Instructional Design Activity #5 Instructional Strategies

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					Instructional Design Activity #5: Instructional Strategies (LHH Project)
Designer's Name:

Sara Flanagan
1. Write your terminal objective below:

Nurses’ aides will consistently and accurately respond to changing situations while taking blood pressure using a traditional blood pressure cuff.

2. Complete an instructional strategy chart for at least two enabling objectives related to your terminal objective. Instructional Strategy Chart
Enabling Objective 1: Given forty hours of hands-on and computer-based learning through the blood pressure measurement CD-ROM, nurses’ aides will take accurate blood pressure measurements with a traditional blood pressure cuff as measured by, first, answering 90% of multiple choice questions correctly and, second, a correct overall reading and completion of all ten steps with 90% accuracy for 9 out of 10 patients at the conclusion of the twenty day training for five day a week for four weeks.

Introduction
Attention: Learners will gain attention through being told about the potential job as a nurses’ aide; and, the training information will include color, video, simulations, and case studies.

Body
Prior Knowledge: The nurses’ aides have little prior knowledge of how to use the blood pressure cuff. Session to session, the trainer or training program will do a brief five to ten minute review of the previous days’ material.

Conclusion
Summarize and Review: Each day, nurses’ aides will review the material covered that day via five to ten questions given through the training modules. The questions will cover that days’ material and the previous days’ materials.

Assessment
Assess Performance: Nurses’ aides will complete a thirty question written test and ten step hands-on practical exam at the conclusion of the twenty days.

Instructional Strategy Chart
Enabling Objective 1: Given forty hours of hands-on and computer-based learning through the blood pressure measurement CD-ROM, nurses’ aides will take accurate blood pressure measurements with a traditional blood pressure cuff as measured by, first, answering 90% of multiple choice questions correctly and, second, a correct overall reading and completion of all ten steps with 90% accuracy for 9 out of 10 patients at the conclusion of the twenty day training for five day a week for four weeks.

Introduction
Purpose: The purpose of this instruction is so that the learners can develop their blood pressure reading skills to the acceptable level in order to become nurses’ aides.

Body
Information & Examples: Each day will increase in difficulty from the very basics such as determining if you need a child or adult cuff on the first day to measuring systolic and diastolic pressure on the later sessions. Each day will include examples and non-examples to demonstrate concepts. Attention: Attention will be gained each session by presenting a scenario about using a traditional blood pressure cuff either through a video, pictures, role play, or audio description. These will parallel the skills taught for the day.

Conclusion
Transfer: Each day, the trainer will connect the new skills with the old by demonstrating how you must know how to do one skill to complete the other (ex. you have to be able to put on the cuff in order to take the blood pressure).

Assessment
Feedback/Remediation: Nurses’ aides will receive feedback on what they answered correctly and corrective feedback on the questions that were incorrect. Remediation will occur only if the top thirty tier did not meet the 90% mastery criteria. Ten days after the hired nurses’ aides are actually taking blood pressure in the field, they will be reassessed the same way (with different written questions) to ensure that they have not forgotten the knowledge and still understand it after apply it.

Interest/Motivation: The nurses’ aides interest and motivation has already been established because they relocated from their countries of origin in hopes of better opportunities working at LHH. Interest and motivation will be sustained by constant positive reinforcement and feedback; and, interesting materials with videos, pictures, and simulations. Preview: The nurses’ aides will be shown examples of their learning modules; and the trainer will give a brief overview about what they are going to learn.

Re-motivate/ Close: Nurses’ aides will be reminded about all of the new skills they learned that day and about everything that they did well. And, nurses’ aides will have the continuous motivation of a potential job at the conclusion of the training.

Learning Strategies: Learning strategies will include having visual elements (video, pictures), auditory elements (auditory narratives of video, simulations), hands-on elements, and general text/text book reading.

Instructional Strategy Chart
Enabling Objective 1: Given forty hours of hands-on and computer-based learning through the blood pressure measurement CD-ROM, nurses’ aides will take accurate blood pressure measurements with a traditional blood pressure cuff as measured by, first, answering 90% of multiple choice questions correctly and, second, a correct overall reading and completion of all ten steps with 90% accuracy for 9 out of 10 patients at the conclusion of the twenty day training for five day a week for four weeks.

