1. Instructional Plan Template | Slide 1 AET/515 Instructional Plan Template Samantha Ronsick

2. Instructional Plan Template | Slide 2 Needs Assessment 1.What is the learning problem or opportunity? Due to the recent expansion of the local Patton-Fuller Community Hospital, there is an educational opportunity in the Kelsey community in the area of nursing and health care administration. 2.What is currently available? Northwest Community College currently offers associate’s degree programs in the areas of arts, sciences, applied science, and general studies. They also offer six certificate programs in the areas of administration of justice, beginning management, computer programming, justice studies, management, and web design. 3.What should be available? Northwest Community College could benefit greatly by offering nursing and health care courses to attract potential students seeking employment at the hospital. 4.Explain the gap analysis between what is available and what should be available. Northwest Community College does not currently offer any programs or courses in the field of nursing or health care administration. Due to the growth of the Patton-Fuller Community Hospital in the Kelsey community, there is currently a demand to hire more educated employees to work at the hospital. Therefore, there is an opportunity for Northwest Community College to offer a program or courses in the field of health care administration. 5.What is your recommended solution for filling the gap? My recommended solution is for Northwest Community College to develop a cooperative education partnership with Patton-Fuller Community Hospital to develop and implement an Associate of Arts in Health Care Administration degree program, with individual courses covering general education requirements as well as core courses used as an introduction to the health care industry. However, before spending the time and resources to offer this program, I recommend that the college pilot an introductory course (HCA 101-Introduction to Health Care Administration) to determine student interest and make adjustments to course curriculum as needed before investing in an entire program roll-out.

3. Instructional Plan Template | Slide 3 Instructional Goal HCA 101 – Introduction to Health Care Administration This course provides students with foundational knowledge of the health care industry and a comprehensive overview of the health care system in the United States. Students will be able to describe basic health care terminology, management concepts, communication skills for health care professionals, and analyze workforce opportunities within the health care industry.

4. Instructional Plan Template | Slide 4 Performance-Based Objectives 1.Students will be able to describe basic health care terminology through comprehensive discussions and activities. Students will complete a series of three class presentations identifying medical language associated with the different body systems used in a medical context. 2.Students will be able to analyze workforce opportunities within the health care industry by completing two 1,000-word essays describing 1) a leading health care and service provider, and 2) an in-demand career specialty within the health care profession.

5. Instructional Plan Template | Slide 5 Summative Assessment and Learning Outcomes In order to evaluate learning outcomes for HCA 101, a summative assessment in the form of an identical multiple-choice test will be given to students both at the beginning of the course and at the completion of the course to determine their achievement of educational objectives. As this is an introductory course, it is often difficult to measure the knowledge and prior experience of incoming students. Results will be analyzed by comparing the number of correct answers from the end-of- course test with the beginning-of-course test. Any areas of concern or trends that are identified through lack of improvement from the beginning to the end of the course will mandate course revisions and future improvements.

6. Instructional Plan Template | Slide 6 Learner Characteristics The common characteristics of students attending the HCA 101: Introduction to Health Care Administration include the following: 1.In an average class size of 10 students, there would be 7 women and 3 men (National Center for Education Statistics, 2014). Based on this demographic, the instructional plan will include a focus on in- demand workforce opportunities for women in the health care industry. 2.Prerequisite skills include those learned from the completion of a high school diploma or GED. The average student aptitude may vary for this course based on work experiences or knowledge gained after high school. As such, the instructional content for this course will be catered to an entry-level student to cover a basic understanding of the course topics to provide a foundation for future learning. 3.A majority of students pursuing nursing and health care programs prefer visual or kinesthetic learning styles (Frankel, 2009). As such, the emphasis for instructional content will be more focused on work- based learning rather than classroom-based teaching methods to give students a more hands-on experience to a career in the health care industry. Instruction will also be catered to student learning styles through a cooperative work experience with class demonstrations and observations held at the Patton-Fuller Community Hospital.

