PowerPoint Speaker Notes

Slide 1:
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Slide 2:

The instructional designer determined that a formal needs assessment was not necessary because
of the data provided by Sharp Healthcare. However, an audience analysis will be conducted
prior to the development of instruction that will provide additional data. Through the analysis of
data gathered by the designer and through Sharp Healthcare it may be in the opinion of the
designer that a gap analysis be recommended (Jones and Bartlett Learning, n.d.) A gap analysis
may be conducted to determine what the patients know about weight and disease currently (what
is) and what they should know before they enter the Sharp Healthcare program (what should be).
However, information gathered through the surveys, and questioners should provide adequate
data on what is going on now and what change needs to take place (how will the gap be closed).
Slide 3:
The preventative care department at Sharp healthcare organization has requested an instructional
workshop be implemented into their program. Patients receive care at the facility regarding disease,
cholesterol levels, high blood pressure, diabetes, and weight control, in which patients learn how to
prevent and control these chronic conditions. Most patients enter the program with little knowledge of
how obesity relates to disease or weight management. Management believes if patients attend an
instructional workshop prior to entry into the program they are likely to build a basic understanding of
how their eating habits affect their weight and disease. Participants will also become educated in
making Healthy Choices and planning well-balanced meals. Dieticians will be working with
participants throughout the preventative program, but feel an introduction to nutrition and disease
workshop needs to be incorporated in the format. The workshop introduces patients to the concept of
Healthy Choices and addresses, how and why the right choices reap benefits. Plus, the relationship
obesity plays in contributing to disease.
Slide 4:
A target analysis will be conducted to access how well the patient understands the topic, the degree of
interest in the topic, and what the participant wishes to accomplish by attending the workshop. The
assessment tools will consist of questioners, surveys, and interviews. Data will also be gathered on
audience characteristics to assess how content should be delivered that best meets the needs of the
demographics of the group. Group diversity will also be taken into account (language, culture, gender,
etc.) An interpreter may be appropriate if a language barrier exists, and changing written text to match
spoken language of participants.
Slide 5:
Because of the demographics instruction must be age sensitive. Any further needs must be addressed,
pertaining to age and degree of disease and obesity, such needs as a wheelchair, medication, etc. It is of
essential, because of age, to also gather data on how this age group learns best and the level of

motivation. The participants have some flexibility problems due to weight and disease; thus, at present
learning styles are primarily auditory and visual. However, seventeen patients answered on the survey
they would be able to participate in a simulation. No one in the group is hearing impaired, and eighteen
patients wear bifocals. Lighting must be adjusted to meet the needs of the audience.
Slide 6:
The following delivery methods connect the learning content to activities, which delivers instruction to
participants. Through interviews, questioners and surveys it was determined the methods of delivery fit
the characteristics and demographic (age related learning styles) needs of the cohort (Wodkowski &
Ginsberg, 2010).
Slide 7:
Time of activities may be adjusted to fit three-hour time slot more efficiently if needed.
Slide 8:
Course goals were based on data received by Sharp Healthcare preventative department, compiled with
the data from interviews, surveys, and questioners. Information was analyzed by design, content, and
subject matter experts prior to instruction and will be assessed throughout workshop (Wodkowski &
Ginsberg, 2010).
Slide 9:
Objectives (critical and collaborative)
Objective 1- utilizes critical thinking skills by the participant distinguishing between unhealthy and
healthy foods. Food (plastic substitutes) stimulates the recalling of information learned , ( earlier
experience) transfers data, and applies what is learned to plan a healthy menu. Participant assesses the
situation and picks the healthiest foods to create low-fat, well-balanced meals. He or she has should
have the knowledge to write out a healthy menu for four days. Items chosen must be selected correctly
for breakfast, lunch, and dinner for at least two days.
Objective 2- utilizes collaborative learning to form a two person team, engages in a conversation, and
defines the causation of each malady. The participant must write a one sentence explanation as to why
the disease is associated with obesity. Objectives have been developed early on in the design project to
help direct the development of measuring instruments (Jones and Bartlett Learning, n.d.).

Slide 10:
Because of the age demographic a traditional classroom setting best fit the group of participants.
Accessible bathrooms and water fountain are in view of learning area, and they are close enough for
easy access. Assistant can provide additional help if needed.
Slide 11:

Instructional strategies-Set of approaches to present content and information that helps the learner to
reach desired outcome. Aids in retention of content (strategy). Decision, task, monitor, and outcome of
activity (Wodkowski & Ginsberg, 2010).
Interactive, direct, and indirect instruction
Activities: Participants will understand, identify, and discuss the topic of nutrition and disease over
several instructional activities (Wodkowski & Ginsberg, 2010).
Slide 12:
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Slide 13:
Projector screen and VCR are two additional devices will be required. The instruction devices have been
added in the material and resource slide.
Slide 14:
Timeline may change, depending on the outcome of probation period, and success of program.
Slide 15:
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Slide 17:
Additional workshops will be built and implemented in the healthcare system based upon interest and
agreed upon by the Sharp healthcare administration.
Slide 18:
Schedule is subject to change depending on further analysis, assessments, and evaluations of
participants, learning materials, and overall outcome of the instructional design process.
Slide 19:
Audience, formative, and summative evaluation are crucial to the design process of Healthy Choices
workshop. Learner or audience evaluation will provide feedback on the learning progress of the
participant. Formative evaluation will provide feedback on how the instructional intervention is
progressing and what must be improved or revised. A summative evaluation will be conducted at the
end of each workshop, and a summative evaluation will be conducted at the completion of the sixmonth probation period. A summative evaluation measures the success of the overall instruction.
Designer will discuss data collected through assessments with client after first workshop to determine
success or what additional data must be gathered. Final summative evaluation (six-month acquisition
of data) will determine if the workshop is a success. And if Sharp Health Care administration wishes to
continue or discontinue the instruction based on the findings (Wodkowski & Ginsberg, 2010).

Slide 20:
Assessment tools were created to match the activities and content of the instruction (Wodkowski &
Ginsberg, 2010). If the workshop is continued, the data gathered will be re-evaluated, and new data will
be collected that meets the criteria of future instruction. Through the analysis of new data, additional
instruments may need to be created and implemented in the instruction. Grading scale and evaluation
sheet will be used for determining what level (1-4) the patients understands the topics. The
preventative care unit will analyze data and decide what individual learning module the patient will be
introduced to first in the program. A certificate is awarded, so the patients feel a sense of
accomplishment, enthusiasm, and motivation to start the Sharp Healthcare preventative program.
Slide 21:
When Sharp Health Care administrators assess the outcome of the workshop, questions will be asked.
Questions such as, what has changed because of the workshop?? Was a gap filled?? What can patients
do now that they could not perform before instruction? What have patients learned?? All these
questions should be answered through the data provided to Sharp Healthcare so they can make an
informative decision as to the continuance of the instruction.
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