Running head: DESIGN DOCUMENT

Module 1-Part 2: Design Document

Jasmine D. Hill
Walden University

Dr. Ronald Paige

EIDT-6910
Capstone: Practical Application of Instructional Design
May 18, 2015

DESIGN DOCUMENT
2

Project Description & Goal Analysis

On April 2014 Mid-South Urgent Care officially opened their doors for business. They currently
have three medical assistants, who are crossed trained to run the front desk, operate the x-ray
machine as technicians, while handling their duties for triage. This facility also has three nurse
practitioners, one medical doctor and one operations manager. Although this being a small facility
compared to the other urgent cares around town, they have successfully picked up business.
However, they are having some issues with staff and proper protocols dealing with various patient
relation issues, ultimately resulting in patients turning away to find other facilities to help them.
This has cost them more money than they can afford to continue to maintain.
After speaking with the operations manager, she would like to create a mock developmental course
dealing with patient relations. Below are some of the issues she wants to address:

Team Building

Conflict Resolution

Time Management (less micromanaging)

Due to time constraints, we cannot cover all of these topics in this one professional development
course. As we both agreed some of these issues can be solved with some nonlearning interventions
like job aids. Stolovitch and Keeps (2006, p. 87) articulates that nonlearning interventions
eliminate ineffective procedures or reduce the level of supervision that hinders rapid decision
making by adding facilitative elements or new procedures in order to provide efficiency while
reducing speedbumps and incidents. As Stolovitch and Keeps would agree, this would not be the
proper instructional strategy for this development.

DESIGN DOCUMENT
3

Mid-South Urgent Care (MSUC) focuses on a face-to-face simulated mock professional

development course that targets their developing skills in conflict resolution, team building and
quality patient care. MSUC and I have reviewed various learning theories and instructions to
identify certain behaviors that have influenced the learner performance. This professional
development course also focuses on adult learners with different cultural experiences and age
groups ranging from mid-twenties to late forties.
Effectively addressing workplace conflict will bring important issues to light; open the lines of
communication between patients, healthcare providers and staff. According to Paul Schyve (2009,
p.17), the Joint Commission Leadership Standard LD.02.04.01 states, elements of performance
(EP) 1 and 2 require that all three leadership groupsthe governing body, the chief executive and
senior managers, and leaders of the medical stafftogether develop a conflict-management
process, which must be approved by the governing body. In this professional development course
Mid-South Urgent Care has not officially established processes, standards and/or requirements for
conflict resolution, quality patient care and effective team strategies. As this possibly being a felt
need (Morrison et al, 2011) this developmental course focuses on the following goals to help
MSUC work more efficiently and effectively as a team to maintian the facilities growth:
1. The learners will obtain self-awareness through conversation.
2. The learners will think critically where they will be involved in complex tasks, shifting
from basic to complex problem solving.
3. The learners will develop processes and/or strategies to look beyond initial care for
patients.

DESIGN DOCUMENT
4

The learners have been engaged in an observational study and several questionnaires/surveys that
will be used to obtain the learner/contextual analysis. After further discussion with subject
matter experts (SME) and key stakeholders on organization procedures, pre-requisites, skill
assessments and concepts to provide an outline on task analysis and instructional objectives to
achieve specific levels of achievement. We have constructed a content performance matrix to
determine the type of performance the learners will demonstrate (Morrison, Ross, Kalman &
Kemp, 2013 p. 140). Unmanaged conflicts within the workplace can lead to reduced levels of
teamwork and cooperation, diminished employee commitment and lower levels of quality and
productivity. The following analysis refelcts on our findings, however changes may be made
during or after our implementation.

Learner & Contextual Analysis

General Characteristics and Academic Information
During this development course there will be four personnel that will participate in this mock
course. The ages range from nineteen years old to forty-three years old. All of the personnel are
female and have worked together on various shifts during clinical hours. Two of the personnel
are Nurse Practitioners with NP1 having fourteen years of experience while NP2 has had five
years of experience. The other two personnel are front desk staff, while one (FD1) is certified as
an x-ray technician; , she has only had on the job training as a medical assistant. The other front
desk personnel (FD2) is a recent graduate as a certified medical assistant and has only had two
months of experience.
Specific Entry Characteristic and Learning Styles

