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Introduction
The nursing curriculum is evolving with various courses requiring critical understanding among nurses. Instructional design models define the phases to enhance the effectiveness of the learning experiences by establishing a course layout based on analysis, development, and implementation (Obizoba, 2015). Implementing the models applies specific principles and theories to identify an instructional problem that fosters effectiveness in executing educational goals. This essay will describe the application of the instructional design model by Morrison, Ross, and Kemp in a course entitled “The Role of the BSN Nurse in Promoting Community Health” based on the applicable processes.
The Instructional Problem
Instructional problems guide model designers in identifying the goals significant to an instructional program leading to effectiveness in course implementation. The processes involved include goal analysis and needs performance assessment (Obizoba, 2015). The role of a nurse in promoting community health entails multiple competencies to enhance population-focused care. Consequently, nurse students and educators must shift their focus from institutions to the community to meet critical health needs. Potentially, nurses can devise evidence-based strategies focusing on community needs for population-based care, leading to positive experiences. The instructional problem related to this course is the ability of the nurses to devise strategic plans applicable for individual communities by making effective decisions for improved health standards.
Learner Characteristics Influencing the Instructional Design
The potential learner characteristics that may influence this instructional design include culture, age, learning styles, and ethnicity. Obizoba (2015) states that culture, learning styles, and ethnicity can determine students’ decision-making capabilities. Based on the course title, the main focus is the community. Diversity among populations has a significant role in determining nurses’ decision-making approaches. Therefore, learners with minimal knowledge regarding diversity and culture may have challenges developing strategic plans for improving community health through their decisions. Further, ineffective learning styles may lead to poor understanding, preventing nurse students from gaining adequate competencies in improving population health.
Learner’s Instructional Objectives
The primary objectives based on the course include understanding nursing roles in enhancing community health, valuing the community, and organizing strategies to improve their well-being, and enhancing care coordination. According to Obizoba (2015), the learner’s instructional objectives constitute psychomotor, affective, and cognitive domains. In this context, understanding roles in promoting community health reflect cognition through knowledge synthesis and application in health promotion. Valuing the community and organizing health strategies relate to affective domains, while care coordination compares to the psychomotor domains. Achieving these objectives in the course can equip the students with high competencies in promoting community health.
Subject, Content, and Task Analysis Related to Goals and Objectives
The main subject for this course is promoting community health based on nurses’ roles. Consequently, the main content is students understanding of their roles in developing plans to improve population health standards through informed decisions. Obizoba (2015) argues that logical content involves applying theories to guide their understanding. Therefore, the theoretical frameworks in nursing may apply in comprehending various roles in promoting community health through effective decision-making and planning. Further instructional details must integrate tasks related to the problem objectives to improve expertise among learners through correlation. Task analysis involves instructional designers integrating all the essential activities to improve learners’ knowledge, skills, and competencies based on the problem objectives. In this case, the primary objective is to enable nurse students to discern their roles in promoting community health by making decisions, organizing strategies, and coordinating care interventions. Potential instructional activities to foster knowledge and skills among the learners include participating in case studies, needs assessment, and theoretical learning.
Conclusion
In conclusion, instructional design models improve the effectiveness of education by defining goals, objectives, and strategies for developing and implementing specific courses. Consequently, learners can understand the course content based on their characteristics and promote awareness of the necessary competencies. Applying the instructional design model by Morrison, Ross, and Kemp in designing “The Role of the BSN Nurse in promoting Community Health” can enhance nurses’ role in population health by improving their competencies, leading to improved knowledge.
Reference
Obizoba, C. (2015). Instructional design models—A framework for innovative teaching and learning methodologies.The Business and Management Review, 6(5), 21-30.
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