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 Instructional plan final
 

Instructional plan final

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Final Fictitious course for week six project

Final Fictitious course for week six project

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     Instructional plan final Instructional plan final Presentation Transcript

    • Instructional Plan Template | Slide 1 AET/515 Instructional Plan CNA Course Jere Cullen
    • Instructional Plan Template | Slide 2 Needs Assessment 1. What is the learning problem or opportunity? Patton-Fuller hospitals needs Certified Nursing Assistants (CNA) and no are classes are offered at the local community college. 2. What is currently available? No health care classes are offered at all. The hospital must train its own staff and the cost is prohibitive. 3. What should be available? A ten week training course to include academic preparation for the CNA exam. 4. Explain the gap analysis between what is available and what should be available. The school does not have a program in place. It will take approximately one year to complete the curriculum design and the start of the first class. 5. What is your recommended solution for filling the gap? The college should assist the hospital by providing instructors and materials while teaching out the current class.
    • Instructional Plan Template | Slide 3 Instructional Goal The student will participate in and pass a written, oral and competency exam.
    • Instructional Plan Template | Slide 4 Performance-Based Objectives Upon completion of the course the student will have the knowledge and skills to carry out the nurses’ instructions after the health assessment of the patient. This includes breathing treatments, bathing, tending to any bedsores, and assisting the nurse with the patients’ exercise. Additionally, the student will perform all patient care duties ethically and with respect to the aged patient.
    • Instructional Plan Template | Slide 5 Summative Assessment and Learning Outcomes 1. Written exam on computer-separate cubicles 2. Practical Exam • Volunteer patients • Stethoscope • Sphygmomanometer • Thermometer 1. Oral Exam • Private room, desk and chairs for two
    • Summative Assessment and Learning Outcome 1. The written exam shall consists of 2 essay questions on ethics and the aged population. The second half of the test shall be 25 fill-in-the blank questions and 20 matching terms. The time limit is 2 hours. 2. The student’s competency exam will be given individually and monitored by the instructor or a nursing volunteer and consists of identification of respiratory distress signals on volunteer patients. 3. The student will participate in an oral role play on ethics. The exam must be completed in three hours. Instructional Plan Template | Slide 6
    • Instructional Plan Template | Slide 7 Learner Characteristics A college level Science class consisting of no more than 12 students, either men or women, per instructor in the class. The exams outcomes shall be 15% above average in the competency/oral exams and 10% above average in the written exam. 10% will be below average in all tests. The cultural back ground will be varied with some students experiencing English as a second language. Little to no previous medical background is required. During the clinical portions of the class the majority of the learning will be kinesthetic while the lecture will be auditory and visual.
    • Learner Characteristics The expected outcome of the classes based on the instructional plan and outcome will be a success rate of 89%. This class has diverse learning activities through the use of all learning styles. This will create interest through hands-on activities in every class session. The selected strategies allows the students to be creative and involved in all aspects. The variety will reach all students at all intellectual levels. The instructional plan will be reviewed with the Chief of Staff and the Human Resource Director of the hospital. Instructional Plan Template | Slide 8
    • Instructional Plan Template | Slide 9 • The instruction shall take place in the classroom and computer labs. Lecture sections will include online videos and webinars. The clinical classes will be in the laboratory. Five field experiences classes will be in the hospital in various units. • Resources are classroom-written handouts, text books, online videos, CPR manikins and computers with web-cam. The laboratory will have a mock patient room and lab supplies as indicated by hospital staff. All hands-on patient care classes will have an instructor or volunteer nurse performing direct observation with no more than three students per instructor. • The instruction plan will include the use of universal precautions, a review of CPR techniques and proper care of all equipment. Hepatitis B shots will be required of all students. Learning Context