Introduction

Body
Practice: Nurses’ aides will be given practice questions during and after instruction each day. Likewise, they will have hands-on practice of each skill under the supervision of trainers, other nurses’ aides, doctors, or nurses. Feedback: Nurses’ aides will be given corrective feedback after each mistake and positive reinforcement for each correct answer/skill.

Conclusion

Assessment

Instructional Strategy Chart
Enabling Objective 2: After asking themselves the 5 W questions (who, what, when, where, and why) to themselves, the nurses’ aides will identify and respond to a common error (ex. having the correct patient) and respond to the problem for 4/4 problems in 3/4 sessions.

Introduction
Attention: Show the nurses’ aides clips from the simulations after beginning instruction the first day; this will help them to see that they are already starting to learn these new skills by being able to identify problems. Purpose: The purpose of this instructional activity is to measure if the nurses’ aides can differentiate between correct and incorrect procedure, and to measure how well the can identify and respond to a simulated error.

Body
Prior Knowledge: The prior knowledge to complete the simulations comes from the instruction from the previous five sessions.

Conclusion
Summarize and Review: After the last simulation, review the simulations that five or more of the nurses’ aides responded to incorrectly. Provide additional examples of other simulations, as needed. Transfer: Because the simulations directly parallel the training material, the concepts of finding out what is incorrect will transfer to the training material and to the actual hands-on experience naturally.

Assessment
Assess Performance: Performance will be assessed by correct answers on the questions within each simulation. Because answers could vary, the responses will be judged on the realistic nature of the responses, how similar the given answers are to the idea solution, and if the initial error was identified and explained corrected. Feedback/Remediation: Corrective feedback will be given for incorrect answers; positive reinforcement (feedback) will be given for correct answers with the reason why the answer was correct. Remediation will occur if over 2/3 of the nurses’ aides in the training do not meet the objective. This criteria is based on the original criteria that the top third tier will become nurses’ aides at LHH.

Information & Examples: Because the training information will increase in complexity each week, the simulations will increase in difficulty. The nurses’ aides will be provided with a practice example and answer to ensure that they know how to answer the simulation questions correctly. Attention: Expand upon the case about the nurses’ aide whose mistakes almost caused a patient to have his/her arm amputated. Then, explain why and have an open discussion about why it is so important to be able to recognize and respond to problems when taking blood pressure. **This would only be on the first session**

Interest/Motivation: The interest and motivation is the same as above; the potential job at the end provides extrinsic motivation to do well. Likewise, because this is a traditional paper and pencil test, it will be more interesting.

Re-motivate/Close: Remind nurses’ aides about the importance of being able to respond to changing situations and errors when taking blood pressure; and, remind the students of the potential job as a nurses’ aide.

Instructional Strategy Chart
Enabling Objective 2: After asking themselves the 5 W questions (who, what, when, where, and why) to themselves, the nurses’ aides will identify and respond to a common error (ex. having the correct patient) and respond to the problem for 4/4 problems in 3/4 sessions.

Introduction
Preview: Ask simple questions such as, do you know what happens when you put an adult cuff on a 45 pound child? Then explain that the nurses’ aides will be given simulations every five sessions over the next twenty sessions.

Body
Learning Strategies: The variety of simulations include auditory, visual, and textual factors. The range of types of simulations given from simulations read aloud, simulations in traditional paragraph form, photographs, and video all help to meet and accommodate for a variety of learning strategies and style. Practice: Outside of the first session where a practice simulation is given, there will be no additional practice. This is because the material corresponds to the instruction from the previous sessions and the format does not change. If the nurses’ aides are having a very difficult time understanding the simulations and responding to questions, additional practice simulations can be given. Feedback: After completing the simulation exercises, the nurses’ aides will be given corrective feedback and new examples with errors for the simulations they answered incorrectly. Positive reinforcement (feedback) will be given to those who have correct answer; this will include telling the nurses’ aides why their answers were correct.

Conclusion

Assessment


				
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posted:12/28/2009
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