7. Instructional Plan Template | Slide 7 Instructional Setting: The instructional setting for HCA 101 will be 70% classroom-based and 30% within a workplace setting, based out of the Patton-Fuller Community Hospital. In-classroom instruction will include instructor-led lectures, classroom discussions and activities, and student presentations. The average classroom size accommodates up to 15 students and classroom space is equipped with electrical outlets to accommodate laptops. Computers and projectors are also available within the classroom setting for instructor and student presentations. Instruction that is based out of the hospital will be more focused on hands-on application through class demonstrations and clinical observations. Students will also be paired with nurses, medical secretaries, and other hospital staff through a mentorship program, so that they can gain clinical knowledge from experienced professionals. Application Setting: The intended application setting for students who complete this course (and ultimately the Associate of Arts in Health Care Administration degree program) is to help meet the demand for educated and skilled professionals at Patton-Fuller Community Hospital. The collaborative partnership between the college and hospital allows students to have hands-on clinical experience and develop relationships with hospital staff. In return, as part of the college’s educational partnership with the hospital, students have an advantage to be hired by the hospital for positions such as nursing assistants, medical secretaries, and medical administrative assistants. Other application opportunities for students could be working in a healthcare facility or private medical practice as a customer service representative, receptionist, medical transcriptionist, or medical records technician, among others (Top Colleges Online, 2014). Learning Context

8. Instructional Plan Template | Slide 8 Developing the Instructional Plan: The learning context for HCA 101 will help to guide the development of the instructional plan. The emphasis of instructional content will be focused on work-based learning techniques, as students in this course will utilize two instructional settings (classroom and hospital). The instructional plan will complement the instructional setting, with 70% of instruction catered to the classroom setting and 30% of instruction catered to hands-on application in the hospital setting. The intended application setting also has a direct impact on the instructional plan, as 30% of instruction will take place within the Patton-Fuller Community Hospital. The instructional plan will include learning activities for students to apply what they have learned in the classroom directly into the workplace environment, such as clinical shadowing and observation, mentor-mentee relationships, and hands-on demonstrations. Learning Context, Cont.

9. Instructional Plan Template | Slide 9 Delivery Modality Instructor-Led The most used method of delivery for HCA 101, given the learning context and instructional setting, will be as an instructor-led course. Given the complexity of the information shared within the classroom and the hospital setting, instructor-led delivery will be able to incorporate a combination of lecture, demonstrations, practice, and interactivity to promote student learning. Asynchronous Learning To enhance the work-based learning component and encourage communication between students and their instructors and hospital mentors, this course will also incorporate asynchronous learning facilitated through the college’s website. Upon login, students will have access to an e-mail account, with contact information for their instructor, hospital mentors, and classmates. This will help to encourage students to ask questions and present any problems or concerns to their instructor that they would prefer not to ask during class. It will also serve as a way for students to communicate with one another and work on team activities within a controlled environment outside of class.

10. Instructional Plan Template | Slide 10 Instructional Strategies The instructional strategy for HCA 101 will complement the instructional setting, with 70% of instruction catered to the classroom setting and 30% of instruction catered to the hospital setting. Within the classroom setting (70%) 50% will be lecture-based instruction following the Introduction to the Health Care Industry textbook. 10% will be based on classroom discussions and learning activities concerning topics within the textbook and other student learning goals 10% will be student presentations, for small teams of students to present orally on what they have learned Within the hospital setting (30%) 20% will be reserved for observation and field study, in which students will go to Patton-Fuller Community Hospital and shadow nurses, medical assistants, and other hospital staff in real life situations. 10% will be reserved for student demonstrations on entry-level tasks observed by their mentors Upon completion, students will have a basic understanding of the following: Foundational knowledge of the health care industry within the U.S. Health care terminology Health care management concepts Communication skills for health care professionals Workforce opportunities within the health care industry Duties of health care professionals within the hospital setting

11. Instructional Plan Template | Slide 11 Plan for Implementation HCA 101 will be a prerequisite course to entering the Associate of Arts in Health Care Administration degree program. This course will be offered starting in the Fall semester 2014, with classes taking place three days per week. Timeline of Events: Instructional Plan: 3/10/14 – 6/1/14 Course delivery dates: 8/25/14 – 12/19/14 (No classes will be held on observed University holidays) Local classroom sessions: Mondays, Wednesdays, and Fridays, 10:00 a.m. – 11:00 a.m. Hospital visit sessions: Mondays and Fridays, 12:30 – 2:30 Individuals Involved: Facilitators Hospital Mentors & Clinical Staff End Users: Students Preparation of Classroom Resources & Materials: Classroom facility including computers and projectors for instructor-led lectures and classroom presentations Meeting room in the hospital to use for classroom demonstrations and discussions following clinical observations Introduction to the Healthcare Industry textbook Student handouts to accompany instructor-led lectures for student note-taking Student learning activity instructions and assignment hand-outs

