instructional plan template | slide 1 aet/515 instructional plan template paul sabatini

Instructional Plan Template | Slide 1

AET/515Instructional Plan

Template Paul Sabatini


Needs Assessment

1. The learning opportunity is to provide coursework relevant to the profession of a pharmacy technician in the hospital practice setting.

2. At this current time, there is no coursework available related to pharmacy practice.

3. A six week course which encompasses lecture and theory as well as, a hands-on approach method for the tasks involved with the hospital practice setting, aseptic technique and unit dose

Needs Assessment

4. Currently, there is no pharmacy technician coursework offered at the Northwest Valley Community College for any adult learner who desires to work in a hospital pharmacy. A six week course will offer adult learners insight and a working knowledge of being in a hospital pharmacy setting which will then satisfy the need.

5. My recommended solution for filling the gap is to design a course that will satisfy the needs for the adult learner, the college as well as for the pharmacy profession.



Instructional Goal

After successful completion of the instructional plan, learners should be able to:

•Be introduced to the daily functions of a hospital pharmacy practice setting, including technician responsibilities, interpretation of physician orders, medical administration records and inventory issues.


Performance-Based Objectives

• The audience/ learner is an adult who has the desire to be trained as a pharmacy technician with having a mindset of an allied healthcare professional. Expected measureable behaviors are their assigned course competencies of working in a hospital pharmacy setting. Behaviors will be carefully assessed and measured over the course of six weeks.

• Criteria used for evaluating the adult learner will be based

upon a math and skill-set assessment as they relate to the course objectives. The goal of the course is a successful learning outcome with a score of 90% accuracy or higher in the course as an earned degree of accomplishment.


Summative Assessment and Learning Outcomes

Evaluation tools that will be used to evaluate learning outcomes during the course are:1.A mid-term exam (at the end of the third week)2.A final exam (at the end of the sixth week)3.Five compensatory hands on practicums4.A skill-set check off card which aligns with the practicums5.A survey tool for the adult learners to provide feedback about the course and the instructor6.A report card at the end of the course


Learner Characteristics

• A postsecondary course specifically developed for the hospital pharmacy practice setting. The course is composed of 14 to 16 men and women with a minimum age requirement of 18 years old. The adult learners must have a GED or High School diploma per the State Board of Pharmacy.

• A background as an allied healthcare professional is preferred with a strong aptitude in math and problem solving. A professional and mature attitude is required to enroll in the course. A final score on the “Wonderlic Scholastic Level Exam” must be 25 or higher in to be admitted into the course.

(Wonderlic, 2013)

Learner Characteristics

• The learning styles of the course will incorporate didactic training which is focused on the kinesthetic learner as “kinesthetic learners tend to learn through moving, doing and touching.” The adult learners will also process the information by solving problems during each core competency piece of the course.

• Implications to the instructional plan based on these characteristics will be an employable, professional and successful pharmacy technician.

("James Cook University Australia", 2012)



• The intended instructional setting will be in a classroom environment. The room will be composed of a lecture room and a lab. The lab will contain all of the materials and resources required to develop the skill-sets of the student.

• The intended application setting will be in a classroom and on-line modality. The classroom modality will contain all of the materials and resources for the immediate needs of the student. The on-line modality will enable the student to access grades, assignments, and other programmatic notifications.

• The learning context will be reviewed by the faculty and the instructional designer in collaboration to develop the instructional plan.

Learning Context


Delivery Modality

The most effective method of delivery for this program is an “instructor-led training (ILT)” course.

An ILT course provides the student with a subject matter expert who can deliver the content in an accurate and concise manner.

An ILT course also provides the student with an individual who understands the dynamics and logistics of working in a hospital pharmacy.

(Fleet Owner, 2012)


Instructional Strategies

• The overall plan governing the instructional content will be a shared responsibility by the faculty team. They will each be responsible for facilitating the lectures and the labs of the course.