DESIGN DOCUMENT
5

Taking these types of general characteristics of all the learners, as characteristics of learners can
affect the design and delivery of the solution, we considered not only age but also motivation or
attitude towards the course, experience with previous/ current employment, special talents and
ability to work under various stressful situations. Due to slight resistance among the following
learners, they feel this will be useful but have negative thoughts towards each other. They feel
they cannot work together due to past experiences working at MSUC. However, they believe
they all have experiences that can be offered and shared. Morrison et al. (2013) articulates that
learners who do not care can be actively resistant towards the instruction and will most likely
respond to activities negatively, resulting in taking away from other motivated learners. Overall,
it will be important for us to focus on creating instruction that will retain interest and attention
for all learners despite their differences in the past.
Cultural Diversity and Learner Disability
All attendees have attained proficiency in the English language and are familiar with workshopstyle instruction. Being that all of them are or have attended an accredited post-secondary school
in the United States, we will create a learning environment where those attending to be
comfortable with learning in an environment that incorporates visual elements and peer to peer
interaction. In addition, we considered social differences where we will be careful in using biasfree materials and providing alternate resources and activities for learners with disabilities.
Contextual Analysis
The learners in this developmental course may or may not have any external factors holding
them accountable for mastering the content. It is not a required workshop and the material will

DESIGN DOCUMENT
6

not be tested for a grade. However, the implementation of change within this organization is
important.

Task Analysis
Topic Analysis:
This type of an analysis is used to define facts, components, principles and rules that will make
up the final instructions (Morrison et al, 2013). I have relied on SME from MSUC to help guide
me in developing the following topic analysis. They have suggested certain gaps in the learners
ability to work as a team for the facility to properly run as a succesful urgent care. We will
develop instructional material focusing on team building, conflict resolution and patient
relations. Team building will have a two part selection due to it being the most important, as the
other topics cannot be successful without the learners being better team players. Part one will
familiarize the learners on what it takes to work together. The second part will allow the learners
to actually work together and expound on their ideas through presentations of what team building
means to them in order for the facility to operate effectively.
Topics
1. Team Building Introduction
2. Team Building Presentations
3. Conflict Resolution
4. Patient Relations

DESIGN DOCUMENT
7

Topics Outline

Table 1
Procedure Strategies
Procedure
Team Building (part 1)

Strategy

Initial Presentation

Demonstration, elaboration,
practice

Introduction to effective
communication using media
content showing effective
and ineffective
communication strategies.
(video and images)
Group activities using
communication effectively
Discuss experiences
regarding effective and
ineffective communication

Team Building (part 2)

Organization, applying,
elaboration

Brief explanation of media

tools to use for their
presentation
Teams will create at least a
3 minute presentation
describing what or how
communication and team
work mean to them.
Teams will present their
presentations

DESIGN DOCUMENT
8

Group discussion on overall

thoughts of activity and why
team work in their
environment is important.

Conflict Resolution

Demonstration, elaboration,
practice

Introduction using media

content on acceptance,
tolerance and different
perspectives through the
process of open
communication.
Teams will be formed to
practice scenarios,
simulating real life
situations (Its not what
you say, but how you say
it)
After each scenario, teams
will openly discuss
procedures, strategies and
regulations/rules.

Patient Relations

Demonstration, organization,
elaboration

Introduction to healthcare
customer service using
media content
Collecting community
resources available to
enhance patient support and
wellness.
Discuss resources and how
they can use them various
situations while thinking
what is best for the patient

DESIGN DOCUMENT
9

and facility.

Instructional Objectives

A. The learners will obtain self-awareness through conversation.

1. For the Mid-South Urgent Care Facility environment to identify and unanimously agree upon
3 shared purposes, 3 shared goals, and 3 shared targets.
2. The MSUC facility will define and agree upon 3 team cultures, 3 values and 3 norms of
behaviors.
3. MSCU staff will identify and unanimously agree upon roles of shared leadership for the
critical care of all patients.
B. The learners will think critically where they will be involved in complex tasks, shifting

from basic to complex problem solving.

1. The learners will analyze 2 problem solving strategies and generate ideas, in a 2 person team,
on how to properly solve them according to their previously agreed upon values, norms and
behaviors.
2. The learners will practice effective communication during 2 scenarios where they will verbally
peer-evaluate on effective patient/provider relationships according to previously agreed upon
roles and leadership for the care of all patients.
3. MSUC staff will discuss how to further practice working relationships between all members to
establish agreed shared roles and leadership for the care of all patients.
C. The learners will develop processes and/or strategies to look beyond initial care for
patients.

DESIGN DOCUMENT
10

1. The learners will individually research medical issues that plague the healthcare industry and
discuss their findings regarding: insurance fraud, medical liability and compliant issues for
overall patient care.
2. Each learner will research 3 community resources that are available to enhance patient support
and wellness for the overall care of MSUC; they will also discuss their overall findings.

