Ram 1 Task 1 Developing Course Elements Essay
Course development is an intensive activity with many considerations to ensure course elements’ appropriateness, time, and resource availability Models are used to influence course development by ensuring organization and objectivity. Congruence in the materials, learning environment, resources, activities, and soliciting feedback assist with successful course development and improvement, facilitating the educators’ roles. This narrative paper focuses on the weekly course module development.
ADDIE Instructional Design Model in the Development of One Course Module
Models are vital in organizing activities primarily because they help ensure objectivity in actions. Additionally, they ensure that individuals stay focused and enhance engagement in meaningful activities relevant to the course of interest. Ab Latif and Nor (2020) note that the ADDIE model helps instructional designers and trainers develop training/ instructional interventions that entail five stages: Analysis, design, development, implementation, and evaluation. The model helps develop effective training and support tools. The model has cyclic processes, and each process builds on the other. The five phases greatly influenced the development of the disaster management module. Ram 1 Task 1 Developing Course Elements Essay
The first stage, Analysis, entails clarifying the problem, instructional goals and objectives, learning environment, and schema (Ab Latif & Nor, 2020). During this phase, I evaluated the topic of disaster management and its goals and objectives. I also evaluated existing nurses’ knowledge which could facilitate learning. The BSNs have skills in basic life support, trauma and emergency care, and acute care. Knowledge in these areas facilitates understanding disaster management and nurses’ roles in disaster preparedness. I also evaluated the instructional content for appropriateness and the new knowledge nurses need to participate in disaster preparedness initiatives. The information informed the next stage in the ADDIE Model. I also evaluated the timing of the module to aid in planning to ensure meeting the set objectives within the agreed deadline.
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The second stage, design, entails creating learning objectives, instructional content, subject matter, lesson planning, and media (Ab Latif & Nor 2020). This stage helped develop the course module further by defining the student outcomes and learning objectives and selecting the right instructional content. The instructional content was informed by the instructional goals and objectives and the learning environment established in the analysis stage. Instructional content includes books, journals, and information from national strategies (such as Healthy People 2030) and websites vital to healthcare. The content is diversified and provides a range of information, including statistics, disaster management strategies, and insight into the effects of various disasters and their management interventions.
The development phase is the third stage and entails creating and assembling content assets created in the design phase to create meaning (Tamilarasan et al., 2021). During this stage, I reviewed all the components of the course module, from the summary, course objectives, learning outcomes, module title, learning activities, and specific topics, to ensure they are congruent and build on each other. The phase helped join these stages to produce a coherent and understandable outline significant to learners and educators in the learning process. This phase thus helped assemble the components and help create confidence in the course elements.
The implementation phase entails activities to facilitate learning, such as facilitator and student training to enhance successful learning. The training covers all course elements and the various tools and technologies required throughout the learning. Spatioti et al. (2022) state that the last phase, evaluation, entails testing the designs for criterion-linked items and gathering feedback. These two phases occur after the training elements are fully developed and inform improvements and any modifications. The course elements developed did not benefit from these two stages of the ADDIE model. However, the ADDIE model was significant in developing the disaster management module. Ram 1 Task 1 Developing Course Elements Essay
Challenges to Online Learning
Nursing learning environments include online, simulations, and face-to-face learning, which face unique challenges specific to designs in the learning environments. The two unique challenges to online learning are digital illiteracy, lack of interaction, and passive students. Yustika and Iswati (2020) state that digital literacy is the knowledge and skills to navigate gadgets and websites necessary to learn. Literacy involves knowledge of learning resources and their uses and completing tasks such as projecting and submitting assignments and following instructions to complete a nursing simulation activity. Digital illiteracy thus refers to the learner and educator’s inability to navigate educational technologies properly hence the broken terrain of communication. Some educational technologies are challenging to navigate, making it difficult for students to access class resources, attend classes, and complete assignments. The education of participants through detailed instructions/tutorials can assist students and instructors in navigating technologies with ease and participating fully in classes and other necessary activities for effective learning. Technical training should also be considered for all students and instructors where active support to help them when stuck is provided.
