Running head: THE ADDIE MODEL 1

The ADDIE Model: HIPAA Lesson Plan

Week 5 Final Paper

Eric Fonseca

Advanced Instructional Design EDU 431

Instructor Dr. Marcia Ashbaugh

May 1st, 2017

THE ADDIE MODEL 2

The ADDIE Model: HIPAA Lesson Plan

The ADDIE model provides a framework for Instructional Designers to create

meaningful instruction that leads to learning outcomes for students. The ADDIE model is an

acronym for the five stages of analysis, design, development, implementation, and evaluation.

Hess and Greer (2016) state one of the main benefits of using the ADDIE model is that it is

iterative, involving review and revision throughout the design process (p. 267). This quote

identifies that instruction is constantly changing and a framework is needed that accounts for

these endless variations. Applying the ADDIE model to education regarding the Health

Insurance Portability and Accountability Act (HIPAA) will allow for a systematic and

comprehensive design of instruction that accounts for change and leads to the learning outcomes.

Identifying the major components of each of the phases of the ADDIE model will best serve the

learner meeting the goal of the course. The lesson overview and the learners are components that

will be analyzed. Primary topics, objectives, and activities will be designed and developed that

lead to the overall goal of the course. Implementing the nine events of instruction to meet

learners needs will be demonstrated. Finally, assessments will be included that allow for

evaluation of the learning outcomes, facilitating retainment and transfer of information.

Analyze: Lesson Overview and Learner Analysis

The analysis phase of the ADDIE model determines the needs of instruction and

identifies the learners characteristics and prior knowledge that is relevant to the course. Gagne,

Wager, Golas, and Keller (2005) state that the first step in the analysis process is determining

For what problem is the instruction the solution? (p. 23). In the case of HIPAA, the problem is

that there is a significant security concern regarding personal health information that needs to be

addressed. In fact, Nass (2009) finds Breaches of privacy and confidentiality not only may
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affect a persons dignity, but can cause harm. When personally identifiable health information,

for example, is disclosed to an employer, insurer, or family member, it can result in stigma,

embarrassment, and discrimination (p. 77). This statement identifies why it is important for

those working with health information to maintain the security and privacy of others.

The designed lesson will focus on the main components of the HIPAA law that affect

healthcare staff in their job roles. The lesson will be designed in a blended format of

asynchronous computer-based training modules along with a synchronous online web-conference

that learners will attend. The lesson will be broken into modules of the most important topics to

ensure learners can retain the information being presented. The modules will provide learners

with the information they need to know to perform their job roles efficiently and maintain

privacy and security of members enrolled in health care plans.

The learners who are participating in this lesson are adults who are currently, or looking,

to be employed in the healthcare industry. The lesson design will allow for people from any

country or state to attend as it will be provided in an online environment. Learners should have a

basic knowledge of healthcare terminology upon signing up for the course. They must also have

access to a computer and be able to navigate a computer-based module and have an online

connection with a phone line to attend the web-conference. Though there will be instructions on

how to use and access the applications for instruction, a user must be able to access these

instructions.

Design: Objectives, Topics, and Activities

In the design phase of instruction, a blueprint for designing instruction is created

including identifying objectives, main topics, and activities that will be used during the lesson.

The instruction will include topics of defining the acronym HIPPA and identifying its
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components. Additionally, a section on HIPAA for professionals and another on HIPAA for

individuals will be incorporated. The course goal will be for healthcare professionals to follow

HIPAA laws to maintain the privacy and security of members. Objectives that will lead to this

lesson goal are: The learner will: (1) Define the acronym HIPAA and summarize the information

it entails, (2) Identify the primary components of the privacy rule and how it affects professionals

and individuals, (3) Analyze patient rights under the HIPAA law, (4) Discriminate between

individuals who are considered personal representatives and those who are not. These objectives

provide measurable outcomes that can be assessed by an instructor to ensure learners have met

the course goal.

Also. In this phase of the ADDIE model, activities may be identified that lead to the

course outcomes. Activities that will be implemented into this course are a computer-based

module that will include definitions and clarification of what HIPAA entails. Secondly, an

instructor-led conference will be provided, elaborating on the topic with formative assessments

like polls, quizzes, and group discussions. Finally, group learning activities will be implemented

such as mock interactions between a professional and a health care enrollee that allow the learner

to identify if the person is a personal representative or business associate who can receive

protected information under the HIPAA law. Also, included in the design phase is consideration

of the nine events of instruction which then leads to the development of the materials.

