1. Running head: INSTRUCTIONAL PLAN/INTRODUCTION TO VOCATIONAL 1
Instructional plan/Introduction to Vocational Nursing
Shirley Love
CUR/516
October 23, 2017
Fran Fulcher
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Instructional Plan/Introduction to Vocational Nursing
The Advanced Medical School of Nursing will develop a 2-day workshop (consisting of
14 hours) that will provide prospective students an overview of expectations, and demands of the
program in Vocational Nursing. These series of workshops will cover; clinical skills
expectations, overview of curriculum, opportunity to meet the teachers, assessment and
evaluation of extent of remedial skills, students rights, career opportunities, financial incentives,
and a tour of classrooms and skills lab. This course is a new concept in proprietary nursing
schools. Because of the accelerated pace of the course, most programs will not take the time to
assess and evaluate students commitment to the process, but go immediately into fundamentals
of nursing, circumventing program introduction with a handbook.
Rationale
Advanced Medical School of Nursing recognizes that The Vocational Nurse should be
given every opportunity to know what to expect prior to enrollment, as well as the information
required to give informed consent. The rate of dropouts is well known in Nursing. Candidates are
carefully chosen based on academic achievements, however in spite of this, enrollment last year
was 22 students, with 15 students actually graduating (AMSN 2015). The high rate of drop out
is not uncommon in nursing and must be looked at with a critical eye. Why do students drop out
of school? There are many reasons, family constraints, job responsibility, becoming
disillusioned, lack of commitment, or not understanding what is required.
In order to maintain attendance and decrease drop outs, there is one dynamic the school
can influence, and that is to give students a clear idea of what to expect, provide some financial
incentives in reaching goals every step of the way. The rigors of an accelerated program must be
understood as well as the amount of assistance students can expect from faculty and office
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personnel. The workshops “Introduction to Vocational Nurses” have been added to the
curriculum to give student’s clear guidelines, and expectations.
Target Audience
Many young adult learners are choosing Nursing as a career path. They fully understand
that the demand for Nurses is at an all time high: according to the Board of Labor Statistics
(2016) the industry will increase 16%, with annual salary of $52,000 for California Vocational
Nurses. It is this statistic’s that attracts many inner city youths to the profession. The
characteristics of the target population are multi-ethnic (English as a second language), with high
school diplomas. Ninety percent of students are from the inner city and are intrigued by the
salary as well as the ability to make a living wage. The majority of adult learners in the program
ranges in ages 20-40 and has been out of school for 3 to 5 years. Students who fall into the 30-
40 ranges have attended other proprietary schools, and have been unsuccessful in their attempts.
Behavior problems such as absenteeism and tardiness exist. 68% of public school
teachers rate student absenteeism as a moderate to serious problem (Lipman, 1996). Short
attention span, fixation on cell phones, and social media also is a distraction in the classroom,
with 60% of students engaging in such activities. The students enrolled in AMSN are more
hands on and visual learners. They prefer to engage in physical activities and respond well to e-
learning games, group presentations, and clinical skills activities. The adult learners will be
selected from the waiting list of fifty students, who have shown interest in the program. An
added incentive of lunch and an opportunity to explore program benefits will ensure that a
minimum of 30 will attend. Students on the waiting list have been screened and are waiting to
hear about their status. Due to limited enrollment only 25 will be accepted.
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Goals & objectives
First goal to be accomplished: participants will: have an understanding of AMSN
curriculum and expectations for program completion, with 90% attendees enrolling in Vocational
Nurses program. Objectives for this goal are: students will be expected to complete a written
test of 10 questions on program curriculum, each participants must score with a grade of 70% or
higher, and adult learners must demonstrate knowledge concerning patients needs.
The second goal: students enrolled in the program must demonstrate their ability to read,
write and understand English. Objectives are: a requirement to write a one- page action plan,
outlining study habits (time, place and number of hours) and drawbacks to scheduling study
time. Students are expected to give a two-three minute introduction during the first day of class,
and interact in small group sessions concerning topics assigned by the instructor.
Third goal: adult learner will be required to demonstrate computer skills the second day
of class as directed. Objectives include: access State of California Board of Vocational Nurses
and Psychiatric Technician internet site, and review Nurses scope of practice, requirements and
share information with students in open discussion.
Descriptions of instructional strategies, activities and technologies.
Program activities must take into consideration the diverse population of enrollment.
How instruction is to be delivered when 80% of students are from different countries, cultures
and ethnic backgrounds. The instructional plan will employ: hands on learning, in class
assignments, group presentation, analysis of student’s work, effective questioning and goal
setting.
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Technologies employed will be presentations using power points, videos, Internet
research, and student’s cell phones. Thumb drives will be given at the end of the workshop in
order that students may have access to information at any time.
Resources needed for program and timelines for implementation
In order to present the introduction to vocational nursing, The facilitators are requesting:
computer with internet access, white board, access to power point, and materials such as white
board, paper, pencils, copies of student handbooks, and flash drives. Students in attendance will
be expected to utilize their cell phones for activities as outlined by Facilitator, and Instructors.
The facilitator will use the NCLEX review by Saunders (2016), just to give students an idea
about critical thinking questions they may encounter on the exam and doing class instruction.
The total course will take a total of 12 hours over a two -day period, commencing March 12th,
and 13, starting at 8:00 and ending at 3:30pm, with one half hour break for lunch, which will be
served in house.