Instructional Sequencing and Strategies

Concept-related sequencing is how we organize the world conceptually and logically by teaching
the concepts first and progressively moving towards abstract and complex concepts (Morrison,
Ross, Kalman, & Kemp, 2013). This allows the learner to ultimately receive prior knowledge
about the concepts before expanding into detailed learning.
Table 2
Instructional Sequencing and Strategies
Objectives & Sequencing
Concept-Related Sequencing
1. State shared
purpose, goals and
targets.

Posner and Strikes Class

Relations Sequencing
(Morrison, Ross, Kalman,
& Kemp, 2013)

Strategy

Generative Strategy
Description

Elaboration,
Introduction to effective
demonstration communication using
media content showing
effective and ineffective
communication
strategies. (video and
images)
communication

DESIGN DOCUMENT
11
2. Define positive
team culture, values
and norms of
behaviors.

3. Classify roles of
shared leadership.

Posner and Strikes Class

Relations Sequencing
(Morrison, Ross, Kalman,
& Kemp, 2013)

Posner and Strikes Class

Relations Sequencing
(Morrison, Ross, Kalman,
& Kemp, 2013)

4. Analyze problem
solving strategies
and generate new
ideas.

Elaboration,
organization

Posner and Strikes Class

Relations & Propositional
relations Sequencing
(Morrison, Ross, Kalman,
& Kemp, 2013)

Group activities using

communication
effectively
Discuss experiences
regarding effective and
ineffective

Elaboration,
organization

Introduction using media

content on acceptance,
tolerance and different
perspectives through the
process of open
communication.

Demonstration, .
elaboration,
Team members will
organize
create at least a 3 minute
presentation describing
what or how
communication and team
work mean to them.
Teams will present their
presentations
Group discussion on
overall thoughts of
activity and why team
work in their
environment is
important.

5. Practice effective
communication and
interpersonal skills

Posner and Strikes Class

Relations & Propositional
relations Sequencing

Demonstration, Teams will be formed to

practice,
practice scenarios,
organize
simulating real life

DESIGN DOCUMENT
12
to foster effective
patient/provider
relationship.

(Morrison, Ross, Kalman,

& Kemp, 2013)

6. Practice working
relationships
between all
members to
establish team
building

Posner and Strikes Class

Relations & Propositional
relations Sequencing

7. Examine medical
issues that plague
the healthcare
industry: insurance
fraud, medical
liability and
compliant issues for
overall patient care.

Posner and Strikes Class

Relations, Propositional
relations & Sophistication
Sequencing

8. Researching
community
resources that are
available to
enhance patient
support and
wellness.

Posner and Strikes Class

Relations, Propositional
relations & Sophistication
Sequencing

(Morrison, Ross, Kalman,

& Kemp, 2013)

situations (Its not what

you say, but how you say
it)

Demonstration, After each scenario,

practice,
teams will openly discuss
organize
procedures, strategies
and regulations/rules.

Demonstration, Introduction to healthcare

practice,
customer service using
organize
media content.

(Morrison, Ross, Kalman,

& Kemp, 2013)

(Morrison, Ross, Kalman,

& Kemp, 2013)

Demonstration, Discuss resources and

practice,
how they can use them
organize,
various situations while
elaboration
thinking what is best for
the patient and facility.

Conlcusion. [?]

The Instructional Objective, are generally adequate but not strong enough to
support the assessments you will be creating for Module 2. I strongly encourage
you to rewrite each Objective with all three parts (context, task, parameters for

DESIGN DOCUMENT
13
success). Adding these rewritten Objectives to the table above will help make
Module 2 much more organized and easier to complete.

Resources

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult Learning. Emerging perspectives on
learning, teaching and technology. Retrieved from: http://epltt.coe.uga.edu/index.php?
title=Adult_Learning.
Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning,
teaching, and technology. Retrieved from: http://projects.coe.uga.edu/epltt/index.php?
title=Social_Constructivism.
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective in
struction (7th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Ormrod, J. E., Schunk, D. H., & Gredler, M. (2009). Learning Theories and Instruction. New
York: Laureate Publishing, Inc.
Schyve, P.M. (2009). Healthcare organizations: A guide to joint commission leadership
standards. A Governance Institute White Paper, Winter 2009. Retrieved from
http://www.jointcommission.org/assets/1/18/WP_Leadership_Standards.pdf.

Stolovitch, H. D., & Keeps, E. J. (2006). Beyond training ain't performance fieldbook.
andria, VA: ASTD Press.

Appendix A
Graphical Representation of Task Analysis

Alex

DESIGN DOCUMENT
14