAL LEARNING 

STEERING TEAM 

Diana Trifonova: Transformational Learning Lead 

Andrew Dunn: eLearning Lead 

Davina Gallagher: Transformational Learning Consultant 

© HEALTH DESIGN LAB 2016

CONTENTS 

4 PROJECT OVERVIEW 

The CST Project . 5 

Transformational Learning Team . 5 

6 PRIMARY RESEARCH 

Co-Creations . 7 

Telephone Focus Group . 8 

14 BRANDING 

Logo . 15 

Color Scheme . 18 

Icons . 20 

Graphic Elements . 21 

Typography . 21 

22 DELIVERABLES 

User Journeys . 23 

Templates . 24 

Summary of Deliverables . 25

PROJECT OVERVIEW 

THE CST PROJECT 

TRANSFORMATIONAL LEARNING TEAM

PROJECT OVERVIEW | 5 

THE CST PROJECT 

The Clinical and Systems Transformation (CST) 

project is a joint initiative between Vancouver 

Coastal Health, Provincial Health Services 

Authority, and Providence Health Care. As one 

of the biggest undertakings in British Columbia’s 

healthcare history, CST aims to transform clinical 

practices and improve patient care by standardizing 

clinical processes and introducing an electronic 

health record. 

Since its inception, the CST project has gone 

through a major transformation of its own, resulting 

in the introduction of new leadership and 

partnerships. These changes have made it necessary 

to “re-launch” the CST project in recent months, 

so as to renew stakeholders’ confidence and 

engagement in the project. 

One of the key aspects of this “re-launch” is the 

creation of effective and timely communications, 

which can improve people’s understanding of CST 

and leave a positive impression of the project on 

healthcare staff and the general public. 

TRANSFORMATIONAL LEARNING TEAM 

The CST project will result in major changes to the 

way that healthcare providers currently work, and 

it is therefore essential that all 35,000+ staff receive 

comprehensive education and training. This is 

the challenge faced by the CST Transformational 

Learning team. 

To aid them in this endeavour, two student 

research assistants from the Emily Carr Health 

Design Lab (supported by Director Caylee Raber) 

joined the Learning team in July of 2016, in order 

to design a range of visual materials for educational 

and communication purposes. In particular, the 

students focused on two main deliverables: 

1. Branding—creating a brand identity for the 

Transformational Learning team that is distinct 

from the overall CST brand but still 

maintains a visual connection. Deliverables 

include a logo, icons, and branded templates. 

2. User Learning Journeys—visually summarizing 

the learning activities that healthcare providers 

will engage in throughout the CST transition. 

Deliverables include brochures and posters. 

The following sections describe the students’ 

design process, from conducting primary research 

to producing final deliverables.

PRIMARY RESEARCH 

CO-CREATION WORKSHOPS 

PHONE INTERVIEWS


SUMMARY 

The Health Design Lab utilized human-centered 

research methods in order to better understand 

both the CST Transformational Learning team 

and its target user groups. Through these methods, 

we gained great insight into the core values that 

define CST Learning, as well as the needs, concerns, 

and barriers that different users may 

experience during their learning journeys. 

Our primary research methodology included two 

co-creation sessions and a telephone focus group. 

The following sections describe each process in 

greater detail. 

BRANDING WORKSHOP 

Location: Vancouver (CST Offices) 

Research method: Co-creation 

Participants: CST staff members 

Number of participants: 14 

In August 2016, Emily Carr research 

assistants conducted a co-creation session 

with 14 participants from the CST team. The 

two-hour session included an icebreaker, 

followed by three group activities, which 

focused on identifying the core values and 

aesthetics that best represent CST Learning. 

The co-creation began with an ice-breaker activity, 

in which participants were given a large array 

of photos and asked to select one image that best 

represented them. The participants were well 

acquainted with one another, but this activity 

allowed them to gain even more insight into each 

other’s personalities. The icebreaker also served a 

secondary function of “priming” participants for 

the following activity, which also involved selecting 

photos for representational purposes. 

