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Running head: CARE OF THE ELDERLY SEPTIC PATIENT 1 Nursing Care of the Elderly Septic Patient C947 Nursing Education Capstone Western Governors University College of Health Professions CARE OF THE ELDERLY SEPTIC PATIENT Executive Summary Pedagogical designs of nursing education curricula profoundly influence and prepare learners for demanding clinical situations necessitating a superior level of critical thinking, autonomy, and clinically sound reasoning and decision making. A curriculum gap identified at Governors University prompted this clinical practice experience to implement a Care of the Elderly Septic Patient module to NUR421 Nursing Care of the Older Adult course. The general underpinning of this clinical practice experience to implement a Care of the Elderly Septic Patient module into the Nursing Care of the Older Adult course is the ADDIE Model. Yeh & Tseng (2019), describe the ADDIE Model as “the instructional development process comprising of five phases: analysis, design, development, implementation, and evaluation.” In the analysis phase of the ADDIE Model, nurse educators aim focus on the learner to ensure that the development of any new educational program or module is directly proportionate to the current level of skill and intelligence that each learner exhibits. The analysis phase was utilized to assess learner’s needs, and the efficiency of the topics yet to be explored, to ensure that learners acquire new knowledge necessary to be successful in the course. A literature review, affinity diagram, need-gap analysis, and force field analysis were utilized to identify current needs and relevant data in support of this educational proposal and presented to key stakeholders. In collaboration with key stakeholders, it was determined that the incorporation of a Care of the Elderly Septic Patient module will provide learners with dynamic, engaging, and innovative learning experiences that promote critical thinking and development of the knowledge, skills, and attitudes required of a baccalaureate prepared nurse. In the design phase of the ADDIE Model, nurse educators determine which important elements of instruction are required to achieve the established goals of the educational proposal. 2 CARE OF THE ELDERLY SEPTIC PATIENT The design phase was utilized to ensure the educational proposal directly correlates with the desired outcome of implementation of a new module or program. Moreover, the design phase provided an opportunity to ensure both independent and collaborative efforts with meticulous attention to detail were employed to ensure learners were provided with experiential learning activities that promoted critical thinking and encouraged a higher cognitive order of thinking. As such, a course description, course objectives, teaching/instructional strategies, learning materials, course content outline, student-centered learning outcomes, course policies, and grading policy/scale were strategically designed. In the development phase of the ADDIE Model, nurse educators develop the curricula by cultivating the dynamic elements which comprise the course. The development phase provided an opportunity to employ both independent and collaborative efforts with meticulous attention to detail of the development of course material to ensure learners were provided with course content, dynamic assessments, and experiential learning activities that promoted critical thinking and encouraged higher cognitive levels of thinking. As such, a course overview, lecture content, learning resources, learning activities, formative assessments, and summative assessments were strategically cultivated. In the implementation phase of the ADDIE Model, nurse educators continuously modify the newly developed curriculum to ensure overall quality, effectiveness, and efficiency which provides learners with the most opportunities for success. A meticulous and continuous process of analyzing, redesigning, training, retraining, and enhancing the curriculum occurs in the implementation phase. Furthermore, the implementation phase takes in to account the feedback from key stakeholders before, during, and after the pilot test to obtain data related to what pieces 3 CARE OF THE ELDERLY SEPTIC PATIENT of the new curriculum were conducive to the learning process, and what pieces were not, with the ultimate goal of making the program or module more effective and successful. In the evaluation phase of the ADDIE Model, nurse educators meticulously scrutinize the newly developed and implemented program or module. Evaluations of the effectiveness of the curriculum by analyzing successes and areas of improvement are performed via key performance indicators, benchmarking, and student surveys. The evaluation phase provided an opportunity to ascertain if both faculty, learners, and project goals were met; in addition to the overall effectiveness of the newly developed curriculum and establish opportunities for improvement to ensure further efficiency and success of nursing learners.