• The process of how it will be taught will be based upon the schedule and timeframe of the course as well as, delivered into a correlating process of laboratory exercises that will be built upon one another.

• Instructional strategies will include; the use of technology to deliver the lectures via Microsoft PowerPoint and the laboratory practicums will be grouped into teams of students to prevent clustering.


Plan for Implementation

• The timeframes for the actual implementation of instruction and actual delivery of the instruction will include; a classroom delivery date for the course to go live in two weeks. The amount of time it will take learners to complete the course will be approximately six weeks.

• Two facilitators/ instructors will be responsible for maintaining his/ her core curriculum binder as well as, any e-curriculum developed by the designer. Materials will be copied from the binder and delivered to the students.

• The implementation of the plan will include the participation of the administration and faculty members.

Plan for Implementation

• The administration will be responsible for the maintenance of student records as well as all enrollment documentation. The faculty will be responsible for the production of all course materials.

• The resources needed to implement the plan will be, an office space with a laptop computer, and a printer. The instruction will be implemented in the classroom one week prior to the go-live date. The instruction will be implemented every six weeks as the plan will be implemented by supporting members of the hospital pharmacy industry, the subject matter experts and the faculty team.



Instructional Resources

Materials necessary to implement the instructional plan will be:•Six computers•A printer•A whiteboard•An overhead projector capable of delivering high-resolution output•A laminar horizontal airflow hood•A sink


Formative Assessment

Five formative assessment strategies that could be incorporated into the implementation of the instructional plan are:1)Review the plan as it is being developed at the mid-point and end point of the course.2)Break the reviewers into small groups for accuracy and current information3)Have a mock class with the faculty and members of the design team in order to gauge learner perception4)Validate the results of the information with the learners5)Bring about “ongoing evaluation” throughout specific times in the year, the industry changes and so will the curriculum.

(Brown & Green, 2006)


Strategies for evaluating the instructional plan will include:•Surveys from the student’s perspective which will be facilitated via an on-line an anonymous survey tool with 20 “closed-ended format questions”•Monthly meetings with the faculty team•Quarterly meetings with the administration team

(Stewart, Waight, Norwood, M., & Ezell, 2004)

Evaluation Strategies

Evaluation Strategies (Continued)

• Measuring student learning outcomes from three specific target goals:1. Cumulative GPA2. Use of Lab Manual3. Experiential site feedback



Outcome Review

The identifying instruments and tools used to evaluate the outcomes of the instructional design will be:•Rubrics for lab assignments•Mid-term report card•Final report card


Recommendations

Possible recommendations for future use of this course will be based upon:•Market availability of hospital pharmacy technicians•An extension of this current course to branch out into courses/ markets related to other areas of pharmacy technology such as “retail or mail-order pharmacies”.

("Pharmacy Technician Schools", 2013)


References

Stewart, B. L., Waight, C. L., Norwood, M. M., & Ezell, S. D. (2004). FORMATIVE AND SUMMATIVE EVALUATION OF ONLINE COURSES. Quarterly Review of Distance Education, 5(2), 101-109. Retrieved from http://search.proquest.com/docview/231185310?accountid=35812

Brown, A., & Green, T.D. (2006). The Essentials of Instructional

Design: Connecting Fundamental Principles with Process and Practice . Upper Saddle, NJ: Prentice Hall/Merrill.

Meritor launches instructor-led training courses. (2012). Fleet Owner, Retrieved from http://search.proquest.com/docview/1026560508?accountid=35812

References (Continued)

Wonderlic. (2013). Retrieved from http://www.wonderlic.com/assessments/ability/scholastic-level-exams

James Cook University Australia. (2012). Retrieved from http://www.jcu.edu.au/wiledpack/modules/fsl/JCU_090460.html

Pharmacy Technician Schools. (2013). Retrieved from http://www.pharmacytechs.net/resources/career-description


instructional plan template | slide 1 aet/515 instructional plan template paul sabatini

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