Gledhill Susan, McAuliffe Mary Jane
Faculty of Health, School of Nursing, Midwifery & Paramedicine, Australian Catholic University (ACU), Banyo, QLD 4014, Australia.
Children's Health Queensland Hospital and Health Service, Brisbane, QLD 4014, Australia.
Nurs Rep. 2025 Jul 30;15(8):274. doi: 10.3390/nursrep15080274.
This concept paper outlines an implementation strategy for a mandatory training programme using the ADDIE instructional design model for delivery to nurses and other health professionals in an interprofessional education (IPE) environment). : Competence in Basic Life Support (BLS) is a lifesaving requirement for health professionals in clinical settings to ensure patient safety and accreditation outcomes. It is essential that health professionals are supported in attending mandatory training, including BLS. To inform learning and teaching strategies, it is useful to apply theoretical perspectives to the development of mandatory staff training methods. However, various training models exist, and few are grounded in instructional design theory to the unique environment for BLS in IPE. : A theory-based implementation strategy is outlined for a mandatory interprofessional training programme including BLS, using the ADDIE model to enhance patient outcomes. ADDIE is an instructional design framework comprising five elements: Assess, Design, Develop, Implement and Evaluate; describing a learning methodology that can be readily applied to mandatory training in IPE. : Through its iterative capability, the ADDIE model promotes learner needs and rapid acquisition of clinical skills that improve training accessibility. The strategy can equip educators with teaching skills based on a robust theoretical model, with potential to promote nursing and health professional attendance for mandatory training. : Mandatory health professional training that addresses a theory informed strategy framed by the ADDIE model can support interprofessional collaboration and consistent competency across healthcare teams. This strategy has potential to contribute by demonstrating how instructional design can be operationalised to improve the effectiveness and engaging approach to BLS training and education to the unique dynamics of an interprofessional environment.
本概念文件概述了一项强制性培训计划的实施策略，该计划使用ADDIE教学设计模型，以在跨专业教育（IPE）环境中提供给护士和其他卫生专业人员。基本生命支持（BLS）能力是临床环境中卫生专业人员挽救生命的要求，以确保患者安全和认证结果。至关重要的是，要支持卫生专业人员参加包括BLS在内的强制性培训。为了为学习和教学策略提供信息，将理论观点应用于强制性员工培训方法的开发是很有用的。然而，存在各种培训模型，很少有基于教学设计理论以适应IPE中BLS的独特环境的。本文概述了一项基于理论的强制性跨专业培训计划（包括BLS）的实施策略，使用ADDIE模型来改善患者结局。ADDIE是一个教学设计框架，包括五个要素：评估、设计、开发、实施和评估；描述了一种可以很容易应用于IPE中强制性培训的学习方法。通过其迭代能力，ADDIE模型促进学习者需求和临床技能的快速掌握，从而提高培训的可及性。该策略可以使教育工作者具备基于强大理论模型的教学技能，有可能促进护士和卫生专业人员参加强制性培训。解决由ADDIE模型构建的基于理论的策略的强制性卫生专业人员培训可以支持跨专业协作和医疗团队之间一致的能力。该策略有可能通过展示如何将教学设计付诸实践，以改善针对跨专业环境独特动态的BLS培训和教育的有效性和参与性方法做出贡献。
