Posted: March 12th, 2023

Developing Instructional Goals

(63) Goals and Objectives – Identifying the Difference – YouTube

Home Page – Writing Instructional Objectives – STE – CEBS – WKU | Western Kentucky University

Prior to this discussion, be sure to read Chapter 6 in Brown and Green (2020). In addition, view How

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Definition and

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chool of Teacher Education

Links to an external site.

. This discussion is an opportunity to practice developing instructional goals and builds on your participation in the Week 3

A

ssessing Instructional Needs discussion and Conducting a Learner Analysis assignment. Please review the Week 4 Instructor Guidance page and the Discussion Grading Rubric before participating.

Initial Post: Compose an initial response that includes the following:

· Restate your need or problem identified from the Week 3 Assessing Instructional Needs discussion.

· Explain the significance of developing goals and how they differ from objectives.

· Develop and list two goals to guide the focus of instruction you are designing. (
Note: Here you are writing goals, not objectives. You will write objectives as part of this week’s assignment).

· Explain how each goal adheres to the elements of a SMART goal (i.e., Explain how each goal is Specific, Measurable, Attainable, Relevant, and Time-Based.). You may use the following table to do this:

Explain what makes this goal 
specific.

Explain what makes this goal 
measurable.

Explain what makes this goal 
attainable.

Explain what makes this goal 
relevant.

Explain what makes this goal 
time-based.

Critical Thinking Guidance: To help meet the critical thinking requirement, your post should do at least one of the following:

· analyze or evaluate information,

· make connections to other concepts in the class,

· provide examples that support your thoughts and viewpoints,

· share personal experiences relevant to the post,

· cite sources that support what you are stating in your post, or

· offer alternative viewpoints

Needs Assessment vs. Needs Analysis

As an instructional designer working for a healthcare organization named Healthfirst, I know the problem that must be addressed is the high rate of medication errors nurses make. According to the Institute of Medicine (IOM) report, medication errors significantly cause morbidity and mortality in the United States. Nurses are responsible for administering medication to patients, and medication errors can occur due to factors such as poor communication, lack of knowledge, and inadequate training (Institute of Medicine, 2006). Therefore, there is a need for training that can equip nurses with the necessary knowledge and skills to prevent medication errors and promote patient safety.

Impact and Stakeholders

Nurses, patients, and the organization are essential to executing the change. The training will enable nurses to reduce medication mistakes and deliver safer patient care by enhancing their knowledge and abilities. The training will lower the risk of medication mistakes and increase the safety of patients. For the company, the training will lower the expense of lawsuits stemming from drug mistakes and enhance its reputation.

The rationale for Instructional Intervention

Education is the most effective method for resolving the issue of mistakes that nurses make while administering medications to patients. According to research by the Society for Human Resource Management (2020), proper training gives workers the information and abilities to carry out their job responsibilities appropriately. In addition, the repercussions of not dealing with the issue might have significant repercussions. Medication mistakes may result in adverse effects for patients, including damage, incapacity, and even death in extreme cases. In addition, errors in medicine administration might result in legal action against the organization, which can be expensive and detrimental to the organization’s image (Brown and Green, 2020).

According to research, training may be a helpful method for reducing the number of medical mistakes that occur. For instance, a training program for nurses that emphasized communication and collaboration was shown to minimize medication mistakes drastically. This research was conducted by Nuckols et al. (2017). According to another research conducted by Coyle et al. (2019), a training program for nurses centered on medication safety substantially improved drug knowledge and reduced medication mistakes. These studies prove that training can reduce medication errors and improve patient safety.

In conclusion, nurses’ education

is the most critical factor in resolving the problem of medication mistakes. The nurses, the patients, and the business all play essential roles in making the shift happen. Education is the best answer since neglecting the issue might potentially lead to catastrophic effects. It has been discovered that training is effective in reducing the number of medication errors, and the training program that has been recommended has the potential to increase patient safety while simultaneously reducing the cost of litigation. As a consequence, the educational intervention recommended for use in Healthfirst is of the utmost importance with regard to improving patient safety and cutting down on the number of instances of pharmaceutical errors.

References

Brown, A., & Green, T. (2020). The essentials of instructional design: Connecting fundamental principles with process and practice (4th ed.). Routledge.

Coyle, L., Taylor, J., & Trouth, A. J. (2019). Medication safety education: Impact on knowledge and medication errors among nurses. Journal of Nursing Education and Practice, 9(6), 66-73.

Institute of Medicine. (2006). Preventing medication errors. National Academies Press.

Nuckols, T. K., Smith-Spangler, C., Morton, S. C., Asch, S. M., Patel, V. M., Anderson, L. J., Deichsel, E. L., Shekelle, P. G. (2017). The effectiveness of computerized order entry at reducing preventable adverse drug events and medication errors in hospital settings: A systematic review and meta-analysis. Systematic Reviews, 6(1), 56