1. Instructional Plan Template | Slide 1 AET/515 Instructional Plan Template Hafida Seddiki

2. Instructional Plan Template | Slide 2 Needs Assessment 1.What is the learning problem or opportunity? Northwest Valley Community College doesn’t offer any program in nursing or health care. 2.What is currently available? Northwest Valley Community offers many programs but there is no nurse training program available in the community 3.What should be available? A nurse training program should be offered at the local community college. 4.Explain the gap analysis between what is available and what should be available. Northwest Valley Community College is situated in Kelsey there are a shortage of nurses at the local hospital and no nursing program to train new nurses. There should be a nurse training program within driving distance of the local hospital. 5.What is your recommended solution for filling the gap? Start a nurse training program at NVCC Kelsey Campus.

3. Instructional Plan Template | Slide 3 Instructional Goal What should the learners be able to do after successfully completing this instructional plan? Upon successfully completing the Northwest Community Campus Nursing Program a student will become a Registered Nurse and work at the Hospital and at any other health care organization.

4. Instructional Plan Template | Slide 4 Performance-Based Objectives Students whose ages between 18-45 years old who are interested in becoming nurses will successfully complete a two year nursing program at Northwest Community College Kelsey Campus, and they have to pass all hands on and written exams, do some research, and complete an internship, maintain a 3.0 GPA and who successfully pass the nursing board exam will have the chance to become Registered Nurses. Nursing students who graduate with a 4.0 GPA or higher must be rewarded by offering them jobs at Kelsey Hospital, and their loans will be paid by the hospital over a five year period.

5. Instructional Plan Template | Slide 5 Summative Assessment and Learning Outcomes Two hands-on exams will be given; one at the end of the first year, and the next one at the end of the second year. Each class will have written exams with multiple choice questions, fill in the blank, short answer and essay two times per semester. A total of four research projects will be completed on medications and diseases. A six-week internship will be completed after four semesters of study. A board exam of 250 multiple choice questions and a hands-on demonstration must be passed by all graduates.

6. Instructional Plan Template | Slide 6 Learner Characteristics Nursing Program students are 75% female, working toward an Associate of Science degree in Nursing. They have completed all of the three science classes required with a C average. The majority of students are kinesthetic learners. Because the students are 75% female, we must consider family dynamics and the possibility of offering child care while students are in school, this will help students focus on their classes and help them in daycare. Not all prospective students will successfully complete the three science prerequisites. As kinesthetic learners they will need many opportunities for hands-on learning in the classroom and outside the classroom.

7. Instructional Plan Template | Slide 7 The Nursing program instructional setting will be 85% classroom, and 15% field experience by way of an internship. Classes will be 50% lecture and 50% hand-on learning. There will be field trips to the hospital, and nursing home. A six-week internship will be required either at a clinic, hospital or nursing home. The classroom will be set up with demonstration equipment equivalent to that of a hospital. There will be blood pressure cuffs, heart monitors, a hospital bed, and other equipment for students to learn on in the classroom. The internship will be onsite at a hospital, clinic, or nursing home giving the students real life experience. The Instructional plan will be focused primarily on the classroom context. Learning Context

8. Instructional Plan Template | Slide 8 Delivery Modality Based on the learning context, learner characteristics and the nature of the program, the modality of delivery will primarily be instructor-led. Students must be familiar with the equipment and they have to learn how to use them. In few words, because of the hands-on learning environment, the students must be present to learn how to use equipment for the nursing profession. At the beginning of each week students will be assigned a case study for research and at the end of the week, there should be a class discussion. They will share their experiences and their knowledge. Grading will be based both on quality and frequency of responses. Students will be expected to have an initial response to the case study and 3 or more responses to either the instructor or fellow classmates, This course will test the students knowledge and it will give them the chance to learn from other students and their instructor.

9. Instructional Plan Template | Slide 9 Instructional Strategies Nursing 101 is a prerequisite to entering the nursing program. It may be served as an introduction to the program, students will have the opportunity to explore nursing prior to committing to the program. It will be offered in the winter semester, three days per week starting January 11, 2015 through April 16, 2015. Students must attend the class 3 times per week. 90% of the course will be on campus in the classroom. For the remaining 10%, students will be taught on location of the Kelsey Hospitals and local clinics. The tools used for this class are as follows: Basics in Nursing textbook American Red Cross CPR and First aid training aids 15 Dummies: infant, child, and adult 20 CPR and First Aid books

10. Plan for Implementation The professor will be prepared by the following: Receiving a revisable syllabus on CD-Rom. A teacher’s version of the textbook along with a test making CD-Rom Student copy of DVD-Rom Will be trained by the American Red Cross to become a Certified CPR and First aid instructor Required to attend a three hour orientation on professionalism, conduct, and procedures. 20 prospective students will be prepared by the following: Preregistered for class in November 2014 January 3-6, 2015 will be Registration, at which time they must purchase the Basics in Nursing Textbook accompanied with an interactive DVD-Rom. Receive a copy of the syllabus on the first day of class, both in e-mail and paper form. Receive a copy of American Red Cross CPR and First aid book. Instructional Plan Template | Slide 10

11. Plan for Implementation Continued Class will consist of 80% Lecture, 10% hands-on CPR and First aid training, and 10% field trips to Kelsey Hospital, and local clinics. 2 objective exams will be given. Midterm--first week of March. Final--last day of class. A 1500-2000 research paper along with an in-class presentation, on a specific nursing field of students choosing. Due April 20, 2015. Instructional Plan Template | Slide 11

12. Instructional Plan Template | Slide 12 Instructional Resources The professor and each student are required to have a personal computer, or tablet, and internet access is required to check online videos and other resources. The classroom will be equipped with a white board, laptop computer, television, projector, and screen. American Red Cross will provide tools for CPR and First aid. Both the instructor and students must possess the textbook “ basics for Nursing”.