It is easy to control behavior such as movement and distractions in face-to-face learning but not easy in online learning. Another challenge in online learning environments is passive students and easy distractibility, where some students log in but neither listen nor participate in discussions due to other distractions. Dewan et al. (2019) state that it is difficult to measure engagement because of many tricks used to hide inactivity in online learning. Some students have been caught sleeping through lecturers and others doing house chores, which demeans the significance of the online learning environment. Unlike in a normal classroom, keeping students engaged throughout the lecture in online learning can be challenging. Instructors can use various methods to keep students engaged. These include choosing instructional methods wisely to include interactive sessions such as random questions targeted to different students and in-line interactive questions to reinforce understanding or introduce new content (Greenhow et al., 2022). Audiovisual interventions such as interactive textbooks can help ensure students are engaged in online learning and are not easily distracted by their surroundings. These challenges are unique to online learning, hence instructors must know them to enhance their management.
Learning outcomes
Constructivism theory is a learning approach/theory that can be used to inform course development. It is divided into cognitive, social, and radical constructivism and helps students move from passive learning to active learning hence knowledge acquisition through active learning. The major theory constructs are that people construct knowledge and reality from their experiences, and the knowledge and reality are influenced by prior knowledge and new events. Another construct of the theory is that knowledge is personal and socially constructed, meaning learners acquire knowledge from interacting with each other in social activities (Abualhaija, 2019). Epp et al. (2021) note that constructivism notes that learning occurs in the mind and that learners will try to develop a mental model of the world through their perception. Thus, empowering the mind through access to information and active participation promotes the transformation and effectiveness of nursing education activities (Epp et al., 2021). They apply their knowledge to the world based on their perception. It is thus important to develop activities that stimulate creativity and allow students to express their views and hear the views of others. Such information helps them construct knowledge and reality. Ram 1 Task 1 Developing Course Elements Essay
The learning outcome of interest from A4 is: ” At the end of the course, the learner will sketch a disaster preparedness plan for their community’s disaster preparedness.” The outcomes represent the “apply” level of bloom’s taxonomy; application of learned knowledge in new situations. The learning outcomes reflect on students fully understanding a concept and applying the understanding of disaster preparedness to sketch a plan. For this learning outcome, knowledge of disaster preparedness at all levels, including knowledge of stakeholders and laws and policies, is necessary (Abualhaija, 2019). Consulting with peers/ social interaction increases knowledge of the course. The learning outcomes require the students also to do community assessment to determine the needs of the community hence the need for existing knowledge to achieve this outcome. In addition, the outcomes will require borrowing from multiple disciplines to be complete. The learning outcomes apply an active process, reflecting the constructs of the constructivism theory, which states that learning is an active process (Epp et al., 2021). The disaster preparedness plan they will sketch will be the basis of their evaluation of acquiring knowledge and skills. It will reflect their knowledge acquisition, and each individual’s work will be unique based on their understanding of the concepts. The assignment requires an abstract application of learned knowledge from their perception of disaster preparedness and world perceptions. Thus, the learning outcome shows a well-established constructivist learning theory application.
Adapting Constructivism Learning Theory to an Online Learning Environment
Ensuring learning and quality education delivery is challenging, especially in ensuring learners’ engagement. The constructivism learning theory’s most important concepts for its suitability in online learning are promoting active learning, knowledge acquisition from social interactions and personal experiences, building on preexisting knowledge, and promoting knowledge application (Abualhaija, 2019). Jeradat and Ajlouni (2021) note that constructivism is critical in supporting interactive learning and knowledge acquisition in online learning because passiveness is the greatest challenge. The theory can be used to build on existing knowledge through the interconnection of concepts. I will apply the theory to ensure learning tasks utilize preexisting knowledge for their completion to help students build upon it. Students’ perceptions are built upon preexisting knowledge hence the significance of building upon experiences and learned knowledge.
