AET/515 INSTRUCTIONAL PLAN TEMPLATE

LARRY TIMM

NEEDS ASSESSMENT

We are starting a new program to benefit the safety of the community. This Emergency Medical Services course will help safe guard our public safety. Currently we offer a First Aid and Cardio Pulmonary Resuscitation course. We wish to expand our current First Aid and Cardio Pulmonary Resuscitation course to an Emergency Medical Services Basic course. The community has a need for increased public safety. The new Emergency Medical Technician course will bring a heightened level of emergency care to our community.

NEEDS ASSESSMENT

The student will be able to access and treat patients with Medical and Trauma injuries. The student upon completion of the certification will be able to access and treat patients.

NEEDS ASSESSMENT

The new program will need instructors who are skilled in:

Anatomy Airway Management Patient Assessment Patient Documentation Ambulance Operation Cultural Diversity Ethics

INSTRUCTIONAL GOAL
The students after successful completion will be able to provide basic emergency care to sick and injured patients. The student will posses the knowledge of anatomy and disease process to successfully treat the sick and injured. The class will encompass:

Cardio Pulmonary Resuscitation Anatomy Medical Emergencies Trauma Emergencies Psychological Emergencies Poisoning Emergencies Environmental Emergencies

PERFORMANCE-BASED OBJECTIVES

This training program will train Basic level Emergency Medical Care Technicians. This training will experienced both clinical and didactic instruction in patient care. This assessment training will involve both routine and emergency patient care. The terminology of the class will cover both:

Anatomy Physiology

SUMMATIVE ASSESSMENT AND LEARNING OUTCOMES

The class will be divided into four sections. These four sections will be tested as they are completed. There will be a final exam to test the competency of the subject knowledge. The student will need to pass the class final test with an eighty percent on all sections. There will be a final practical exam which will consist of:

Airway Emergencies Trauma Emergencies Medial Emergencies Cardiac Arrest.

LEARNER CHARACTERISTICS

Participants are not limited by age, gender, or education. The participants are required to be ethical in their everyday life. Self starter that are committed to quality and being part of a team. Students that excel in Emergency Medical Services are:

Motivated People who can work in a stressful environment. Physical stamina and endurance Good decision making abilities Adaptable to changing environments. Self Confidence Be able to assimilate knowledge quickly.

LEARNING CONTEXT

The classroom instruction portion of the class can be conducted in a traditional classroom environment, online, or by a fiber-optic network. The practical parts of the classroom will need to be conducted in a hospital setting and while doing ride time with an ambulance service in the area.

There will need to be direct supervision by hospital personnel while in the hospital. The students will also need direct supervision by other Emergency Medical personnel while training with an ambulance service. The classroom will need to be supervised by a Certified Emergency Medical Services Instructor.

LEARNING CONTEXT

The students should be those people who like to help others. The most successful Emergency Medical Technicians are those that learn in both a Pedagogy and Andragogy environment. The instruction will be a mix of lecture and hands on skills. The classroom setting will need to be flexible in order to meet these requirements. The instructors will be made-up of Emergency Medical Services personnel that have a working knowledge of the field and instructing in a classroom.

DELIVERY MODALITY

Emergency Medical Services has had to adapt its instructional basis over the years to make its self available to both the full-time and volunteer provider. Since the education has expanded from classrooms to web based courses, and the ICN. Emergency Medical Services classes are taught with a combination of hands on and didactic style classroom. This is done to introduce new hands on procedures along with new anatomy and physiology being taught.

INSTRUCTIONAL STRATEGIES

The new information will be taught in units to the students. Each unit will consist of vocabulary and hands on skills. After a unit is mastered it will need to be expanded upon. These units will need to be expanded on until the entirety of the class is presented. There will be hands on demonstrations, video information, and textbook studies for each class. The students will need to be able to draw a line between cause and effect. They will need to learn how to put symptoms together in order to treat their patients.