In the second activity, participants were divided 

into groups and given a number of cards, each of 

which featured a different value (eg. “supportive”, 

“adaptive”, “comprehensive”, etc.). Each group was 

asked to select the values that best represent CST 

Transformational Learning, or to write their own 

if their choice had not been provided. Once they 

had chosen the values, groups were instructed to 

represent each value with a photo from the array 

of photos presented in the icebreaker activity. The 

activity concluded with a discussion, in which each 

group shared its selections. 

The third activity required groups to write a 

newspaper headline about the CST project. This 

involved asking them to think about how they 

would like CST to be portrayed in the public/media. 

Groups were provided with a one-page mockup of 

a Vancouver Sun newspaper and instructed to write 

their headlines on the page. Groups then shared 

their headlines during a brief discussion. 

In the final activity, the aim was to identify which 

types of icons would be most appropriate for the 

user groups and learning modes involved in the 

CST project. The Emily Carr researchers prepared 

several sample icons for each category, which varied 

in terms of both content and visual style. Groups 

were instructed to glue or tape their preferred 

icon(s) for each category onto a blank template. To 

conclude, groups were asked to talk about a few of 

their favorite icons and/or visual styles.

USER JOURNEY WORKSHOP 

Location: Vancouver (CST Offices) 

Research method: Co-creation 

Participants: CST staff & Learning Advisory Group 


A few weeks after the Branding Workshop, 

members of the CST Transformational 

Learning team and Learning Advisory Group 

were invited to another two-hour session 

aimed at better understanding the learning 

journeys of the nine CST target user groups. 

The session began with an icebreaker activity, 

where participants introduced themselves by 

stating their current job, followed by their “dream 

job” (i.e. what job they would like to do instead, in 

an ideal world). This was a fun way for everyone 

to be acquainted, but also guided participants into 

the mind-frame of imagining themselves in others’ 

roles, which was a key element of the workshop. 

The Emily Carr researchers had prepared one 

persona for each target user group, which consisted 

of a short paragraph about the user and a 

photo. Participants in the workshop each volunteered 

for a persona based on their professional 

expertise and knowledge. In most cases, there were 

two participants for each persona/user group. 

In the second activity, once participants had 

assumed their roles, they were asked to think about 

the questions, concerns, needs, motivations, and 

obstacles that they would have at each stage of the 

CST learning journey. These stages consisted of: 

1. Awareness and registration 

2. Attending class 

3. Practicing (what was learned in class) 

4. Apply skills/Go-Live 

5. Continued learning (on the job) 

Participants wrote down their responses on colorcoded 

sticky notes, which were then posted onto 

the wall. Short discussions were conducted after 

each learning stage, where participants shared what 

they considered to be the most pertinent issues for 

their user group. 

For the purposes of time, the last two stages of 

the learning journey were consolidated into one. 

Additionally, due to the absence of some participants, 

no data was gathered for two user groups 

(Students and Academic Institutions). 

Following this activity, participants were handed 

blank comic book-style storyboards. Since there 

were two participants for each user group, one was 

asked to draw an ideal learning journey for that 

user, while the other participant drew the worst 

possible learning journey. In instances where there 

was only one participant assigned to the user group, 

participants were asked to draw the worst learning 

journey. At the end of the activity, participants 

shared their illustrations. 

TELEPHONE FOCUS GROUP 

Location: Emily Carr University 

Research method: Focus group 

Participants: Health education directors 


Due to the lack of data for Students and 

Academic Institutions, Emily Carr researchers 

conducted a follow-up “mini workshop” over 

the phone with several CST affliates, who 

have backgrounds in student education. 

In this session, participants and researchers all 

phoned in for a teleconference. After a quick 

introduction, participants assumed the role of a 

medical student and were guided through the same 

procedures as Activity 2 from the User Journey 

Workshop. Answers were given verbally rather 

than written down on sticky notes. The entire 

process was then repeated, as participants assumed 

the role of an academic institution.



Participants sort through photos to find the ones that best 

represent their chosen brand values.


Participants look through sample icons and select the ones 

they consider most suitable. 


A closeup of the materials used in the co-creation activities.



A storyboard illustration depicting the ideal learning journey 

for a non-clinical support staff member.


