C920 Developing Course Elements

C920 Developing Course Elements

ADDIE Instructional Design Model

What is the ADDIE instructional design model, and how does it support course development?

The ADDIE model is a widely recognized framework used for the systematic creation of educational courses. It consists of five sequential phases: Analysis, Design, Development, Implementation, and Evaluation (Western Governors University, 2023). These phases work together to provide a thorough and organized approach to course design and delivery.

During the Analysis phase, course developers investigate the subject matter deeply to identify the course objectives and determine how the content will be visually structured. For example, when creating a module on communicable diseases, the analysis establishes the foundational goals and structural plan for the course.

The Design phase focuses on outlining the course framework, selecting appropriate instructional methods, and determining necessary materials. Moving into the Development phase, detailed content is crafted to align with the learning objectives, encouraging active student participation through engaging activities.

The Implementation phase involves delivering the finished course to students, ensuring it is accessible and user-friendly. Lastly, the Evaluation phase assesses the effectiveness of the course after it has been delivered, identifying areas of success and aspects requiring improvement for future iterations.

Challenges Unique to the Online Learning Environment

What are the key challenges faced by students and instructors in online learning, and how can they be mitigated?

Online education offers flexibility but introduces specific obstacles for both learners and educators. One significant challenge is internet connectivity. Technical disruptions during live sessions or exams may cause interruptions or even test termination, which can unfairly affect student outcomes. Similarly, unreliable internet access may result in missed deadlines, especially in activities like discussion board participation.

Another critical barrier is technological literacy, particularly among older students in nursing programs who may struggle with navigating digital platforms, accessing assessments, or finding course materials.

These challenges may hinder students’ ability to meet course objectives and attain desired learning outcomes. To address these issues, instructors can implement targeted solutions:

Establishing a culture of open and empathetic communication about these difficulties encourages students to seek assistance when needed, fostering a supportive learning environment that promotes success.

Established Learning Theory

Which learning theory informs the course, and how is it applied?

The course’s second module is grounded in Cognitive Learning Theory, which emphasizes the active mental processes involved in learning rather than rote memorization (Billings & Halstead, 2020). This theory promotes deep engagement with content, encouraging learners to process information meaningfully.

Within this module, students are asked to explain health promotion concepts and understand the community health nurse’s role in these initiatives. A key instructional strategy aligned with this theory involves prompting students to express their understanding in their own words. This reflective practice strengthens comprehension and supports long-term retention of knowledge.

Adapting Learning Theory to the Online Environment

How is Cognitive Learning Theory translated into an online learning context?

To implement Cognitive Learning Theory effectively in an online setting, the course uses interactive case studies accompanied by reflective questions directly tied to the learning outcomes. These activities bridge theoretical knowledge with practical, real-life scenarios, enhancing students’ ability to perform situational analyses—a crucial skill in clinical nursing practice (Billings & Halstead, 2020).

Integrating reflective tasks within a virtual platform fosters critical thinking and meaningful engagement, facilitating cognitive development even in a remote learning environment.

Learning Resources

What types of learning resources are used, and how do they support student learning?

The course incorporates four diverse learning resources, each designed to serve a specific educational function and enhance student understanding:

The video and chart particularly enhance the learning experience by connecting theory to practical applications visually, making complex topics like immunization schedules easier to comprehend.

Skill Development through Learning Activities

What learning activities foster skill development and how do they work?

A central learning activity involves a discussion board where students respond to reflective questions based on clinical cases and engage with peers’ posts. This format supports the integration of factual knowledge (content understanding) and metacognitive skills (awareness of one’s thought processes) (Billings & Halstead, 2020).

Discussion boards encourage students to analyze, synthesize, and articulate ideas, which develops higher-order thinking skills. Research supports the effectiveness of such forums in promoting engagement, debate, perspective sharing, and improvement in written communication (Scott & Turrise, 2021).

Designed to be inclusive, these activities accommodate different learning styles and promote diverse viewpoints. The online platform ensures wide accessibility, while reflective prompts deepen critical thinking and reinforce learning objectives.

Feedback

What role does feedback play in course development, and how is it gathered?

Feedback is crucial for ongoing course enhancement. To gather honest and constructive input, an anonymous electronic survey is administered at the course’s conclusion, allowing students to provide candid evaluations without fear of judgment.

Additionally, oral feedback is collected at the beginning and midpoint of the course to gauge student expectations and experiences in real-time. This dual feedback strategy ensures both formative and summative insights into the course’s effectiveness.

Continuous Improvement Plan

How is continuous improvement integrated into the course design?

Nurse educators committed to excellence adopt an iterative cycle of course refinement. This begins by incorporating previous feedback and student expectations during initial course planning to better align with learning goals.

Throughout the course, ongoing feedback guides adjustments in content clarity, assignment design, and student support mechanisms. After the course ends, survey results are analyzed to inform future revisions, ensuring the curriculum remains relevant, effective, and responsive to evolving educational standards and learner needs.

This cyclical process ensures the course continuously adapts and improves to meet both educational quality and student success.

References

American Academy of Pediatrics. (2020). Pediatric vaccines: A clinical decision support chart. https://doi.org/10.1542/9781610024648

Billings, D. M., & Halstead, J. A. (Eds.). (2020). Teaching in nursing: A guide for faculty (6th ed.). Elsevier.

Carmichael, C. [Claire Carmichael]. (2021, July 3). Health promotion in nursing [Video]. YouTube. https://www.youtube.com/watch?v=kI1-a2GVOt4

Scott, M., & Turrise, S. (2021). Student perspectives: Discussion boards as learning strategies in online accelerated nursing courses. Journal of Nursing Education, 60(7), 419-421. https://doi.org/10.3928/01484834-20210616-12

Western Governors University. (2023). Contemporary curriculum design and development in nursing education. Acrobatiq. https://lrps.wgu.edu/provision/32996777