Development: The Nine Events of Instruction

Robert Gagne developed The Nine Events of Instruction which is a set of events

external to the learner that support the internal process of learning (Gagne, Wager, Golas, &

Keller, 2005). Ullah, Rehman, and Bibi (2015) find that these events significantly improves

our performance as a teacher but also increases Learners' Approval Rate suggesting better
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understating and retention of knowledge (p. 538). Using these events to design and develop

instruction create an experience for the learner to receive the stimulus that assists in the transfer

and retainment of presented information.

The first event includes developing materials that gain the attention of the learner as well

as provide motivation to learn. HIPAA pertains to information confidentiality and security which

is a major concern for people. To gain attention, a video will be presented that depicts someone

having their information and identity stolen, and the problems that arose from this act. The video

will lead to reflection discussion by the instructor and learners regarding how the information

being taken can be harmful to themselves and others. The video and the discussion should lead

to curiosity to learn more about the danger of unsecured information and how people can protect

this data.

Next, the learner is provided with the objectives of the course. Providing the objectives

assists the learner with guidance as to what the focus of the course will be. It also leads to

building rapport with the instructor and keeps learners from forming their own objectives that

may lead them on an inappropriate learning path. The goal of the course is presented to the

learners and specific, measurable objectives of the HIPAA law and how it pertains to the

learners job role creating a clear learning track toward learning outcomes. Once this is

completed, it directs them to the next event of instruction of stimulating recall of prerequisite

capabilities.

In the next event, the instructor allows individuals to relate previously learned

information to the new content that will be taught. Facilitating recall would be conducted by

asking learners when and where they have been invited to fill out and file HIPAA paperwork and

why they felt this was important. They may have completed this type of paperwork at a doctors
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visit or even when they were receiving an eye exam. Individuals may not feel this information

was relevant at the time, but after the material is presented there may be feedback as to why they

feel this was an impactful event.

Once related experiences have been discussed, stimulus material will be provided to the

learner. This event provides the primary components of instruction and leads to assessments that

skills have been acquired at the end of instruction. In this phase, a definition and summary of the

HIPAA law will be presented, and information will be chunked into categories making it easier

to retain. Main topics and relevant terms will be bolded and highlighted to emphasize their

importance. Finally, activities will be incorporated including having learners identify persons

who are legally able to speak on another individuals behalf. During and after this fourth phase is

completed the fifth event is addressed.

The fifth event of instruction is providing learner guidance this can be done while the

stimulus is being presented and during activities. Learning guidance would be achieved by

elaborating on what constitutes HIPAA compliance. The learner would then be provided

questions that allow them to identify how HIPAA would be implemented in their job role.

Providing guidance not only assists in retaining information that was presented, but may also

lead to new ideas. This statement is affirmed by Gerard, Ryoo, McElhaney, Liu, Rafferty, &

Linn (2016) who state, Guidance in inquiry units can support knowledge integration by helping

students to use evidence to distinguish new ideas from existing ideas and consolidate their

understanding (p. 61).

The next two events include eliciting performance and providing feedback. Eliciting

performance presents an opportunity for the learner to demonstrate their newfound knowledge.

In the HIPAA lesson, the participants would be involved in a simulation that allows them to
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determine, based on the law, if they can provide protected health information to a customer.

Learners would also have to problem-solve whether the person they are speaking to is a member,

member representative, or business associate who can talk on the enrollees behalf. These

activities would lead to feedback by the instructor allowing the learner to identify the level they

are performing at toward the learning outcomes. Feedback in the HIPPA lesson would also be

provided through the computer-based modules through formative assessment questions the

students would answer. During group activities, group members would provide feedback on

other participants on attainment of concepts and participation.

Assessing learning performance is the eighth event of instruction. This event provides a

measure that learners have achieved the goal of the course and met the objectives. Assessment

can be done in a multitude of ways including verbal, written, through simulation, or a rubric.

The assessment of the learning outcomes in the HIPAA course would be completed several ways.

A written assessment consisting of multiple-choice and short-answer items will identify the

understanding of definitions and terms. Simulations would be assessed to determine if learners

are accurately providing protected health information. Finally, a rubric will be utilized that

identifies how effective the learners met the course objectives. An example of the rubric is

provided after the conclusion of this paper.