Program Instruction design
The program in Vocational nursing consists of four terms with 1, 650 hours required to
complete. This will be outlined on the first day of instruction. During the first day program
curriculum will be discussed outlining courses to be taken in the 1st semester: Fundamentals of
nursing, which also include, a review of medical terminology, anatomy and physiology, child
growth and development, nutrition, and the nursing process. 2nd semester, students will study
medications, reactions, contraindications, and how to administer oral, intramuscular, sub q, and
intradermal injections. 3rd semester, students will study the body systems and pediatric nursing
and at h semester, they will study more in depth subjects such as immune and communicable
diseases, emergency care, and home health nursing.
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The adult learners will be provided many opportunities to discuss program curriculum
and make comments. At the end of the curriculum discussion, a formative assessment will be
conducted. It is anticipated that this lecture, including power points, test, and discussion period
should take three hours.
The adult learners will be asked to introduce themselves by giving a 2-3 minute
presentation on background, educational and employment history and one thing they
remembered about their classmates. I will start the discussion, and the next person will continue
with one thing they remembered about me and from there it continues until all students have an
opportunity to learn about each other. This exercise should take one hour. The review of
NCLEX during the first day will serve to introduce the group to the type of critical thinking
questions they will encounter during the course and when they take the boards. The U-Tube
video will also familiarize students with test taking and reinforce critical thinking skills. The u
tube video is a motivational documentary and attempts to remove the fear students have of test
taking. It is at this time the assistance they can expect from staff will be stressed with email
addresses and phone number made available to students. Each student once enroll will have
access to a school email address.
Day two will be a more relaxed day with time spent discussing, student hand book,
attendance, appropriate behavior and dress for the classroom, and remediation policies. It is
anticipated that this exercise should take 2 hours. The projector must be used to display student
handbook information. Interaction using cell phones, accessing web sites, is an expectation of the
class. Having each student access the BVNPT web site and discussing nursing scope of practice
will demonstrate use of computer literacy. This activity should take 2 hours. After lunch the
written essay will be completed concerning study guide and methods utilized to study. Student
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will be given a blank sheet of paper and asked to place name and date. And write what they think
is a draw back to performing good study habits. The last hour of the day will be spent touring
the skills labs, classrooms, and discussing clinical sites. Students will be asked to sign a
commitment contract and can complete registration process. Those who need to will be directed
to financial aid concerning monetary incentives from private scholarships and grants.
Formative assessments will be conducted during the workshop by test, participation,
attentiveness, and writing as well as a demonstration of computer skills. Students will be
encouraged to ask questions and instructors will also ask questions of students. How well they
answer will be an indication of commitment and desire to continue in the program.
Program outline
Day 1
Welcome by Administrator
Introduction of faculty (Administrator)
Review of two-day workshop and why it is important (DON)
Introduction of students limited 2 minutes and will include one thing they learned about
the person who introduced before them.
Review of program curriculum (faculty).
Discussion period (time for Q&A)
Written test
Lunch will be provided on site. Each lecture will last 50 minutes with short breaks of 10
minutes in length.
NCLEX review (Saunders, 2016)
U-Tube video, (how to remove fear of testing).
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Dismissed
Day 2
Welcome
Review of student handbook, to include attendance policies, remediation, dress and
expected behavior on campus and in clinical sites (use of projector to display handbook
information). Each student will be given a copy to follow along and ask questions as
needed, (conducted by faculty)
Use of cell phones and electronic devices in the classroom (access the BVNPT web
site), and discuss nursing scope of practice, legal and ethical. Power point of 60 sides
will be shown to discuss legal and ethical aspects of nursing as well as scope of
practice a group presentation (conducted by faculty)
Write an essay concerning study guide and drawbacks to developing good study habits.
Required to sign a commitment contract.
Tour of skills lab, and classrooms.
Discussion concerning clinical sites (where they are located and how often need to
attend).
Program dismissed
Lectures will be no longer than 50 minutes with 10-minute breaks.
Formative assessment process
The use of formative assessment has been employed through out both days of workshop.
The written assignments give feedback and can be adjusted when conducting ongoing teaching.
This assessment is deliberately done in order to evaluate if students are reaching their learning
goals. The 10-question test will be completed in class and graded. The questions will be
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reviewed and students given an opportunity for reflection. The copies of the USB drives will
also serve as a summary for the two days and will serve to refresh memory of information
provided. The review of the curriculum is a very important component of the design plan;
therefore short quizzes, essay writing, feedback, and visual representations reinforce
comprehension of materials.
Evaluation
The idea of evaluation was a challenge. The question concerning should the course be
evaluated each day, or one time once the course is completed? In light of the amount of material
discussed, it was decided to use a peer evaluation and observations from facilitators, and a
written evaluation to be done at the end of the two-day workshop. To meet the course objectives
adult learners must be allowed to voice opinions among each other concerning comments. The
first peer evaluation will be done using a chat line that all students have access too where they
can freely voice comments and concerns. The second evaluation is a written instrument with
five questions and comments at the end of both workshops. They are also allowed to grade the
facilitators
Conclusion
The Instructional design plan is intended to outline every aspect of the two -day
workshops. The short time span of 14 hours over a two- day period required information to be
condensed and consolidated into a plan that will cover all of the important aspects of the
program, while leaving room for feedback, testing, and insuring all objectives are met.
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References
AMSN (2015) Curriculum for Vocational Nurses.
AMSN (2015) Student Handbook.
Board of Labor Statistics (2016).
Lipman, Matthew (1996). Thinking in Education.
https://phoenix.vitalsource.com/books/60191-1A/pageid/0.