Questions, concerns, and suggestions provided by 

participants while assuming the persona of a target user.

BRANDING 

LOGO 

COLOR SCHEMES 

ICONS 

GRAPHIC ELEMENTS

BRANDING | 15 

LOGO 

When designing the logo, we sought to create a 

new, fresh identity for the CST Transformational 

Learning team, while also retaining ties to the 

larger CST brand. At the same time, we also considered 

the key brand values that were proposed 

by participants in the Branding Workshop. These 

included: supportive, adaptable, comprehensive, 

proactive, and efficient. 

The final logo is easily recognizable as a tree, which 

is frequently used as a symbol of knowledge, transformation, 

and longevity. It therefore serves as 

an ideal metaphor for the Learning team, whose 

purpose is to provide health professionals with 

knowledge throughout the CST transition, as well 

as to facilitate long-term, ongoing learning. 

The tree is comprised of four leaves, which represent 

the four components of the Learning team’s 

Blended Learning Model. The leaf shape is very 

similar to that of the CST logo, which helps 

viewers connect the CST brand with the CST 

Transformational Learning sub-brand. Lastly, 

within each leaf is a directional arrow, which suggests 

adaptability and progress. 

LOGO FILE FORMATS 

The brand logos have been provided in different 

file formats. The following are guidelines outlining 

when each format should be used. 

PNG 

These files can be inserted into Microsoft programs 

or uploaded onto websites. They are raster files and 

should not be enlarged, as this will result in loss 

of quality and a pixelated appearance. They can, 

however, be scaled down to smaller sizes. 

JPEG 

JPEG files are similar to PNGs, but they do not 

support transparency. They should only be used 

if the PNG files are unsuitable. Like PNGs, they 

cannot be enlarged. 

EPS 

These are vector files that can be scaled up or down 

to any size without compromising image quality. 

They should be used for all high-resolution print 

materials, and are the file format of choice for 

graphic designers.

LOGO VARIATIONS 

FULL COLOR 

As much as possible, the logo should appear in full 

color against a white background. 

GR AYSCALE 

This grayscale version of the logo should be used in 

instances where color printing is not available. 

NO TEXT 

In instances where there is limited space, these 

text-less logos may be used instead.

BRANDING | 17 

LOGO USAGE 

CST SUB-BRAND 

Branded documents, graphics, and other materials 

should always display the Transformational 

Learning logo along with the CST logo and the 

names (or logos) of affiliate partners. However, 

the position of the sub-brand logo in relation to 

the CST logo can vary depending on the design. 

Guidelines on using the CST logo can be found in 

the CST Brand Standards guide. 

SPACING 

There should always be sufficient clear space 

around the logo. The minimum amount 

of clear space is equal to the height of the 

“Transformational Learning” type stack, as 

shown below. 

UNACCEPTABLE USES 

The logo must not be modified in any way, 

whether it be the colours, typeface, or ratio of 

height to width. Likewise, the placement of the 

“Transformational Learning” name in relation to 

the tree symbol should not be altered. 

For maximum legibility, the logo should be used 

against a white or light neutral background. Do not 

use the logo on colorful or patterned backgrounds. 

Below are examples of incorrect logo usage. 

X 

X 

X 

X 

TRANSFORMATIONAL 

LEARNING 

X 

X 

X 

X

COLORS 

PRIMARY COLOR SCHEME 

CMYK 

0, 45, 75, 10 

RGB 

225, 144, 76 

HTML 

#e1904c 

CMYK 

64, 0, 20, 10 

RGB 

62, 178, 190 

HTML 

#3eb2be 

CMYK 

30, 0, 95, 0 

RGB 

190, 215, 60 

HTML 

#bed73c 

CMYK 

10, 70, 0, 10 

RGB 

198, 100, 156 

HTML 

#c6649c 

The primary color scheme is a variation of the 

palette used for the CST brand, which consists of 

brown, blue, and green. For the Transformational 

Learning brand, we added a fourth color, magenta, 

so as to have more versatility when designing 

additional visual materials. These colors are widely 

featured in branded materials, and are also used on 

icons related to the Blended Learning Model.