The theory will also help inform social interactions by developing activities such as group assignments and networking activities that require students to interact with each other and the community and thus acquire knowledge. More so, I will ensure to give many individual assignments to help inform knowledge acquisition because knowledge acquisition is personal. I will also ensure they have access to resources because learned material helps create perceptions of reality and develops knowledge, which is personalized according to the constructivism learning theory. I will also encourage innovations by giving assignments that develop creativity and improve social learning activities to create knowledge effectively. Ram 1 Task 1 Developing Course Elements Essay
Learning Resources
Resources facilitate learning by delivering content, preparing knowledge, or assisting students in completing their assignments. The disaster management module’s first resource to facilitate learning is Office of Disease Prevention and Health Promotion. (n.d.). Emergency Preparedness. Healthy People 2030. U.S. Department of Health and Human Services. https://health.gov/healthypeople/objectives-and-data/browse-objectives/emergency-preparedness. Healthy People 2030 is one of the selected resources for this module. It develops goals and objectives for the various categories of healthcare fitted with indicators that show effectiveness of efforts in achieving health. The goal is to support organizations and institutions in developing and evaluating their programs for various health issues. In disaster management and emergency preparedness, healthy people 2030 has prepared objectives that will ensure the international community is better prepared to manage disasters and emergencies. These objectives serve as progress trackers. Some of its objectives are “to increase the number of healthcare professionals with knowledge and training in emergency preparedness” and “to increase the number of individuals with disaster preparedness plans” (ODPHP, n.d.). These objectives were also significant in influencing the development of the course outcomes. I selected this course for various reasons: First, it’s emergency/disaster preparedness objectives were significant to the disaster management course preparation. It also justifies course significance besides outlining the guiding national objectives. Secondly, the course activities show efforts towards the achievement of healthy peoplem2030 goals and objectives. The course outcomes will be also culminated to local, state, and national efforts directed towards achieving the Healthy People 2030 goals and objectives of increasing disaster preparedness planning and number of professionals with knowledge and training in disaster preparedness.
The second resource of interest is Mirzaei, S., Eftekhari, A., Sadeghian, M. R., Kazemi, S., & Nadjarzadeh, A. (2019). The effect of disaster management training program on knowledge, attitude, and practice of hospital staff in natural disasters. Journal of Disaster and Emergency Research, 2(1), 9-16. This resource helps foster the importance of nurses’ education in disaster management. It is intellectually stimulating by providing evidence of disaster management education significance on the skills and practices of healthcare providers in response to disasters. I chose this resource because it will help establish significance, which is important for all students. Learners seek to establish the significance of courses, modules, or topics before committing to them. A decrease in perceived significance often reduces attention, effort, and participation, leading to poor outcomes. The resource is intellectually stimulating because it presents the significance of staff training on staff outcomes and hospital practices, which is significant to BSNs. Thus, I chose this resource to ensure nurses establish the importance of the disaster management course and thus help maintain their focus throughout the course, leading to the achievement of course objectives and expected student outcomes. Thus, these two resources were significant to intellectual stimulation and creating significance of the module. Ram 1 Task 1 Developing Course Elements Essay
Learning Activity and Skills Development
The selected learning activity is discussion groups with questions and responses. Discussion forums are common learning interventions in online learning where students create original posts, and their peers respond to them with constructive feedback (Carter et al., 2019). The skills developed in this activity are critical thinking, information processing, giving constructive feedback, and negotiation skills. Original discussion requires an individual to research the topic extensively, report the finding, and provide their perspectives, promoting critical thinking. Students also read original posts by other students, internalize the information to understand and provide constructive feedback. Discussions will help foster individuality and prepare students for change.
The learning activity will help students explore the health promotion strategies in the community, state, and federal level. The discussion forum will present varied ideas on barriers to health promotion, the concept of health promotion, health promotion strategies’, and local, state, and federal health promotion guidelines and their recommendations. Discussions in these areas will help students understand these concepts and provide diversified perspectives on health promotion. Reflection and synthesis of the information from peers will promote skill development in promoting health in communities. Discussion will also help explore areas of improvement by reflecting upon peer and instructor feedback. Thus, discussion groups with responses will support skills development consistent with the course objectives and student learning outcomes related to health promotion.
The activity will facilitate student engagement and promote learning in various ways. Onyema et al. (2019) note that in discussion forums, students will be actively involved because they are required to research information and present it to the group while paying attention to addressing all the necessary prompts. Discovery promotes information discovery and presentation, essential principles of education. Unlike other activities, discussions require students’ and educators’ commitment to answering questions, original, peer, and instructor questions. Carter et al. (2019) note that discussion forums promote diversity by introducing many different learner perspectives throughout the learning experience. They also ensure every learner is in charge of their education and time management to ensure they are per the organizational requirements.