12. Instructional Plan Template | Slide 12 Plan for Implementation All facilitators will receive materials to use for instruction including the following: Electronic version of the course syllabus Copies of instructional goal and performance-based objectives Electronic version of all required learning activities and lecture hand-outs Instructor version of the Textbook, including sample tests PowerPoint templates to use for classroom lectures and activities All students will be prepared to begin this course by the following: Orientation and enrollment deadline for all students is August 21, 2014 Student registration will take place from August 21-25, 2014, at which time students will be required to purchase the Introduction to the Healthcare Industry textbook Students will receive a copy of the syllabus on the first day of class, and an electronic version will be available on their student website. Students will be assigned to their hospital mentor within the first week of class and receive copies of all contact information on their student website.

13. Instructional Plan Template | Slide 13 Plan for Implementation Communication Strategy: The instructional plan for HCA 101 will be communicated to instructors and hospital mentors through a course introductory training workshop. Regular updates on the implementation and progress of the course will also be delivered to Northwest Community College leadership to garner their continued support. Marketing: The course description for this class will be listed on the Northwest Community College website. Interest and commitment for this new course will be generated through marketing strategies including posting flyers and e-mail announcements to staff at Patton-Fuller Community Hospital, local radio advertisements, and advertisements in the local community newspaper. Participant Selection: Targeted student participants include voluntary individuals who have completed pre-requisite enrollment requirements (high school diploma or GED) who are interested in pursuing a career in health care administration. Class enrollment will be limited to 15 students per class. Facilitators will be chosen based on having met University teaching qualifications and completing course introductory training successfully. Hospital Mentors will be chosen from a list of volunteers who currently work in nursing, medical assistant, or other service positions at the hospital who have completed course introductory training successfully.

14. Instructional Plan Template | Slide 14 Instructional Resources Materials and Resources Needed in the Classroom Include: Internet access for student laptops Computers (Microsoft PowerPoint software and internet access for lectures and presentations) Projectors and projector screens for classroom presentations and lectures Whiteboard, markers, and erasers for lecture notes and instructions Introduction to the Healthcare Industry textbook (instructor and student copies) Student handouts to accompany instructor-led PowerPoint lectures for student note-taking Printed copies of course syllabus and all learning activity instructions and assignment handouts Materials and Resources Needed at Patton-Fuller Community Hospital Include: Hospital meeting room for classroom demonstrations following clinical observations Student handouts to accompany clinical observations and demonstrations Printed charts of student schedules and meeting times with their respective mentors

15. Instructional Plan Template | Slide 15 Formative Assessment Some of the formative assessment strategies that may be incorporated during the implementation of HCA 101 include the following: 1.Student Summaries: Written student responses to questions posed at the end of class discussion, learning activity, or assignment to summarize their learning experience. 2.Quizzes: Multiple choice or short-answer quizzes to assess student learning on presented information, concepts, and skills demonstrated. 3.3-2-1 Exit Slip: Written student responses at the end of class on 3 things learned, 2 things they found interesting, and 1 question. 4.Learning Groups: Assign small groups of students to work together on a learning activity or presentation, supervise their discussion, assess their group presentation, and provide feedback 5.Self-Assessment: Upon completion of a small group presentation or individual assignment, task students will evaluating their performance using the same grading rubric as the instructor; discuss their self-evaluation.

16. Instructional Plan Template | Slide 16 As the HCA 101 course is implemented, the following evaluation strategies will be used to measure student learning and student satisfaction to inform strengths and areas for quality improvements: 1.Pre-test: At the beginning of the course, the current knowledge of students on the course content will be evaluated through a multiple choice exam. 2.Observation: During the course, the instructor will track student learning by observing how students participate in class activities and demonstrations. Observation will also be used to track the change in student attitudes to evaluate the effectiveness of course implementation. 3.Post-test: At the end of the course, the change in student understanding of course objectives and knowledge gained will be evaluated through the completion of the same multiple choice exam that was presented at the beginning of the course. 4.Exit Survey: All students will receive a survey at the end of the course to rate their satisfaction with the course, the instructor, and what they learned. A similar exit survey will be given to faculty to rate the effectiveness of the course in meeting student learning objectives, in addition to a request for comments to collect feedback on recommended course improvements. Evaluation Strategies