BRANDING | 19 

SECONDARY COLOR SCHEME (USERS) 

Providers 

Nurses 

Allied Health 

Non-clinical 

Support 

Leaders 

CMYK 

80, 39, 1, 0 

RGB 

34, 133, 197 

HTML 

#2285c5 

CMYK 

45, 0, 0, 0 

RGB 

126, 221, 247 

HTML 

#7ed3f7 

CMYK 

54, 24, 7, 0 

RGB 

118, 167, 206 

HTML 

#76a7ce 

CMYK 

40, 60, 0, 0 

RGB 

158, 118, 180 

HTML 

#9e76b4 

CMYK 

60, 50, 0, 0 

RGB 

113, 125, 188 

HTML 

#717dbc 

Clinical Support 

Clinical Educators 

Peer Mentors 

Academic 

Institutions 

Students 

CMYK 

60, 0, 47, 0 

RGB 

98, 195, 161 

HTML 

#62c3a1 

CMYK 

58, 1, 81, 0 

RGB 

116, 190, 100 

HTML 

#74be64 

CMYK 

57, 27, 72, 6 

RGB 

119, 147, 100 

HTML 

#779364 

CMYK 

0, 66, 100, 0 

RGB 

244, 119, 33 

HTML 

#f47721 

CMYK 

0, 20, 70, 0 

RGB 

255, 205, 103 

HTML 

#ffcd67 

The secondary colors are further derivations of the 

primary color palette, and are used to represent the 

different user groups. Each user has been assigned 

a specific color, and when creating visual materials 

related to that user, the correct corresponding 

color should also be used.

ICONS 

In designing the icons, we drew heavily from the 

feedback gathered in the Branding Workshop. In 

particular, we adhered to three strict guidelines: 

1. The icons should be gender-neutral 

2. The icons should reflect modern healthcare 

practices and avoid using outdated imagery 

(e.g. old-fashioned nurses’ hats) 

3. The icons should be as visually clean and 

simple as possible, while still capturing the 

essence of the subject(s) 

Additionally, each icon has been placed within the 

same leaf shape as that used in the brand logo. This 

creates enhanced brand consistency and draws 

immediate visual parallels between the logo and 

the icons. As much as possible, the icons should be 

presented within these leaf shapes. 

All icons are color-coded according to the categorizations 

presented in the previous “Colors” section. 

These colors should not be mixed up or applied to 

icons randomly. 

The complete set of icons is presented below: 

e-Learning 

Face to Face 

Learning 

Practice 

Peer Learning 

Providers 

Nurses 

Allied Health 

Non-clinical 

Support 

Leaders 

Clinical 

Support 

Clinical 

Educators 

Peer Mentors 

Academic 

Institutions 

Students

BRANDING | 21 

GRAPHIC ELEMENTS 

These graphic elements are shapes or patterns that 

are used repeatedly in brand materials. 

SHAPES 

The leaf shape is a primary visual element in the 

CST Transformational Learning brand. Below are 

different variations of the leaf, whose usage will 

depend on the context of use. 

TYPOGRAPHY 

The Transformational Learning brand uses the 

same approved typefaces as the larger CST brand, 

which are Avenir and Arial. 

Avenir is the primary brand typeface and should be 

used whenever possible. In situations where Avenir 

is unavailable, Arial may be used instead. For more 

information, refer to the CST Brand Standards. 

Avenir 

ABCDEFGHIJKLMNOPQRSTUVWXYZ 

abcdefghijklmnopqrstuvwxyz 

1234567890 

ARROWS 

Arrows are used often in diagrams for CST 

Transformational Learning. The shape is the same 

one used in the team’s logo. 

Arial 

ABCDEFGHIJKLMNOPQRSTUVWXYZ 

abcdefghijklmnopqrstuvwxyz 

1234567890 

In addition to these sub-brand elements, visual 

motifs from the CST brand should also be incorporated 

into the learning team’s materials when 

possible. More details can be found in the CST 

Brand Standards guide.

