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Implementing a Staff Education Program Using the ADDIE Framework

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Implementing a Staff Education Program Using the ADDIE Framework

Safe and effective medication administration is crucial in mental health settings where

precision is crucial. Healthcare workers sometimes lack the knowledge to properly monitor

blood drug levels, detect contraindications, and ensure treatment efficacy. This knowledge gap

puts patients at risk of medication errors, adverse drug responses, and ineffective treatment

(Koyama et al., 2020). This project addresses the gap by developing and implementing a staff

educational intervention. The project follows ADDIE (Analysis, Design, Development,

Implementation, and Evaluation), an educational design framework. The process includes needs

assessment, curriculum design, content development, training, and outcome assessment (Spatioti

et al., 2022). A Gantt chart will be used as the project’s management tool. The tool facilitates

timeliness and efficient coordination of tasks. Based on SMART objectives framework, the

project goals will be specific, meaningful, measurable, feasible, and time-bound. This project

aims to empower nurses, improve patient care, and promote professional advancement.

Project Management Tool: Gantt Chart

The most suitable tool to be used in the management of this project is the Gantt chart

because it displays activities, timelines and dependencies. This tool allows a change agent to

monitor the entire project’s progress in the ADDIE framework and make certain that each phase

is executed sequentially. It enables the project management tea, to foresee delay issues because it

highlights overlaps and dependencies (Rew et al., 2020). The chart highlights needs assessment,

instructional plan, and outcome evaluation. For instance, the establishment of learning tools on

blood drug levels, contraindications, as well as treatment compliance has timelines attached to

them. Delegation of tasks, which is aided by the Gantt chart, makes work more focused and

everyone is held accountable.

Project Management Plan

Analysis Phase

The project's analysis phase reveals nursing staff medication safety issues and needs. The

phase was initiated with a thorough needs assessment to identify knowledge gaps and how they

influence patient outcomes. Surveys and interviews were used to understand nursing staff

opinions on current procedures and training needs. To determine how knowledge gaps affect the

organization, quantitative and qualitative data were analyzed, along with organizational

indicators such adverse event reports and medication errors. A literature and best practices

review influenced the project's evidence-based approaches. Research shows that staff education

reduces medication errors and boosts staff knowledge (Giannetta et al., 2021). Combining

findings with organizational data during analysis facilitated the practice gap identification and

helped shape educational objectives. This phase ensured that the educational program meets

nursing staff needs and set the stage for subsequent phases.

Design Phase

The design phase aims at developing an organized educational intervention derived from

information gathered during analysis. The goal is to outline a program that addresses knowledge

gaps. This phase will start with developing SMART based program learning objectives that are

specific and measurable. For instance, one of the goals is that staff will accurately interpret blood

drug levels within three months of program completion. To achieve this, instructional strategies

will be developed that will allow the content to be presented effectively. Single mode approaches

are not sufficient to improve compliance and contraindication management; hence, multimodal

strategies are necessary. These include Interactive workshops, infographics, and self-paced e-

learning. All the methods used are selected to address the diverse learning needs and ensure that
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learning is effective and applicable. Additionally, design requires the development of evaluation

instruments with which to assess the effectiveness of the program. Pre-education assessments

will be used to measure the staff’s knowledge before the education while post-education

assessments will be used to measure the learning outcome. These tools guarantee comprehensive

and valid evaluations since they are in line with program objectives. After this phase, a detailed

instructional plan will be in place to guide content development.

Development Phase

The development phase involves creating instructional tools and resources highlighted in

the design phase. The materials should be clear, engaging, and relevant to the nursing staff’s

roles. PowerPoint slideshows summarize key concepts, case-based scenarios simulate real-world

issues, and interactive quizzes promote knowledge retention. Infographics will also be used,

which will help staff understand and remember complex subjects like blood medication

pharmacokinetics. The training materials should be visually appealing and easy to obtain to keep

staff engaged. To verify practicality and efficacy, a small group of nurses will pilot-test the

educational materials. Their feedback will be used to remedy gaps and clarify information. If

participants struggle to comprehend certain concepts, further visual aids or explanations will be

used. After this stage, the instructional toolbox will be finalized and ready to be used.