13. Instructional Plan Template | Slide 13 Formative Assessment 1.Expert Reviews –The expert review or internal review is accomplished by a team of experts or just one: Experts on content, instructional design, learners, or content-specific education specialists. 2.Learner Validation –During this stage of formative evaluation, the instructional designer will figure out if learners can learn from the instruction by trying out the instruction with representative learners. Instructional designers find out if students learn better by the field trials, or instruction provided or the class discussion. 3.Ongoing Evaluation –Since this project is designed to be used over and over, the implementation phase is a perfect place to have provisions built in to collect data and compare it with successive use so that areas of improvement can be readily found and improved upon (Brown and Green, 2006). Instructional designers will figure out the gaps, and will figure out the means to fill them in a proper way.

14. Formative Assessment Continued 4.Issues, Resources, and Evidence –Examine issues that need to be worked out by asking questions (Brown and Green, 2006). Then identify what resources are needed to answer those questions (Brown and Green, 2006). Finally “identify the types of evidence that are needed to satisfy the evaluation issues” (Brown and Green, 2006, p. 241). 5.Rapid Prototyping –Rapid Prototyping requires a team combined with learners, teachers, and other design experts. That team quickly reviews the project and recreates, then starts the process over again. They do this until they get a final working product (Brown and Green, 2006). This will help to find out all the gaps, contribute in making the program successful. Instructional Plan Template | Slide 14

15. Instructional Plan Template | Slide 15 As the nursing courses are implemented, starting with Nursing 101, evaluation strategies will consist of the following: During the first semester, following the class closely to evaluate it’s progress and make any necessary changes. Weekly short instructor surveys that will be scored quantitatively. Monthly student surveys, scored both qualitatively and quantitatively. Examine all quizzes, and tests, and search for any information that the students are not learning well. Review those categories in the design and make changes as necessary. Every student will be given a pretest on the first day of class, then on the final day of class they will be given the same test over again to see how much they learned. Evaluation Strategies

16. Instructional Plan Template | Slide 16 Outcome Review A rubric will be built to make certain that design goals, performance-based objectives, and learning outcomes criteria were achieved. The Rubric will answer the following questions on a four point scale. One point= criteria not met, Two points=some criteria was met, Three points=most criteria met, four points=all criteria met.

17. Outcome Review Continued Has 80% or more of students that entered the program upon completing Nursing 101, finished the program and are now Registered Nurses and work at Kelsey Hospital? Has 100% of the students that graduated from the nursing program attained 3.0 gpa or higher? Are 100% of the students that graduated with a 3.5 gpa now working at Kelsey Hospital? Did all of the students pass the two hands-on exams required during the program? Did all of the students pass the two required exams in each course during the program? Did 80% or higher of the students complete the four required research papers with an 80% or higher? Did all students that completed four semesters in the nursing program also successfully complete the required six week internship? Has all graduates passed the Board exam? Instructional Plan Template | Slide 17

18. Instructional Plan Template | Slide 18 Recommendations Based on the Outcome Review Rubric, the following recommendations can be made: Change the learner characteristics to more accurately describe them. Better equip the classrooms with more state-of-the-art nursing equipment. Add or Delete courses as necessary to better meet the needs of the hospital. If a high number of student’s gpa’s are lower than expected, take a look at the curriculum to see what needs to be changed in order to meet the high standards of the hospital and improve the gpa’s. Review the Board exam to make certain that the course material is meeting the needs in order to pass the exam.

19. Instructional Plan Template | Slide 19 References Brown, A. and Green, T. (2006). The Essentials of Instructional Design: Connecting Fundamental Principles with process and practice. Upper Saddled River, NJ: Pearson Education. Cal Poly: Academic Programs (June 1, 2011). Learning Outcomes Assessment Planning Guide. Retrieved from: http://www.academicprograms.calpoly.edu/assessment/assessplanguide.html. http://www.academicprograms.calpoly.edu/assessment/assessplanguide.html Cal State (December, 2003). Academic Review Outcome Team Recommends Assessment Plan Rubric. Retrieve from: http://www20.csueastbay.edu/about/accreditation/files/pdf/eer/EERattch/1_ProRev/S Lrubric.pdf. http://www20.csueastbay.edu/about/accreditation/files/pdf/eer/EERattch/1_ProRev/S Lrubric.pdf Classweb.gmu.edu (n.d.) Retrieved from: http://classweb.gmu.edu/ndabbagh/Resources/IDKB/eval_techniques.htm. http://classweb.gmu.edu/ndabbagh/Resources/IDKB/eval_techniques.htm Seels, B. and Glasgow, Z. (1990). Exercises in Instructional Design. Columbus, Ohio: Merrill Publishing Company. Smith, P. and Ragan, T. (1999). Instructional esign (2nd ed.). New York: John Wiley & Sons, Inc.