DELIVERABLES 

USER JOURNEYS 

TEMPLATES

DELIVERABLES | 23 

USER JOURNEYS 

These four-fold user journey brochures provide a 

visual summary of each user group’s CST learning 

timeline. For a more personalized touch, the 

brochures vary slightly across the different user 

groups, making use of each user’s icon and colour. 

The brochure opens with a broad overview of the 

CST project, for those who may not be aware of 

the upcoming transition. The main graphic inside 

the brochure then takes the reader through a timeline 

of different learning activities. Additionally, 

a “Frequently Asked Questions” section has been 

included on the back of the brochure to address 

some of the most common questions and concerns 

that were raised in the User Journey Workshop 

and subsequent telephone focus group. 

The timeline inside the brochure is also available as 

a large poster, with a F.A.Q. section at the bottom. 

FIND OUT MORE 

YOUR CST 

LEARNING JOURNEY 

CST PROJECT? 

Will backfill be provided during my training? 

WHAT IS THE 

This clinical transformation will be supported 

by the implementation of a 

clinical information system that will 

1 

The Transformational Learning Advisory Group 

[http://cstproject.ca/our-work/organizational-readiness/ 

transformational-learning-team] is looking at the 

requirements for staff coverage and backfill during 

education periods. We will have more details, including 

the amount of time required for education, once the 

plan has been approved. 

The Clinical & Systems Transformation 

project is a joint initiative of three health 

organizations: Vancouver Coastal 

replace aging existing systems. The 

Health, the Provincial Health Services 

project will be implemented in stages 

across VCH, PHSA and PHC. 

Find out more at CSTproject.ca or 

contact us at info@cstproject.ca. 

2 

What if I am not good with computers or I can't type? 

We understand that this is a major change that may 

require some staff to seek additional education to 

increase their comfort and confidence working with 

computers. 

We encourage you to improve your computer skills prior 

to attending a CST-related education session. Talk to 

your clinical educator or team leader for more 

information. 

Authority and Providence Health Care. 

The project will transform health care 

delivery systems and processes to 

improve the quality and consistency of 

the patient and caregiver experience. 

CST will support the health organiza- 

3 

What educational materials and resources 

will be available? 

A variety of education delivery methods will be provided 

to support multiple audiences with different learning 

needs in preparation for go-live and beyond. End-users 

of the system and those impacted by workflow changes 

will attend a combination of self-paced online learning 

sessions and specialized classroom courses. This 

education will be complemented by hands-on practice 

with the new clinical information system, both in and 

out of the classroom. 

NURSES 

tions in establishing common clinical 

and process standards, including work 

flows, order sets, clinical guidelines, 

integrated plans of care and a common 

electronic health record. 

A joint initiative of: VCH, PHSA & PHC 

NURSES 

LEARNING JOURNEY TIMELINE 


LEARNING 

learning@cstproject.org 

Early Engagement & 

Preparatory Knowledge 

6–8 MONTHS BEFORE 

• Your own Health Organization will 

provide opportunities to improve 

your computer skills 

• You will be introduced to the changes 

in practice that will affect your role 

Working with Clinical 

Information Systems 


Foundational education: 

• Introduction to CST & the Clinical 

Information System 

• Working in the CIS 

• Documentation and Data 

• Privacy and Security 

Role Based, Workflow 

Based Learning 


• Learning tailored to your role 

• eLearning, Face to Face and On the 

Unit Practice 

• A chance to practice your new skills 

• Peer support and mentoring 

GO-LIVE 

Top Up & Advanced 

Education 

1–3 MONTHS LATER 

Peer support & on-the-unit education: 

• Just-in-time learning opportunities 

• Learning to support adoption of the 

new systems 

• Top-up learning opportunities 

• Interprofessional learning 

Face to Face 

eLearning 

Learning 

Sustainment Education 


Ongoing support for: 

• New Staff Orientation 

• New system functionality 

• Refreshers 

• Remediation 

• Quality assurance 

Peer 

Practice 

Learning 

Multiple ways to 

learn throughout 

your journey

TEMPLATES 

Branded templates have been provided for use in 

Microsoft Word and Powerpoint. The templates 

feature visual elements from both the CST and 

Transformational Learning brands, but still offer 

plenty of white space to maximize usability. 

