Hello Alyssa,

Thank you for the excellent analysis of the ADDIE model.

Question 1

What theory is the ADDIE model rooted in? Behaviorist

Question 2

What does the acronym ADDIE stand for? Analysis, design, development, implementation,

evaluation.

Question 3

What type of evaluation is performed as an ongoing evaluation during and between steps of the

ADDIE model? Formative evaluation

Applying the ADDIE Model

The ADDIE model can be applied to various educational settings in nursing, such as

patient care, clinical skills, simulations, and general nursing education. For instance, in Michigan

State University's (MSU) nursing program, the Nursing Care of Acute and Chronically Ill Patient I

class can benefit from the ADDIE model. This course emphasizes using the nursing process and

clinical judgment at an intermediate level to manage care for acute and chronically ill patients

(Michigan State University, n.d.). Instructors can use the ADDIE model to design modules for

teaching specific clinical skills, including wound care, medication administration, or patient

assessment (Curtis et al., 2017). They can also create educational materials and programs for

students to educate patients on their medical conditions, treatment options, and self-care

techniques (Curtis et al., 2017). Assuming the class has simulation training, instructors can
design scenarios for nursing students to practice their skills in a controlled environment,

allowing them to learn from mistakes without real-life consequences (Curtis et al., 2017).

Outcomes or Competencies

For outcomes and competencies, instructors should have a clear idea of what they want

their students to achieve by the end of the course (Patel et al., 2018). To accomplish this, they

should consider professional standards such as QSEN or BSN essentials of practice and identify

the competencies students need to acquire. After this, they must create learning outcomes

based on these competencies and prepare aligned assessments (Chen et al., 2011). The next

step is to teach lessons based on those competencies and regularly assess students' progress to

ensure they are on track to meet the desired outcomes (Chen et al., 2011). By applying the

ADDIE model to course outcomes or competencies, instructors can establish a structured and

continuous process of defining, refining, and assessing the learning objectives (Spatioti et al.,

2022). This approach enables educators to adapt and improve the course, ensuring that

students achieve the intended competencies effectively (Davis, 2013).

Organization of Concepts and Content into Modules

In organization of concepts and content into modules step, instructors who teach

nursing care should start by identifying the key concepts and topics related to the related

subject matter (Patel et al, 2018). Afterward, they should organize the identified concepts into

modules or units and then create detailed lesson plans and teaching materials for each module

(Hsu et al., 2014). Instructors should then implement the modules sequentially, ensuring that

each module builds upon the previous one, and evaluate students' understanding and

application of concepts within each module (Hsu et al., 2014). By following the ADDIE model,
educators can systematically design, develop, implement, and assess modules to ensure that

the course content is well-organized, coherent, and conducive to effective learning (Davis,

2013).

Methods of Evaluation

In the methods of evaluation step, instructors will determine the appropriate evaluation

methods based on the curriculum (Patel et al., 2018). Different evaluation methods include

written exams, practical skills assessments, case presentations, and group projects (Spatioti et

al., 2022). These evaluations can be administered appropriately during the course and should be

aligned with the corresponding modules and lessons (Chen et al., 2011). Once the assessments

have been completed, the instructors will analyze the results to assess the overall performance

of the students (Chen et al., 2011). By utilizing the ADDIE model, educators can ensure that the

assessments are valid, reliable, and aligned with the course outcomes (Davis, 2013).

References

Chen, S., Liang, T., Lee, M. & Liao, I. (2011, August). Effects of concept map teaching on

students’ critical thinking and approach to learning and studying. Journal of Nursing

Education, 50(8), 466-469. DOI: 10.3928/01484834-20110415

Curtis, M., Kist, S., Van Aman, M. & Riley, K. (2017, August). Designing integrated courses in an

RN-to-BSN program. The Journal of Continuing Education in Nursing, 48(8), 369-372.

DOI: 10.3928/00220124-20170712-09

Davis, A. (2013). Using instructional design principles to develop effective information literacy

instruction: The ADDIE model. College & Research Libraries News, 74(4).
 https://crln.acrl.org/index.php/crlnews/article/view/8934/9656#:~:text=The%20ADDIE

%20model%20consists%20of,the%20ADDIE%20model%20is%20analysis.

Hsu, T., Lee-Hsieh, J., Turton, M. & Chent, S. (2014, March). Using the ADDIE model to develop

online continuing education courses on caring for nurses in Taiwan. The Journal of

Continuing Education in Nursing, 45(3), 124-131. DOI: 10.3928/00220124-20140219-14

Michigan State University. (n.d.). NURSING NUR. reg.msu.edu/nur

Patel, S., Margolies, P., Covell, N., Lipscomb, C. & Dixon, L. (2018, May). Using instructional

design, analyze, design, develop, implement, and evaluate, to develop e-learning

modules to disseminate supported employment for community behavioral health

treatment programs in New York State. Frontiers in Public Health, 6. DOI:

10.3389/fpubh.2018.00113

Spatioti, A., Kazanidis, I. & Pange, J. (2022, August 23). A comparative study of the ADDIE

instructional design model in distance learning. Information, 13(9), 402. DOI:

10.3390/info13090402