17. Instructional Plan Template | Slide 17 Outcome Review The achievement of design goals, performance-based objectives, and student learning outcomes will be assessed using a common rubric scoring tool. Each row of the rubric will display the required criteria and a ranges of competency by column, in addition to a comment section for instructor feedback. In this way, instructors will be able to use the rubric for grading student performance and for course assessment. Some of the examples for how the scoring rubrics may be used include the following: Grading rubrics for assignments will be given to students in advance to help with their understanding of expectations and what they will be graded on. Grading rubrics will be used by instructors for student essays, exams, and group presentations and returned to students with their comments and feedback. Rubrics will be used to assess student learning outcomes. Instructors will gather all graded rubrics and record the component scores to measure the total number of students scoring below an acceptable level on each component. This will help instructors to identify areas of concern or concepts that need more instructional time for student understanding.

18. Instructional Plan Template | Slide 18 Outcome Review The following rubric is an example of the common design template that will be used: Key: 1 = Criteria Not Met; 2 = Some Criteria Met; 3 = Most Criteria Met; 4 = All Criteria Met Criteria1234 Total Score Instructor Feedback Content Description reflects beginning or unacceptable level of performance Description reflects improvement toward meeting performance criteria Description reflects achievement of minimum performance criteria Description reflects highest level of performance Organization Formatting Resources Readability & Style

19. Instructional Plan Template | Slide 19 Recommendations In order to assess the successful integration of HCA 101, Northwest Community College will need to review the outcome review and results from the following evaluation strategies from the first implementation of this course: 1.Comparison of student pre-tests and post-tests 2.Student and faculty survey responses 3.Faculty analysis of grading rubrics and achievement of learning goals, performance-based objectives, and student learning outcomes As this course is in its infancy stage, we recommend continuous quality review for future course implementations to identify areas of improvement to best meet the needs of students. The instructional design team will work with a group of faculty subject matter experts (SMEs) to determine the validity of student and faculty responses to surveys and implement course revisions and improvements based on data and observations. If the results of the course implementation are favorable and in alignment will fulfilling the college’s educational goals and mission statement, it is our recommendation that Northwest Community College continue to use this instructional design plan for future iterations of this course. Continued success and student demand will determine the need for the development and implementation of an Associate of Arts in Health Care Administration full degree program roll-out. Through successful evaluation and a commitment to continuous quality improvement, we predict that HCA 101 will be a valuable addition to the list of course offerings at Northwest Community College.

20. Instructional Plan Template | Slide 20 References Allen, M. (2003). Student Learning Outcomes and Assessment. Retrieved from http://www.calstate.edu/itl/resources/assessment/rubrics.shtml http://www.calstate.edu/itl/resources/assessment/rubrics.shtml American Association of Colleges of Nursing. (2014). Using Strategic Partnerships to Expand Nursing Education Programs. Retrieved from http://www.aacn.nche.edu/aacn-publications/issue-bulletin/using-strategic-partnershipshttp://www.aacn.nche.edu/aacn-publications/issue-bulletin/using-strategic-partnerships Carnegie Mellon University. (n.d.). Grading and Performance Rubrics. Retrieved from http://www.cmu.edu/teaching/designteach/teach/rubrics.html http://www.cmu.edu/teaching/designteach/teach/rubrics.html Frankel, A. (2009, January). Nurses’ learning styles: promoting better integration of theory into practice. Nursing Times, 105(2), 24-27. National Center for Education Statistics. (2014). College & Career Tables Library. Retrieved from http://nces.ed.gov/datalab/tableslibrary/viewtable.aspx?tableid=8494 http://nces.ed.gov/datalab/tableslibrary/viewtable.aspx?tableid=8494 Top Colleges Online. (2014). Health Care Administration Degrees. Retrieved from http://topcollegesonline.org/health-care- administration-degrees/http://topcollegesonline.org/health-care- administration-degrees/ West Virginia Department of Education. (n.d.). Examples of Formative Assessment. Retrieved from http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html