Demo Guide: 

A demo guide provides step-by-step instructions for giving a software demo. It includes required 

tools/equipment, preparatory activities, step by step instructions to walk through the 

demonstration and the time allotted to each topic/feature covered. 

Topic 

Target Audience 

PowerChart Overview 

Inpatient Clinicians 

Topic 

Target Audience 

PowerChart Overview 

Inpatient Clinicians 

5 Steps to a successful Demo: 

Customize your demo 

Ensure your demo is tailored to your audience, e.g. a demo for an ED RN will look different than 

a demo for a physical therapist 

Tell a story 

Overview of 

Features covered 

This presentation will demonstrate how to: 

Use CareCompass to organize and plan activities and tasks associated with patients, 

Review orders and complete a Basic Admission Adult Form directly from 

CareCompass, 

Immediately access a patient’s chart and review summary information, 

Add patient vital signs (such as blood pressure) using Interactive View, and 

Review patient’s results using Results Review 

Overview of 

Features covered 

This presentation will demonstrate how to: 

Use CareCompass to organize and plan activities and tasks associated with patients, 

Review orders and complete a Basic Admission Adult Form directly from 

CareCompass, 

Immediately access a patient’s chart and review summary information, 

Add patient vital signs (such as blood pressure) using Interactive View, and 

Review patient’s results using Results Review 

Engage your audience with a user story as opposed to talking about button functionality 

Time 

10-minutes 

Time 

10-minutes 

Rehearse 

Run through your demo until you’re comfortable presenting the material 

Ensure everything works prior to you demo 

Pre - Session 

Pre - Session 

From a software perspective, make sure features are working as expected prior to giving the 

demo 

**Every demo should have a set of back up slides prepared in case the domain doesn’t work** 

‘Close the deal’ 

Use this opportunity to help achieve buy-in by highlighting what the system will do for users 

**Remember that a demo is not instruction** 

Prep 

Add 5 patients to your custom list. Ensure that at least 2 patients have orders 

that have not been reviewed. Patient Data to include: 

Allergies 

High Morse Falls Score (so that an alert icon appears on the CareCompass 

screen) 

Order: 

Basic Admission Information Assessment 

Resuscitation Status – Full Code 

NPO Diet (or other diet as appropriate to the unit) 

PRN medication such as Tylenol 

Metoprolol 50mg, PO, q24 (or other medication as appropriate to the unit) 

Prep 

Add 5 patients to your custom list. Ensure that at least 2 patients have orders 

that have not been reviewed. Patient Data to include: 

Allergies 

High Morse Falls Score (so that an alert icon appears on the CareCompass 

screen) 

Order: 

Basic Admission Information Assessment 

Resuscitation Status – Full Code 

NPO Diet (or other diet as appropriate to the unit) 

PRN medication such as Tylenol 

Metoprolol 50mg, PO, q24 (or other medication as appropriate to the unit) 

Log in as test.nurse with password testfall2016. Have CareCompass screen 

ready to go in background with relationships already established. 

Log in as test.nurse with password testfall2016. Have CareCompass screen 

ready to go in background with relationships already established. 

Tools 

Back-up slides 

Any other equipment or materials required for the demo? e.g. projector 

Tools 

Back-up slides 

Any other equipment or materials required for the demo? e.g. projector 

1 

2 

2



provide opportunities to improve 

your computer skills 





your journey 





provide opportunities to improve your 

computer skills 





your journey 

FREQUENTLY ASKED QUESTIONS 

What is Clinical & Systems Transformation (CST)? 

The Clinical & Systems Transformation project is a joint 

initiative of three health organizations: Vancouver Coastal 

Health, the Provincial Health Services Authority and 

Providence Health Care. It will transform health care delivery 

systems and processes to improve the quality and 

consistency of the patient and caregiver experience. 

Will backfill be provided for staff training? 

We are looking at the requirements for staff coverage and 

backfill during education periods. We will have more details, 

including the amount of time required for education, once 

the plan has been approved. 



















