Revised 11202019 HaywoodW NUR7004-3

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Design a Teaching Strategy Using the ADDIE MethodWachita HaywoodNUR 7004-3November 17, 2019Dr. Larry GoinsDesign a Teaching Strategy Using the ADDIE MethodEducators should include different teaching strategies to capture and maintain students’ attention. Utilizing multiple teaching strategies that actively engage students will help to maximize knowledge retention and promote students’ success (Young & Seibenhener, 2018). Particularly in today’s learning environments, and with diverse student populations, incorporating technology into the classroom is critical. We all can agree that conducting a lecture is still one of the most commonly used teaching strategies today, however, when combined with technology lectures can attract students’ attention (Xu, 2016). Researchers have identified that technology motivates students to learn (Uslu, 2017).Teachers can present learning materials in different ways which will be helpful to students with different learning styles and preferences. This paper will identify two educational teaching strategies using technology that are aligned with the ADDIE method for instructional design. Each element of the ADDIE method will be defined and correlated to the identified teaching strategies and the curriculum content.The ADDIE Method of Instructional DesignThe framework for the ADDIE method of instructional design allows for review and revisions of the instructions throughout the design process (Hess & Greer, 2016).ANALYSIS The analysis phase will analyze what learners need as well as analyze the content, technical, and structural components of the design (Durak1 & Ataizi, 2016). The analysis phase will also review data and determine the best format to deliver new information (O’Neill, 2016). Steps in the analysis phase will include analysis of the learners, content, technical, and structure (Durak & Ataizi, 2016). DESIGN There are many approaches to consider when developing the design phase of the process, including laying out the instructions and incorporating the multimedia needed to assist with accomplishing the learning goals (Mastrain, McGonigle, Mahan, & Bixler, 2011). A multimedia design will incorporate image, sound, and text. Consideration for the time it will take learners to complete the instructions is an important step in the design.DEVELOPMENT Once the design is complete, you will start building the instructions and materials for the course (O’Neill, 2016). Instructions will guide the learners on how to proceed with the assignment. Examples of items to consider developing during this phase would include a syllabus, a grading rubric, and evaluation tools.IMPLEMENTATION This step will include testing the newly designed instructions. You can do a pilot test with new learners and collect feedback. This is the opportunity to make improvements to the process. You can go back to the previous steps and make needed improvements.EVALUATION During the evaluation phase, the focus is on how well the learners were able to follow the instructions to complete the task. Here the developer will not only be evaluating the learning outcomes but the process outcome as well. Like all evaluations, this is another opportunity to make improvements to any of the steps in this method.First Teaching Strategy Using the ADDIE Method The focus should be on students’ needs and learning preferences when teachers are developing teaching strategies (Young & Seibenhener, 2018). The first teaching strategy will be developed using the ADDIE instructional design for competency development training for first- year nursing students. Simulation scenarios can provide students with simulated clinical encounters at no risk to patient safety (Sanko, 2017). A study by Biard et al., (2016), concluded that simulation training is a strategy that will help to improve the knowledge, skills, and competencies for nursing students. This teaching strategy will be developed with an instructional design using the ADDIE method. Each element for the ADDIE method for this strategy is described in the table below.First Teaching Strategy: Digital Simulation ActivitiesAnalysis The class consists of first-year nursing students, some with limited or no direct patient care experiences. In this course, students will complete digital interactive activities using clinical scenarios to identify and address patient care requirements. The digital simulation laboratory activities must be completed during the first six weeks of the course and completion is a mandatory prerequisite for students to enter real-time patient care training episodes in clinical settings.Design Relevant patient-care clinical scenarios are developed to train students on delivering basic nursing care to patients in clinical settings. The course will use the digital interactive learning tools designed by Shadow Health® to allow students to practice safe patient care in a standardized environment (Shadow Health®, 2019). The objectives are for nursing students to incorporate their learned knowledge (from books and class lectures) into developing competencies in basic patient care. Basic patient care competencies will focus on completing initial and system-specific patient assessments and taking vital signs, including assessing patients for pain. Development A course syllabus will guide students to the Shadow Health® digital training materials. Each week students will address a specific element of basic patient care. Students are expected to review and complete each patient care course with a passing grade. There are no limits to the number of practices a student can take before completing the final for grading.Implementation Pilot testing of the course materials was completed with a random sample of second-year nursing students. The purpose of the pilot testing was to ensure that training materials were relevant and all-inclusive for assisting first-year nursing students with competency development in basic patient care areas. The pilot testers will provide constructive feedback to the educator regarding the process of using this teaching strategy. Pilot testing feedback will be reviewed, and an action plan developed for process improvements as indicated. The course will be prepared for implementation into the curriculum for the next class of first-year nursing students. Evaluation During implementation, students will be asked to provide weekly feedback to the educator regarding the course. Weekly classroom postings by the educator will provide feedback to the class on the overall effectiveness of the course. Also, one-on-one feedback will be included