The activity is inclusive and supportive of all learners by ensuring each student participates in the forum by writing discussion posts and responses to peers. The online discussion group is limited in providing audio or visual feedback. A majority of the discussion content entails interaction through discussion posts. However, every student participates in the discussion and responds to peer posts (Onyema et al., 2019). Also, the instructor will provide feedback based on their initial discussion post and responses to peers, which will be important and supportive to all learners. To facilitate and support all learners, educators implement certain interventions. These include lectures, videos, and audio as resource materials and activities to support the needs of all learners (audio, visual, and audiovisual learners) (Kumi-Yeboah et al., 2020). Instructors must strive to meet all learners’ needs by using all available resources and activities. Simulation activities for the discussion forum will also support learned needs by utilizing hands-on skills to promote learning in some students. Thus, the activity will facilitate learning and support the learning need of all students. Ram 1 Task 1 Developing Course Elements Essay
Feedback from peers and instructors helps promote reflective practice. Chang (2019) note that discussion forums and reflective journals are critical reflective practices that allow learners in online learning environments to reflect on past Peer responses and provide a synthesis of the post and perspectives of other students. Responses contain facts and constructive critiques that help learners improve their knowledge and update their practice. Reading feedback also helps determine one’s understanding of the topic hence promoting reflective practice.
Most often, content in discussion forums entails new topics of exploration, connecting preexisting and new knowledge. Discussion questions tend to evaluate existing knowledge and stimulate nurses to further their knowledge by exploring new topics. Active learning and feedback from the instructor and peers provide an intellectually challenging environment as students yearn to improve their social and intellectual skills through the learning process. Peers and the instructor challenge students’ work, increasing their vigilance and enhancing intellectual development as students yearn to meet quality standards and learning objectives developed (Morris et al., 2021). Thus, discussion forums are an activity of choice for learning.
Feedback to Solicit to Improve the Course Module
The feedback to solicit for the course module entails all the course elements for their appropriateness for the course and timelines and any areas for improvement necessary. The feedback types are positive and negative feedforward, constructive feedback, coaching feedback, encouragement, and formal and informal feedback. Positive and negative feedforward will help inform future practices to ensure success in the assigned tasks. Constructive feedback entails an analysis of the work discussion of strengths and areas for improvement. Constructive feedback, like constructive criticism, focuses on the work and how the individual can improve it for better future outcomes. Coaching feedback and encouragement from the instructor will also be necessary for motivation and excellence in these challenging activities. Morris et al. (2021) state that feedback provision is the basis for improvements and is a strategy that facilitates learning. Ram 1 Task 1 Developing Course Elements Essay
Before course development, I will use the feedback to realign course elements and ensure I modify all components to ensure coherence in the course development. I will also use the feedback to continuously objectives, learning outcomes, instructional content, material, and activities. During implementation, I will use self-feedback to track core activities and objectives to ensure that all activities are implemented as planned (Morris et al., 2021). Post-implementation, I will ensure I gather feedback from varied sources, including students, for course element appropriateness. I will use the information gathered to change course elements to meet course objectives and expected student learning outcomes.
Conclusion
Nursing education emphasizes knowledge acquisition, building on existing knowledge, and knowledge application. Instructors ensure that learning materials are appropriate for the learning level, student, and learning objectives. The two modules selected are disaster management and disaster preparedness. They will equip nurses with skills and knowledge to prevent disasters in communities and promote health, hence better population health outcomes. Online education is the chosen learning environment, and it presents major challenges such as digital literacy and passive learning hence easy distractibility. Management of such challenges will enhance the learning process, promote the achievement of learning objectives, and promote the achievement of expected learner outcomes. In addition, selecting the right instructional materials and activities will facilitate learning in the proposed course “The Roles of BSN Nurses in promoting Community Health.”
References
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Mirzaei, S., Eftekhari, A., Sadeghian, M. R., Kazemi, S., & Nadjarzadeh, A. (2019). The effect of disaster management training program on knowledge, attitude, and practice of hospital staff in natural disasters. Journal of Disaster and Emergency Research, 2(1), 9-16.
Office of Disease Prevention and Health Promotion. (n.d.). Emergency Preparedness. Healthy People 2030. U.S. Department of Health and Human Services. https://health.gov/healthypeople/objectives-and-data/browse-objectives/emergency-preparedness Ram 1 Task 1 Developing Course Elements Essay
