AET/515 Instructional Plan

(E. Giles Patten)

Slide 1

Needs Assessment
In the community, while there is a health facility, the community college does not provide a source of employees trained for employment in the health care industry. The community college currently lacks a health care program whereby the institution prepares students to be employed as nurses in the local hospitals, training for para medics and first responders. The college can also offer certification programs for people employed at the local resorts, factories and other employers in the area on how to administer first aid as part of work safety. Addressing this gap will afford the college the opportunity to provide better services to the surrounding population and expand the pool of potential students,

Instructional Goal
At the end of this class the student should be able to administer chest compressions on a dummy, answer questions as to the various different symptoms and demonstrate they recognize the symptoms. ADN HH 201 This course provides students with the critical understanding of the functions of the heart and how to assess and recognize the onset of a heart attack in a patient. Course includes causes of heart disease, how to recognize the different symptoms displayed during a heart attack by different patients, how to administer chest compressions and the use of defibrillators design for public use. 3 credits.

Performance-Based Objectives
The class will have a variety of students and different presentation scenarios will be made available. The principle student will be a nursing student preparing to obtain an RN license, secondary type of students will be students seeking to obtain a certified EMT designation. Additionally this course will be made available to first aid personal in the workplace or at senior centers to the clients of the center.

Summative Assessment and Learning Outcomes

Summative Assessment, Students will receive hands on training with dummies, provided by health organizations, and give verbal responses to questions throughout the training process. Students will then interact with each other in demonstrating the chest compression process and respond to symptoms each student describes.

The student will be able to demonstrate the proper sequence and application of Chest Compressions and the use of emergency defibrillators with 100% accuracy. In addition students will have to pass a pencil and paper exam with 80% accuracy of all the causes of heart disease and symptoms of a patient having a heart attack.

Learner Characteristics

This class is designed to include a diverse group of learners. It is designed to be a flexible class that will be directed at students of varying ages, sexes, and work experience. In addition to this class being designed for the traditional classroom setting, it can be adapted to the workplace or senior center setting.

Learning Context
The course is designed in such a manner that the instructional setting is flexible enough to accommodate a work place setting, conference room type setting and the traditional classroom setting. The resources do require internet access or overhead projectors to be able to show different views and time lapse photos of the progression of heart disease. The room must also accommodate the use of mannequins for practicing lifesaving techniques. All of the students will be adults of mixed genders and ages. In the work place the student will be managers and safety personnel for the places of employment. Course materials are available through the bookstore and information may also be obtained from the different Heart Hospitals and nonprofit research groups. Course materials will be used in the classroom setting in the traditional pedagogical method to start, however will advance to the Andragological setting when the kinesthetic portion of the course is required.

Delivery Modality
This course will focus on the aspects that cause heart disease and to recognize the outward visible signs of cardiac arrest. Students will have a thorough knowledge of the different causes heart disease and recognize the symptoms of an incidence of myocardial infarction. This class will include guest instructors who are specialists in their practice, internet web sites both static and interactive. Final Assessment will include observation by first responders.

Time Week 1

Content Arrhythmia/Stroke

Learning activities Reading/Videos/lecture/discussion

Involvement Student/

Formative Assessment Oral quiz /Temperature Checks

Resources American Heart Association videos/internet connection and projector

Week 2

Cholesterol/High Blood Pressure

Reading Causes of High Blood Pressure and understanding Cholesterol Levels/Videos/lecture/discussion

Student/Vascular Surgeon guest

Oral Quiz /Temperature Checks

American Heart Association videos text book /Internet connection and projector

Week 3

Congenital/Diabetes

Reading and understanding different types of diabetes and Heart conditions /Videos/lecture/discussion

Student/ Diabetes Specialist Dr. Heart Specialist

Oral Quiz/Temperature Checks

American Diabetes Assoc. web site & American Heart Association/texts Internet Connection Projector

Week 4

Heart Attack

Reading/View Process from AHA interactive web site lecture/discussion

Student

Oral Quiz /Temperature Checks

American Heart Association Web site/texts Internet Connection and projector

Week 5

CPR/External Defibrillators

Guest Lecturer/ Demonstration and student hands on practice

Student Ist Responders to assist in instruction

Oral Quiz Temperature Checks

Local 1st Responders with CPR Dummies

Week 6

Written Exam and student demonstration

Students to demonstrate Knowledge and ability to perform CPR

Student/ Observers

Final exam and Demonsration

Lead Instructor for Red Cross/EMT CPR Dummies

Evaluation Strategies
Formative evaluations During the each of the class sessions the instructor shall include temperature checks as to the understanding by the students of the content. This may include simple questions or a thumbs up thumbs down demonstration by the students. If there is any question as to the grasp of the material instructor shall make sure the material is understood by all participants by the end of each session. Summative evaluation shall include a written exam with an 80% accuracy by participants. Additionally participants shall demonstrate with 100% accuracy the ability to perform CPR.

Outcome Review
Final exam scores shall be reviewed as part of the outcome assessment. The number of passing students shall be no lower than 90%.

Participants will complete a Likert scale assessment of the content and instructor. Outcomes shall be reviewed at the end of each course.

Recommendations

Based on the outcome data the information shall be compiled quarterly and reviewed for assessment. Adjustments to the program shall be made accordingly.

References
American Diabetes Information downloaded from: htp://www.diabetes.org/diabetes-basics/genetics-ofdiabetes.html?loc=db-slabnav American Heart Association downloaded from: http://watchlearnlive.heart.org/CVML_Player.php?moduleSelect=hig hbp Abbie Brown, Timothy D. Green. (2006). Defining Instructional Design. In The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice. : Prentice Hall

Template End
You have completed the three parts of the instructional plan assignment. To complete your Week Six assignment be sure to submit your entire template reflecting sections I, II, III, and the Reference slide.

To finalize your instructional plan, remember to remove slides 2, 3, 10, and 16. Your final presentation should only reflect the three sections of your instructional plan. The instructions within this template should be removed.
Note: Students must upload the final completed Instructional

Plan (Parts I, II, and III) to their personal Presentation Portfolio in TaskStream. (This is required.)
Instructional Plan Template | Slide 14