every week during the grading of each students’ assignment. At the end of the course, students will be encouraged to complete a summative feedback form on the material to assess if students’ expectations were met.Second Teaching Strategy Using the ADDIE Method Developing teaching strategies to ensure students’ learning outcomes are positive may present as a challenge for some educators. Effective teaching efforts are achieved when the students’ learning preferences are considered during the development of teaching strategies (Lee, Haung, & Haung 2017).This second teaching strategy will assist with identifying students’ learning preferences. In this strategy students will be asked to choose between two teaching options, developing a group or an individual internet podcast on an identified patient-care topic. When students decide which option is a good fit for their learning style, this will provide an insight into the educator on the students’ learning preferences, either in a group or individually. This learning strategy will be developed in an instructional design using the ADDIE method.Second Teaching Strategy: Digital Podcast DevelopmentAnalysis There are many ways for educators to identify students’ learning preferences. Some students may not be aware of individual preference but do recognize that they learn new material better in one way or another. Students will be asked to reflect on past learning accomplishments to identify the method in which learning was achieved. Those students who learn best in a group will identify with the group podcasting team, while individual learners will produce an individual podcast.Design The class will be divided into three groups, two of the three groups will consist of students who will join voluntarily to produce a group podcast. The final group will consist of students who decide to produce individual podcasts. This strategy will help students develop critical thinking and clinical reasoning skills. Students participating in the groups will foster their collaborative learning skills. The final products, group or individual podcasts, will be completed on an identified patient-care topic and must be at least 5-7 minutes in length.Development At the beginning of the course, a patient-care topic will be identified for students to develop educational podcasts for the week eight assignment. Students may choose to add a video to their podcasts, which are referred to as vodcasts. Students will review free online podcasting sites like for instructions on developing personalized educational podcasts, and for adding videos.Implementation Students will be encouraged to practice developing podcasts with a group or individually during the first half of the course. During this time students should seek feedback from the educator on the process. Students are encouraged but not mandated to work in small groups to collaborate and learn from each other. Students will provide the educator with constructive feedback on the design and development of this strategy for process improvements during the practice phase. The final podcast assignments are due during week eight.Evaluation The educator will incorporate students’ formative feedback during the implementation phase and collect final summative feedback following the end of the course. The summative feedback will be used to make improvements for presenting this strategy to the next class.ConclusionDifferent teaching strategies will expose students to a variety of learning opportunities (Kamboj & Singh, 2015). In today’s learning environments and with the diversities found among student populations, it is critical to include technologies into the teaching strategies. Researchers have identified that technology motivates students to learn (Uslu, 2017).Using the ADDIE method is helpful when developing teaching strategies that involve technology. The ADDIE method consists of five steps that will guide the educator in developing each stage of the process. The five stages representing the ADDIE method are analysis, design, development, implementation, and evaluation. The analysis phase will analyze what learners need as well as analyze the content, technical, and structural components of the design (Durak1 & Ataizi, 2016). The time it will take learners to complete the instructions is an important step in the design phase. After the design stage, the next stage is the development phase where the instructions and materials for the course are developed (O’Neill, 2016). The implementation phase involves testing the new design instructions and collecting feedback to implement process improvements. The final phase is the evaluation phase which focuses is on how well the learners were able to follow the instructions to complete the task. ReferencesBaird, J. M., Raina, K. D., Rogers, J. C., O’Donnell, J., Terhorst, L., & Holm, M. B. (2015). Simulation strategies to teach patient transfers: Self-Efficacy by strategy. American Journal of Occupational Therapy, 69, 1–7.Durak, G., & Ataizi, M. (2016). The ABC’s of online course design according to ADDIE model. Universal Journal of Educational Research, 4(9), 2084–2091. doi: 10.13189/ujer.2016.040920Hess, A. K. N., & Greer, K. (2016). Designing for engagement: Using the ADDIE model to integrate high-impact practices into an online information literacy course. Communications in Information Literacy, 10(2), 264–282.Kamboj, P., & Singh, S. (2015). Effectiveness of selected teaching strategies in relation to the learning styles of secondary school students in India. Interchange (0826-4805), 46(3), 289-312.Lee, H. L., Huang, S., Huang, C. (2017). Evaluating the effects of three teaching strategies on student nurses’ moral sensitivity. Nursing Ethics, Vol. 24(6), 732-743.Mastrain, K. G., McGonigle, D., Mahan, W. L., & Bixler, B. (2011). Integrating technology in nursing education: Tools for the knowledge era. Boston, MA: Jones and Bartlett Publishers. O’Neill, J. L. (2016). Weeding with ADDIE. Reference & User Services Quarterly, 56(2), 108–115.Sanko, J. j. (2017). Simulation as a teaching technology. Distance Learning, 14(1), 21-29. Shadow Health®. (2019). Retrieved on November 15, 2019, from, Ö. (2017). Evaluating the professional development program aimed technology integration at the era of curriculum change. Educational Sciences: Theory & Practice, 17(6), 2031-2055. doi:10.12738/estp.2017.6.0116 Xu, J. (2016). Toolbox of teaching strategies in nurse education. Chinese Nursing Research, 3 (2016), 54-57., D., & Seibenhener, S. (2018). Preferred teaching strategies for students in an associate of science nursing program. Teaching and Learning in Nursing, 13(2018) 41-45. https//