| Course | NUR 672 Design and Delivery of Mediated Instruction |
|---|---|
| Module | Module 1 |
| Paper type | Learning plan document (instructional design analysis) |
| Length | About 769 words, 5 pages |
| Format | APA 7 student paper |
| School | Arizona State University |
| Program | MS in Nursing |
| Updated | October 2026 |
Free sample paper for NUR 672 Module 1
Seeing the Whole Patient: The ADDIE Analyze Phase for an Online Course on Hospital Care for Adults With Intellectual and Developmental Disabilities
Student Name
Edson College of Nursing and Health Innovation, Arizona State University
NUR 672: Design and Delivery of Mediated Instruction
Instructor Name
Month Day, Year
Seeing the Whole Patient: The ADDIE Analyze Phase for an Online Course on Hospital Care for Adults With Intellectual and Developmental Disabilities
Course Title and Description
Title: Hospital Care for Adults With Intellectual and Developmental Disabilities
Description: Adults with intellectual and developmental disabilities are admitted to medical-surgical units every week, yet many nurses report little preparation for caring for them. This self-paced online course, with one facilitated discussion, prepares registered nurses to adapt communication, assessment and the hospital environment for adults with intellectual and developmental disabilities, to work with family members and support staff as partners and to plan safe discharges. Two modules take about four hours in total and earn continuing nursing education contact hours.
The ADDIE Model as the Design Plan
ADDIE organizes instructional design into five phases: analyze, design, develop, implement and evaluate (Branch, 2009). I will use it as follows.
Analyze (this part): define the problem, the learners, the setting and the constraints.
Design (Learning Plan Part 2): write course learning outcomes and module objectives with Bloom's verbs and plan how the course will be evaluated.
Develop (Learning Plan Part 3 and the Canvas build): create the topical outline, activities, materials, assessments and a rubric, then build the modules.
Implement (course draft and peer review): open the course to a pilot group, starting with peer reviewers in this class.
Evaluate (throughout): collect learner reactions and outcomes, revise and repeat. Although the model is often drawn as a line, I plan to treat it as a loop, with evaluation feeding back into each earlier phase.
Topic and Need
The topic grew from a gap the health system already knows about. Two of our hospitals logged safety events last year involving adults with intellectual disabilities: a patient who became distressed and pulled out an intravenous line during a busy admission, and a patient whose caregiver's knowledge of his baseline behavior was not used to recognize early sepsis. A systematic review of hospital experiences found that people with intellectual disability and their carers continue to report fear of hospital encounters, heavy responsibilities placed on carers and problems with staff knowledge, skills and attitudes, despite years of policy attention (Iacono et al., 2014). Interviews with patients with mild and moderate intellectual disability and their carers described negative staff attitudes, failure to make reasonable adjustments and communication barriers (Ali et al., 2013). The course addresses the knowledge and skills part of that problem for nurses.
Setting
The course will run in the Canvas Free-For-Teacher learning management system during this class and then be rebuilt in the health system's own learning platform. Nurses will take it during paid education time on any device, so every page must work on a phone and every video must have captions. The system's continuing education office will review the course for contact hours.
Learner Characteristics
The first cohort will be 40 registered nurses from six medical-surgical units across the three hospitals.
Experience: about a third have practiced for two years or less; the rest range up to 25 years.
Prior knowledge: in a short needs survey sent to the units, most nurses reported no formal education on intellectual and developmental disabilities since nursing school, and many said they felt unsure how to assess pain in a patient who communicates differently.
Motivation: nurses want practical strategies to try on their next shift, and many have a recent patient in mind. This fits adult learning principles, which emphasize relevance and problem-centered learning.
Technology: all nurses use the electronic record daily, but some have never taken a fully online course; the first page will explain navigation.
Constraints: shift work makes live sessions impossible, so the course must be asynchronous, with one discussion open for two weeks.
Accessibility: learners with disabilities themselves may take the course, so materials will follow accessibility basics, such as headings, alternative text and captions.
