Planning an Instructional Design Project

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Week 4: Sequencing and Developing Instruction

Ronda Kemp

The University of Arizona Global Campus

EDU 120 Principles of Instructional Design

Renae Buss

3/5/2023

Instructional Goals

As an instructional designer for Healthfirst, a healthcare organization, I have identified the need to reduce medication errors made by nurses (Ramanujam et al., 2017). These errors are due to poor communication, lack of knowledge, and inadequate training. They can lead to harm, disability, or even death in patients. A training program must be implemented to equip nurses with the necessary knowledge and skills to prevent medication errors and promote patient safety. Developing clear goals is crucial in instructional design because it guides the focus of instruction and ensures that the training program aligns with the organization's objectives (Morrison, Ross, and Kemp, 2019).

Instructional Objectives

Goal and Objective Alignment

Goal	State Objective 1	State Objective 2
State Goal 1; Improve communication among healthcare team members to ensure accurate medication administration.	(Knowledge level): As the training program ends, nurses will be in a position to identify at least three effective communication strategies to use when administering medication.	(Application level): As the training program ends, nurses will be in a position to identify at least three effective communication strategies when administering medication to patients.
State Goal 2: Increase nurses' knowledge and skills in medication administration to prevent medication errors.	(Comprehensive level): As the training program ends, nurses will be in a position to explain the six rights of medication administration and their importance in preventing medication errors.	(Analysis level): As the training program ends, nurses will be in a position to analyze medication orders to ensure accuracy before administering medication to patients.

Analysis of The Objective

Reason each objective is measurable and meaningful. The part of the objective that is the performance, criteria, and condition

	State Objective 1; Increase nurses' knowledge of medication administration practices to prevent medication errors.	State Objective 2: Enhance nurses' communication skills to prevent medication errors.
Measurable	The objective is measurable because the increase in nurses' knowledge can be assessed through pre-and post-tests.	Enhancing nurses' communication skills can be assessed through role-playing exercises and feedback.
Meaningful	The objective is meaningful because it directly addresses the reason for reducing medical errors by nurses and improve patient safety.	The objective is meaningful because communication breakdowns are a common cause of medication errors, and enhancing communication skills can prevent such errors and improve patient safety.
Performance	Increase nurses' knowledge of medication administration practices.	Enhance nurses' communication skills.
Criteria	Prevent medication errors.	Prevent medication errors.
Condition	None stated	The training program will use evidence-based communication strategies and provide practice and feedback opportunities.

Note: Add additional column for objectives if needed.

Bloom Taxonomy

Verb	The rationale for verb selection

Knowledge	At the end the training program, the nurses will be in a position to define effective communication in healthcare settings.
Comprehensive	At the end the training program, the nurses will be in a position identify common communication breakdowns in healthcare settings that lead to medication errors.
Application	At the end the training program, the nurses will be in a position to demonstrate effective communication skills in simulated medication administration scenarios.

Tasks Analysis

The tasks that the learners must complete to achieve the instructional objectives.

Objectives	Tasks
Knowledge and Comprehension	Apply medication administration procedures to different medication administration scenario. This will require learners to apply medication administration procedures to different medication administration scenarios, promoting their skills in medication administration.	Analyze medication administration errors and propose solutions. It will require learners to analyze medication administration errors and propose solutions, promoting critical thinking and problem-solving skills.	Provide feedback to other learners on their use of effective communication strategies. Engage in simulated interprofessional communication scenarios and apply developed strategies.
Application and Analysis	Apply medication administration procedures to different medication administration scenarios. Will require learners to apply medication administration procedures to different medication administration scenarios, promoting their skills in medication administration	Analyze medication administration errors and propose solutions. It will require learners to analyze medication administration errors and propose solutions, promoting critical thinking and problem-solving skills.	Discuss and share findings with other learners.

Task Rational

The identified tasks will help learners achieve the objectives by providing prospects to practice and apply their knowledge and skills in real-world scenarios. Each task is designed to target specific learning outcomes aligned with the objectives.

For example, in Objective 1, Task 1 requires learners to read and analyze a case study on effective communication in the workplace. This task will help learners develop their analytical and critical thinking skills, as well as their understanding of effective communication strategies. Task 2 requires learners to practice writing an email using the strategies they learned in Task 1. This task will allow learners to apply their knowledge and skills in a practical context, which will help them build their confidence and competence in communicating effectively in the workplace.

In terms of sequencing, the tasks have been organized in a logical and progressive manner. Each task builds on the previous one, with increasing levels of complexity and difficulty. For example, in Objective 2, Task 1 requires learners to read and analyze a financial statement, while Task 2 requires them to create their financial statement based on a data set. This sequencing allows learners to gradually develop their knowledge and skills step-by-step, which will help them retain information better and build a strong foundation for further learning.

References

Armstrong, P. (2010). Bloom's taxonomy. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Institute of Medicine. (2006). Preventing medication errors: Quality chasm series. National Academies Press.

Morrison, G. R., Ross, S. M., & Kemp, J. E. (2019). Designing effective instruction. John Wiley & Sons.

Peck, K. L. (2021). Designing instructional strategies: The essential guide. Routledge.

Ramanujam, R., Ustun, B., & Venkataraman, V. (2017). Medication errors: Prevention using information technology systems. International Journal of Pharmaceutical and Healthcare Marketing, 11(3), 246-266.