• eLearning, Face to Face and On the 

Unit Practice 







• eLearning, Face to Face and On the Unit 

Practice 



What training materials and resources will be 

available for staff? 

You will have a tailored education pathway, and a variety of 

education delivery methods will be available. You will 

complete a combination of self-paced online learning 

sessions and specialized classroom courses. This education 

will be complemented by hands-on practice with the new 

clinical information system, both in and out of the classroom. 

Learning resources will be made available to all staff, 

leaders, and end-users. These resources include toolkits, 

communications resources, and education materials. 

A joint initiative of: 


Education 





new systems 



eLearning 

What will change when CST goes live? 

We won’t have the full answer until we finish design, 

configuration and validation work; but we do know that: 

• you will use new standardized clinical practices that are 

consistent across VCH, PHSA and PHC 

• you will access patient information in a new, shared 

clinical information system 

• nurses, allied health and emergency department 

physicians will chart electronically 

• you will have electronic tools and information to 

support your clinical decisions 

Face to Face 

Learning 





new systems 



eLearning 


LEARNING 

Face to Face 

Learning 









Practice 


Peer 

Learning 

(continued) 

• orders will be placed electronically by providers (a 

process known as computerized provider order entry, 

or CPOE) 

• we will implement a fully electronic ‘closed loop 

medication management’ process 

• some of the equipment and devices you use will change 

• new policies will support the new clinical practices 

CSTproject.ca 


LEARNING 








Practice 


Peer 

Learning 

PREPARING 

FOR YOUR 

JOURNEY 

PEER 

LEARNING 

PRACTICE 

FACE TO FACE 

LEARNING 

eLEARNING 

ONGOING 

LEARNING 

& SUPPORT 

DELIVERABLES | 25 

SUMMARY OF ALL DELIVERABLES 

LOGO 

MICROSOFT WORD TEMPLATES 

Demo Guide: 

A demo guide provides step-by-step instructions for giving a software demo. It includes required 

tools/equipment, preparatory activities, step by step instructions to walk through the 

demonstration and the time allotted to each topic/feature covered. 

5 Steps to a successful Demo: 

Customize your demo 

Ensure your demo is tailored to your audience, e.g. a demo for an ED RN will look different than 

a demo for a physical therapist 

Versions: 4 

File formats: PNG, JPG, EPS 

Tell a story 

Engage your audience with a user story as opposed to talking about button functionality 

Rehearse 

Run through your demo until you’re comfortable presenting the material 

Ensure everything works prior to you demo 

From a software perspective, make sure features are working as expected prior to giving the 

demo 

**Every demo should have a set of back up slides prepared in case the domain doesn’t work** 

‘Close the deal’ 

Use this opportunity to help achieve buy-in by highlighting what the system will do for users 

**Remember that a demo is not instruction** 

USER ICONS 

1 

Versions: 1 

File formats: DOCX, DOTX 

Versions: 14 

File formats: PNG, EPS 

POWERPOINT TEMPLATES 

USER JOURNEY BROCHURES 

NURSES 

LEARNING JOURNEY TIMELINE 







GO-LIVE 


Education 


Versions: 6 

File formats: PDF, AI 

Versions: 1 

File formats: PPTX 

USER JOURNEY POSTER 

BLENDED LEARNING MODEL 

CST LEARNING 

JOURNEY TIMELINE 

Peer support will be 

available throughout 

your journey 

Learning Labs will offer 

opportunities to come 

together and share 

learning experiences 

Peer support will 

continue after go-live 

while you become familiar 

with new practices 

GO-LIVE 

Patient scenarios specific We’ll come to you, with Practicing as you learn will 

to your role will help you on-the-unit practice provide a safe space to 

practice new skills 

opportunities 

make mistakes 

Face to face events Small classes will give The learning will focus 

will be role- and 

everyone a chance to on what’s new 

workflow-based 

ask questions 

Self-paced eLearning 

courses will prepare you 

for your journey 

Refresher courses will 

be there to help you to 

stay on track 

Online resources, videos, 

and how-to guides will 

provide ongoing support 

and guidance 

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File formats: PDF, PNG, AI 

Versions: 1 

File formats: PDF, AI

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