Reflection on Generative AI in Course Design
I used the university's ChatGPT Edu account to brainstorm course titles and a first draft of the description. It produced several usable titles within seconds, but its description used outdated terms and promised that nurses would "manage behaviors," which frames patients as problems. I rewrote the description in person-first and plain language and removed the claim. Two lessons follow. First, AI saves time at the blank-page stage, but every sentence needs checking for accuracy and tone, especially on a topic where language carries respect or stigma. Second, I will not enter any patient information or internal safety event details into an AI tool; the examples above are composites. In the course itself I plan to tell learners when AI helped create a resource.
References
Ali, A., Scior, K., Ratti, V., Strydom, A., King, M., & Hassiotis, A. (2013). Discrimination and other barriers to accessing health care: Perspectives of patients with mild and moderate intellectual disability and their carers. PLoS ONE, 8(8), Article e70855. https://doi.org/10.1371/journal.pone.0070855
Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer.
Iacono, T., Bigby, C., Unsworth, C., Douglas, J., & Fitzpatrick, P. (2014). A systematic review of hospital experiences of people with intellectual disability. BMC Health Services Research, 14, Article 505. https://doi.org/10.1186/s12913-014-0505-5
What the NUR 672 Module 1 instructions ask for
Module 1, The Analyze Phase of ADDIE, asks students to create the Google Document that will hold the learning plan, apply an instructional design model, write a course description and title, define the topic, setting and learner characteristics and reflect on the use and implications of generative AI in course design. Part 1 is due at the end of the module's week and carries 15 points. The syllabus has students set up an ASU ChatGPT Edu account in Module 0, and AI prompt engineering is part of the introduction module, so the reflection can draw on real use. Choose a topic narrow enough for a short online course that you will build in Canvas Free-For-Teacher, since every later part of the plan builds on it.
How this NUR 672 Module 1 example is built
Title and description appear first, since the syllabus lists them as products of this phase. A short section then explains how each ADDIE phase maps onto the rest of the course's assignments, so the design plan is concrete. The topic section justifies the need with two composite safety events and two published studies on hospital experiences of people with intellectual disability. Setting and learner characteristics follow, the learners described by experience, prior knowledge, motivation, technology comfort, constraints and accessibility. The reflection on generative AI reports what the tool produced, the specific problem with its language and how the writer corrected it, then states two rules for future use. Three sources support the plan.
Reading the NUR 672 Module 1 grading rubric
Part 1 is worth 15 of the course's 100 points, and its rubric in Canvas will likely follow the module objectives: a design plan that applies the ADDIE model, a clear title and description, a defined topic, setting and learner analysis and a thoughtful reflection on AI. Plans earn more when each ADDIE phase is tied to an actual step in the course, not described in general. A learner analysis that will change design decisions, such as asynchronous delivery for shift workers or captions for accessibility, shows applied analysis. Evidence for the need strengthens the topic. In the AI reflection, specific examples of benefits and limits count for more than broad statements about AI in education.
NUR 672 Module 1 help: mistakes that cost marks
Many first plans pick a topic too large for a short course, such as "diabetes." Narrow it to one population, skill or decision. Another weakness is a learner analysis that lists demographics without saying how they affect design. AI reflections often stay abstract; describe what you asked the tool, what it produced and what you changed. Never paste patient or confidential information into an AI tool. If you tell the desk your topic, audience and setting, a Part 1 draft can be built around them. Write the course description for the learner, in plain language, since it will appear on your Canvas home page. Keep the Google Document organized, because Parts 2 and 3 are added to it.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Arizona State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
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NUR 672 Module 1 questions, answered
Where can I find a free NUR 672 Module 1 sample paper?
The full NUR 672 Learning Plan Part 1 sample is on this page, with the ADDIE plan, course title and description, learner analysis and an AI reflection.
What does NUR 672 Learning Plan Part 1 ask?
Apply the ADDIE model, create a course title and description, define the topic, setting and learners, and reflect on generative AI in course design.
What are the phases of ADDIE?
Analyze, design, develop, implement and evaluate; many designers treat it as a cycle in which evaluation informs every other phase.
How many points is the NUR 672 Learning Plan worth?
Each of its three parts is worth 15 points, 45 of the course's 100 points.
What LMS does NUR 672 use?
Students build their online course in the Canvas Free-For-Teacher learning management system.