The final event of instruction includes enhancing retention and transfer. This event

would be implemented by conducting audits of the learners on-the-job activities to ensure they

were using the knowledge they had gained about HIPAA law and rules. Additionally, they would

be asked to refresh their knowledge quarterly, by taking a computer-based module and

assessment. Another way that retention and transfer can be enhanced is by self-evaluation.

Larsen, Butler, and Roediger III (2013) state One technique that has shown promise involves
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having students generate explanations about why a particular piece of information is important

and how it relates to their existing knowledge (p. 675). This quote shows that reflection on what

individuals have learned can assist in retaining information.

Conclusion

Indeed, the ADDIE model provides a framework for Instructional Designers to create

meaningful instruction that leads to learning outcomes for students. Applying the ADDIE model

to an instruction design regarding the Health Insurance Portability and Accountability Act allows

for a systematic and comprehensive framework of instruction that accounts for change and leads

to the learning outcomes. Identifying the major components of each of the phases of the ADDIE

model serves the learner in meeting the goal of the course. The lesson overview and the learners

were analyzed. Learning outcome objectives were designed and developed that lead to the

overall goal of the course. The nine events of instruction were described to be implemented to

meet learners needs. Finally, assessments were examined and included that allow for evaluation

of the learning outcomes facilitating retainment and transfer of information.

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HIPAA Lesson Rubric

Points Non- Below Average Average Proficient

possible performance
0 points 1 point 2 points 3 points
OBJECTIVES Does not Identifies the Identifies the Identifies the
Define the correctly define acronym HIPAA acronym HIPAA and acronym HIPAA and
acronym the acronym or summarize the summarizes the summarizes the
HIPAA and HIPAA or information it information it entails information it entails
summarize the summarize the entails, but not and elaborates on
information it information that both personal experiences
entails it entails. or relates the
information to their
job role
Identify the Does not Identifies the main Identifies the main Identifies the main
main identify the components of the components of the components of the
components of main privacy rule or privacy rule and privacy rule and how
the privacy rule components of how it affects how it affects it affects
and how it the privacy rule professionals and professionals and professionals and
affects and how it individuals, but individuals individuals and
professionals affects not both elaborates on
and individuals professionals personal experiences
and individuals or relates the
information to their
job role
Analyze patient Does not Analyzes only one Analyzes two or Analyzes two or
rights under the analyze patient patient right under more patient rights more patient rights
HIPAA law rights under the the HIPAA law under the HIPAA under the HIPAA
HIPAA law law law and elaborates
on personal
experiences or
relates the
information to their
job role
Discriminate Does not Discriminates Discriminates Discriminates
between discriminate between between individuals between individuals
individuals between individuals who who are considered who are considered
who are individuals who are considered personal personal
considered are considered personal representatives and representatives and
personal personal representatives those who are not, those who are not,
representatives representatives and those who are and has 4 or less and has zero errors
and those who and those who not, but has 5 or errors during during simulation.
are not. are not. more errors during simulation.
simulation.
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References

Gagne, R., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design

(5th ed.). United States: Cengage.

Gerard, L. F., Ryoo, K., McElhaney, K. W., Liu, O. L., Rafferty, A. N., & Linn, M. C. (2016).

Automated guidance for student inquiry. Journal of Educational Psychology, 108(1), 60-

81. doi:10.1037/edu0000052

Hess, A. K. N., & Greer, K. (2016). Designing for engagement: Using the ADDIE model to

integrate high-impact practices into an online information literacy

course. Communications in Information Literacy, 10(2), 264-282.

Larsen, D. P., Butler, A. C., & Roediger III, H. L. (2013). Comparative effects of test-enhanced

learning and self-explanation on long-term retention. Medical Education, 47(7), 674-682.

doi:10.1111/medu.12141

Nass, S. J. (2009). Beyond the HIPAA privacy rule: Enhancing privacy, improving health

through research. Washington, US: National Academies Press. Retrieved from

http://www.ebrary.com

Ullah, H., Rehman, A. U., & Bibi, S. (2015). Gagne's 9 events of instruction - A time tested way

to improve teaching. Pakistan Armed Forces Medical Journal, 65(4), 535-539.