Final Fictitious course for week six project

1. Instructional Plan Template | Slide 1
AET/515
Instructional Plan
CNA Course
Jere Cullen

2. 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.

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Instructional Goal
The student will participate in and pass a written, oral and
competency exam.

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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.

5. 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

6. 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.
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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.

8. 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.
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• 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

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Delivery Modality
1. Lecture
2. Demonstrations by instructors
3. Video
4. Role Play/practice
5. Power Point Presentations

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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

12. 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

13. 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
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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

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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

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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

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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

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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.

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References
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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.
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http://curricularservices.tamu.edu/style-guide-course-descriptions/
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training/training-design/