AET/515

Instructional Plan
(E. Giles Patten)

Slide 1

Needs Assessment
In the community, while there is a health facility, the community
college does not provide a source of employees trained for
employment in the health care industry.
The community college currently lacks a health care program whereby
the institution prepares students to be employed as nurses in the
local hospitals, training for para medics and first responders. The
college can also offer certification programs for people employed at
the local resorts, factories and other employers in the area on how
to administer first aid as part of work safety. Addressing this gap
will afford the college the opportunity to provide better services to
the surrounding population and expand the pool of potential
students,

Instructional Goal
At the end of this class the student should be able to administer chest
compressions on a dummy, answer questions as to the various
different symptoms and demonstrate they recognize the symptoms.
ADN HH 201
This course provides students with the critical understanding of the
functions of the heart and how to assess and recognize the onset of
a heart attack in a patient. Course includes causes of heart disease,
how to recognize the different symptoms displayed during a heart
attack by different patients, how to administer chest compressions
and the use of defibrillators design for public use. 3 credits.

Performance-Based Objectives
The class will have a variety of students and different
presentation scenarios will be made available. The
principle student will be a nursing student preparing to
obtain an RN license, secondary type of students will be
students seeking to obtain a certified EMT designation.
Additionally this course will be made available to first aid
personal in the workplace or at senior centers to the
clients of the center.

Summative Assessment and Learning

Outcomes
Summative Assessment,
Students will receive hands on training with dummies, provided by health
organizations, and give verbal responses to questions throughout the
training process. Students will then interact with each other in
demonstrating the chest compression process and respond to symptoms
each student describes.

The student will be able to demonstrate the proper sequence and application
of Chest Compressions and the use of emergency defibrillators with 100%
accuracy. In addition students will have to pass a pencil and paper exam
with 80% accuracy of all the causes of heart disease and symptoms of a
patient having a heart attack.

Learner Characteristics

This class is designed to include a diverse group of learners. It is designed

to be a flexible class that will be directed at students of varying ages,
sexes, and work experience. In addition to this class being designed for
the traditional classroom setting, it can be adapted to the workplace or
senior center setting.

Learning Context
The course is designed in such a manner that the instructional setting is flexible
enough to accommodate a work place setting, conference room type setting and
the traditional classroom setting.
The resources do require internet access or overhead projectors to be able to show
different views and time lapse photos of the progression of heart disease. The
room must also accommodate the use of mannequins for practicing lifesaving
techniques. All of the students will be adults of mixed genders and ages. In the
work place the student will be managers and safety personnel for the places of
employment.
Course materials are available through the bookstore and information may also be
obtained from the different Heart Hospitals and nonprofit research groups.
Course materials will be used in the classroom setting in the traditional
pedagogical method to start, however will advance to the Andragological setting
when the kinesthetic portion of the course is required.

Delivery Modality
This course will focus on the aspects that cause
heart disease and to recognize the outward visible
signs of cardiac arrest. Students will have a
thorough knowledge of the different causes heart
disease and recognize the symptoms of an
incidence of myocardial infarction. This class will
include guest instructors who are specialists in
their practice, internet web sites both static and
interactive. Final Assessment will include
observation by first responders.

Time

Content

Learning activities

Involvement

Formative Assessment

Resources

Week 1

Arrhythmia/Stroke

Reading/Videos/lecture/discussion

Student/

Oral quiz /Temperature Checks

American Heart
Association videos/internet
connection and projector

Week 2

Cholesterol/High Blood Pressure

Reading Causes of High Blood Pressure and

understanding Cholesterol
Levels/Videos/lecture/discussion

Student/Vascular Surgeon
guest

Oral Quiz /Temperature Checks

American Heart
Association videos text book
/Internet connection and projector

Week 3

Congenital/Diabetes

Reading and understanding different types of

diabetes and Heart conditions
/Videos/lecture/discussion

Student/ Diabetes
Specialist Dr.
Heart Specialist

Oral Quiz/Temperature Checks

American Diabetes Assoc. web site

& American Heart
Association/texts
Internet Connection Projector

Week 4

Heart Attack

Reading/View Process from AHA interactive

web site lecture/discussion

Student

Oral Quiz /Temperature Checks

American Heart
Association Web site/texts
Internet Connection and projector

Week 5

CPR/External Defibrillators

Guest Lecturer/
Demonstration and student hands on practice

Student
Ist Responders to assist in
instruction

Oral Quiz Temperature Checks

Local 1st
Responders with CPR Dummies

Week 6

Written Exam and student demonstration

Students to demonstrate Knowledge and

ability to perform CPR

Student/
Observers

Final exam and Demonsration

Lead Instructor for Red Cross/EMT

CPR Dummies

Evaluation Strategies
Formative evaluations
During the each of the class sessions the instructor shall include
temperature checks as to the understanding by the students
of the content. This may include simple questions or a
thumbs up thumbs down demonstration by the students.
If there is any question as to the grasp of the material instructor
shall make sure the material is understood by all participants
by the end of each session.
Summative evaluation shall include a written exam with an 80%
accuracy by participants. Additionally participants shall
demonstrate with 100% accuracy the ability to perform CPR.

Outcome Review
Final exam scores shall be reviewed as part of the
outcome assessment. The number of passing
students shall be no lower than 90%.

Participants will complete a Likert scale

assessment of the content and instructor.
Outcomes shall be reviewed at the end of each
course.

Recommendations

Based on the outcome data the information shall be

compiled quarterly and reviewed for assessment.
Adjustments to the program shall be made accordingly.

References
American Diabetes Information downloaded from:
htp://www.diabetes.org/diabetes-basics/genetics-ofdiabetes.html?loc=db-slabnav
American Heart Association downloaded from:
http://watchlearnlive.heart.org/CVML_Player.php?moduleSelect=hig
hbp
Abbie Brown, Timothy D. Green. (2006). Defining Instructional
Design. In The Essentials of Instructional Design: Connecting
Fundamental Principles with Process and Practice. : Prentice Hall

Template End
You have completed the three parts of the instructional plan
assignment.
To complete your Week Six assignment be sure to submit your
entire template reflecting sections I, II, III, and the Reference
slide.

To finalize your instructional plan, remember to remove slides

2, 3, 10, and 16. Your final presentation should only reflect
the three sections of your instructional plan. The instructions
within this template should be removed.
Note: Students must upload the final completed Instructional

Plan (Parts I, II, and III) to their personal Presentation

Portfolio in TaskStream. (This is required.)
Instructional Plan Template | Slide 14