PLAN FOR IMPLEMENTATION

There will be 140 hours involved in the completion of the class The class will consist of 60% classroom and 40% hands on. The class will be ran three nights a week for three hours a night. This means prior to starting clinical rotation 12 hours a week is all that will be completed. There will be 12 hours spent on CPR. This will be followed by 48 hours of classroom time learning basic Anatomy, Physiology, Splinting, and Airway. At this point the students will be allowed to schedule their clinical. The clinical will be done when the student has time to complete it. There will be a minimum of 42 hours of clinical required. The entire class will span over 10 weeks.

PLAN FOR IMPLEMENTATION

The text book will be called Emergency There will be a lump sum to cove the cost of the:
Instructor Textbook Tests Paper supplies Classroom Supplies Supplies used during the practical skills portion To pay for additional facilitators as needed

The student will be responsible for all testing done at the end of the class The student will need to purchase a light blue shirt and pair of navy blue pants for clinical

PLAN FOR IMPLEMENTATION

There will need to be advertising in local papers The word about a new class will be given to EMS units at monthly meetings The local community college will notify all interested parties they are aware of The local advanced EMS unit will be notified about use of equipment and the need for training personnel There will need to be contracts drawn up with local hospitals so the Emergency Room personnel be aware of the training needs of the students

PLAN FOR IMPLEMENTATION

The instruction will be held in the fall of the year to accommodate the most volunteers We will need to occasionally borrow EMS gear from local EMS unit The county EMS meeting will be a good place to introduce plans of a new class The units will recruit many of the students for the class The county will use its State training funds to pay for most of the cost of the class

INSTRUCTIONAL RESOURCES

The classroom will require: Whiteboard Tables and Chairs Mannequins, large diagrams of the bones, muscles, organs Access to a computer and printer An AED trainer Bandages and splints and backboards

FORMATIVE ASSESSMENT

Observation; a teacher will walk the classroom and offer assistance where and when needed. Worksheet: are used to by teachers to discover if the students are understanding the subject. Pop Quizzes: Tell teachers at what point of understanding the entire class is on a particular subject. Journals: This is a method for a teacher to get a personal look at how the students are perceiving the class. Diagnostic Tests: These tests help to tell administration where a particular student or ranks in a subject and if the curriculum is working.

EVALUATION STRATEGIES

The course will start with a pretest for the students During the course itself there will be several quizzes and tests administered to be assured the students are keeping up with the new material presented to them. After the course there will be a final written and practical exam. The students will be given a survey to evaluate the instructors performance The students will then have a State written exam.

OUTCOME REVIEW

Likert Scale is easy to use and scores There needs to be a reason for the program There needs to be preliminary work up or reviews from experts Once the project is put together it needs to be reviewed for accuracy and usefulness There will need to be a comprehensive evaluation of the program. Once the program is given a score any problem areas will need to be changed and reevaluated.

RECOMMENDATIONS

The outcome reviews from students were acceptable The instructors may need a greater understanding of Anatomy and Physiology The program will need to be tweaked to meet future needs The program may require additional clinical time The time of day or time of the year may need to be changes for the next class The local agreements between the hospital and school may need to be reviewed.

REFERENCES

Brown, A., & Green, T. D. (2006). The essentials of instructional design: Connecting fundamental principles with process and practice. Upper Saddle River, NJ: Pearson Education. Demand Media, Inc.. (2013). eHow. Retrieved on February 17, 2013, from http://www.ehow.com/about_5419008_types-formative-assessment.html Dictionary.com, LLC. (2013). Dictionary.com. Retrieved on February 17, 2013, from http:/dictionary.reference.com/browse/needs+assessment

Ertmer, P. A., & Quinn, J. (2007). The ID casebook: Case studies in instructional design (3rd ed.).Upper Saddle River, NJ: Pearson Education. Reiser, R. A., & Dmpsey, J. V. (2007). TRENDS AND ISSUES IN (2nd ed.). Retrieved from The University of Phoenix eBook Collection database. Widgix, LLC dba SurveyGizmo. (2013). Likert Scale What is it? When to use it? How to Analyze it?. Retrieved on February 17, 2013, from http://www.surveygizmo.com/survey-blog/likert-scale-what-is-it-how-to-analyze-itand-when-to-use-it/ http://www.ehow.com/about_5419008_types-formative-assessment.html

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.)