Implementation Phase

The nursing staff will be educated throughout implementation. The change agent must

plan properly to engage at this phase (Spatioti et al., 2022). Training sessions will be tailored to

nursing staff schedules so they cannot disrupt usual duties. For instance, the sessions will be

conducted during different shifts and online so nurses can take part at their convenience.

Combining live and virtual training sessions will make training exciting and interactive. Active
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participation will be facilitated through Q&A sessions, small-group discussions, and practical

activities. For instance, a workshop activity may include a scenario-based exercise that lets staff

practice assessing blood drug levels and spotting contraindications. This will prepare nurses to

confidently apply training knowledge to their daily duties, closing the theory-practice gap.

Additionally, learning will be supported by pre-course educational materials that can assist

participants get familiar with the content. This preceding effort ensures that training sessions

focus on deeper engagement and practical application rather than just providing content. All

participating staff is expected to have received rigorous training to fill the practice gap by the end

of the implementation phase.

Evaluation Phase

The evaluation phase determines how effectively the program met its objectives and

where improvements are needed. This stage will begin with post-education assessment to

evaluate learning. These tests will be compared to the pre-education baseline assessment to

measure program impact. If staff scores improve considerably following training, it would

indicate that the educational intervention improved their knowledge. Qualitative feedback from

surveys and focus groups will help determine how participants felt about the program. This

feedback can help develop future programs by identifying the program's strengths and

weaknesses. Assessment results will be used to create a complete report. This paper suggests

ways to sustain the program's benefits. For instance, the report might recommend adding the

training to the company's orientation program or offering refresher sessions.

SMART Objectives

The SMART objectives for this project are as follows:

1. Specific: Enhance nursing staff’s ability to accurately interpret blood drug levels,

recognize contraindications, and ensure treatment compliance efficacy.

2. Measurable: Achieve a 40% improvement in post-education assessment scores

compared to pre-education baselines.

3. Achievable: Utilize existing organizational resources, such as digital platforms and

internal expertise, to deliver the program effectively.

4. Relevant: Address the critical gap in knowledge that directly impacts patient safety and

treatment outcomes.

5. Time-bound: Complete all phases of the ADDIE framework, with full program

implementation within three months.

These objectives ensure that the project remains focused, measurable, and aligned with

the organization’s goals, providing a clear framework for success.

Conclusion

This staff education project addresses a significant practice gap. Improving outcomes of

mental health patients requires sufficient nursing knowledge in interpreting blood drug levels,

recognizing contraindications, and ensuring treatment compliance efficacy. Due to the

substantial risks the insufficiency of knowledge in these areas pose to treatment outcomes and

patient safety, intensive educational intervention is required. Using the ADDIE framework

ensures rigorous needs assessment, material design and development, training implementation,

and outcome evaluation. The Gantt chart highlights tasks, deadlines, and responsibilities,

keeping the project on track. This aids planning and execution. SMART objectives will be

employed to boost staff knowledge by 40% and integrate the training into standard practices

within three months. In addition to improving nursing skills, this project promotes a growth and
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patient safety culture. The initiative shows how coordinated training programs may improve

healthcare practice, patient outcomes, and treatment quality.

References
Giannetta, N., Dionisi, S., Tonello, M., Cappadona, R., Di Muzio, M., & Di Simone, E. (2021).

Educational intervention to improve the safety medication process: A review using the

GRADE approach. Journal of Pharmaceutical Health Services Research, 12(3), 434-443.

Koyama, A. K., Maddox, C. S. S., Li, L., Bucknall, T., & Westbrook, J. I. (2020). Effectiveness

of double checking to reduce medication administration errors: a systematic review. BMJ

quality & safety, 29(7), 595-603.

Rew, L., Cauvin, S., Cengiz, A., Pretorius, K., & Johnson, K. (2020). Application of project

management tools and techniques to support nursing intervention research. Nursing

Outlook, 68(4), 396-405.

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

instructional design model in distance education. Information, 13(9), 402.