    • Instructional Plan Template | Slide 10 Delivery Modality 1. Lecture 2. Demonstrations by instructors 3. Video 4. Role Play/practice 5. Power Point Presentations
    • Instructional Plan Template | Slide 11 Instructional Strategies 1. Games-questions to each team in a competition 2. Demonstration by instructor-student shall perform the task as demonstrated by assessing a patient 3. Group presentations-assigned topics to be presented to the class by each team 4. Individual Power point presentations- each student shall be able to present a chosen topic to the class with speaker notes 5. Lecture-students will be able to pass a quiz post lecture 6. Hand-outs for study
    • Instructional Plan Template | Slide 12 Plan for Implementation 1. The course is 10 weeks in the classroom or laboratory from 9:00 am to 2:00 pm. 1. Lecture, presentations and group discussions in the classroom Monday and Tuesday 2. Laboratory demonstrations and hands-on work on Wednesday andThursday 3. Review and quizzes in the classroom and lab review in the lab on Friday 2. Individuals 1. Instructor 2. Additional faculty when needed for practical in lab-assists in demonstrations and observing students performing the task 3. Classroom will be equipped with a video projector and screen 4. Volunteer patients 5. Student Work Study-clean lab, organize volunteers and set up daily lab and materials
    • Plan for Implementation 3. Lab supplies-instructor to send order for supplies 1. stethoscopes, 2. sphygmomanometers, 3. thermometers 4. laptop computers 4. Instructor will provide copies of topics for presentations, rubrics, materials for study 5. The class will be offered five times per year 6. Student will be selected by the hospital post interview and acceptance into the program 7. Market Plan 1. Collaborate with hospital-present to the Board of Directors 2. Posters in the hospital 3. Presentations to high schools and job fairs Instructional Plan Template | Slide 13
    • Instructional Plan Template | Slide 14 Instructional Resources (After reading the information below, delete and insert your information.) 1. Classroom 1. Whiteboards 2. Projector 3. Screens 4. Desk 5. Chairs 6. Instructor desk and chair 2. Laboratory 1. Lab coats 2. Exam tables 3. Sink-soap and towels 4. Laptop computers
    • Instructional Plan Template | Slide 15 Formative Assessment 1. Games to check for understanding for review 2. Oral power point presentations by teams 3. Written quizzes 4. Skill demonstrations after each major step 5. Practical exam after each major topic
    • Instructional Plan Template | Slide 16 1. Students 1. students will be given an end-of-class survey verifying learning and satisfaction 2. Final test 1. Essays 2. Competency exam 3. Oral exam - interviews 2. Instructors – complete a survey 3. Hospital-review of learning through a survey and a conference Evaluation Strategies
    • Instructional Plan Template | Slide 17 Outcome Review 1. Surveys – use a Likert scale of 0= N/A to 5= highly satisfied 2. Exams- use a scoring guide – 89% 1. Rubrics given out at the beginning of class 3. Competency tests – pass with a 89% using a performance-based objective 4. Oral exams – panel of three, instructor, graduate student and a hospital nurse manager using a rubric for interviews
    • Instructional Plan Template | Slide 18 Recommendations 1. Review and collect all data 2. Formative and post written exams - goals were met and improvements were made by students 1. As levels in exams were met increase the passing grade 3. Disaggregated analysis indicates more individualized teaching and hands-on demonstrations are required for younger students with no previous exposure to health care 4. Wide range of scores on surveys regarding oral exam and panel. Three people were intimidating per survey results. Decrease the interview to a one-on-one.
    • Instructional Plan Template | Slide 19 References Brown, A., & Green, T. D. (2006). The essentials of instructional design: Connecting fundamental principles with process and practice. Retrieved from The University of Phoenix eBook Collection database. Dousay, T. (2013). Analyzing and evaluating the phases of ADDIE. Retrieved from http://academia.edu/986210/Analyzing_and_Evaluating_the_Phases_of_ADDIE Jackson, M. (n.d.). Report on evaluation strategies for the program. Retrieved from http://www.utexas.edu/depts/ic2/et/eval/proeval.html Reiser, R. A., & Dempsey, J. V. (2007). Trends and inssues in instructional design and technology (2nd ed.). Retrieved from The University of Phoenix eBook Collection database.. Skowron, J. (2000). Powerful lesson planning: Every teachers guide to effective instruction (2nd ed.). Thousand Oaks, CA: Corwin Press. Style guide - course descriptions. (2013). Retrieved from http://curricularservices.tamu.edu/style-guide-course-descriptions/ Training design. (2012). Retrieved from http://www.allencomm.com/custom- training/training-design/