1

M.S. in Instructional Science and Technology

California State University
Monterey Bay

CALIFORNIA STATE UNIVERSITY

MONTEREY BAY

Nursing Impaction Readiness

CAPSTONE RESEARCH PROPOSAL

Submitted in partial satisfaction of requirements of the degree of

MASTER OF SCIENCE in

Instructional Science and Technology

Gwendolyn Hansen

September 3, 2019

Capstone Approvals: (At least one advisor and capstone instructor should approve)

Advisor Name Signature Date

Capstone Instructor Name Signature Date

Capstone Proposal Outline 2

Table of Contents
Executive Summary ............................................................................................................................ 4
Introduction ......................................................................................................................................... 5
Background on Project ................................................................................................................. 5
Problem Description (gap analysis) ............................................................................................. 5
Needs Analysis ............................................................................................................................. 6
Target Audience and Context ...................................................................................................... 8
Environmental Scan or Literature Review ................................................................................... 9
Solution Description ......................................................................................................................... 10
Goals of the Project .................................................................................................................... 10
Learning Objectives ................................................................................................................... 10
Proposed Solution to Fill the Gap .............................................................................................. 11
Learning Theories, Instructional Principles ............................................................................... 12
Adult Learning Theory. This learning theory........................................................................ 12
Transformational Learning Theory. This learning theory ..................................................... 12
Constructivist Theory. This theory ........................................................................................ 12
Elaboration Theory. Elaboration theory ................................................................................ 13
Learning Strategies and Justification ......................................................................................... 13
Problem-Based Learning. ...................................................................................................... 13
Feedback. ............................................................................................................................... 13
Various eLearning Cognitive and Multimedia Principles: .................................................... 13
Media Components .................................................................................................................... 14
Anticipated Challenges .............................................................................................................. 14
Methods/Procedures .......................................................................................................................... 15
Design/Development Narrative.................................................................................................. 16
Steps to Complete Project .......................................................................................................... 16
Resources .......................................................................................................................................... 17
Technical Skills Required ........................................................................................................... 18
Timeline/Progress Report .................................................................................................................. 18
Evaluation/Testing Plan .................................................................................................................... 18
Formative Evaluation Plan ......................................................................................................... 18
Capstone Proposal Outline 3

Beta Testing. .......................................................................................................................... 19

Usability Testing. .................................................................................................................. 19
Pre-and Post-Testing. ............................................................................................................ 19
Observations. ......................................................................................................................... 19
Summative Evaluation Plan ....................................................................................................... 19
Knowledge Checks. ............................................................................................................... 19
Survey. ................................................................................................................................... 19
References ......................................................................................................................................... 21
Appendix A Pre- and Post- Test Question (Module 1) ................................................................... 22
Appendix B Module Observation Check List ................................................................................. 24
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Capstone Proposal Outline

Executive Summary

The Traditional Bachelor of Science for Nursing (TBSN) major at California State
University San Marcos is an impacted major, meaning there are more applicants seeking
admission to the major than there are seats available. The TBSN receives approximately 2500
applications annually, consisting of local, out of state, and international applicants. Prospective
applicants struggle with understanding the impaction criteria used for admission, understanding
courses requirements for the major, and understanding available options when denied admission
to an impacted major. Lack of knowledge is the major reason for the performance gap.

The learning solution is to create an asynchronous instructional training to guide

applicants through the impacted major process in order to prepare them for acceptance or denial
of admission to the nursing major. The goal of the project is to create an effective and efficient
learning module that will benefit applicants and improve the quality of advisement made
available to prospective students. By completing the learning module, prospective applicants will
gain awareness of the nursing impaction criteria, of academic course preparation needed for
success in the major, and of alternative pathways they can pursue if denied to the major.

The effectiveness of the learning solution will be assessed via formative and summative
evaluations. The plan to complete the capstone project will be guided by the proposed project
timeline. Once completed, the project will be used to assist prospective nursing major applicants
in the next application cycle.
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Capstone Proposal Outline

Introduction
Background on Project

The Traditional Bachelor of Science for Nursing (TBSN) major at California State
University San Marcos is an impacted major, meaning there are more applicants seeking
admission to the major than there are seats available. The TBSN receives approximately 2500
applications annually, consisting of local, out of state, and international applicants. Prospective
applicants struggle with understanding the impaction criteria used for admission, understanding
courses requirements for the major, and understanding available options when denied admission
to an impacted major. Lack of knowledge is the major reason for the performance gap.

The learning solution is to create an asynchronous instructional training to guide

applicants through the impacted major process in order to prepare them for acceptance or denial
of admission to the nursing major. The goal of the project is to create an effective and efficient
learning module that will benefit applicants and improve the quality of advisement made
available to prospective students. By completing the learning module, prospective applicants will
gain awareness of the nursing impaction criteria, of academic course preparation needed for
success in the major, and of alternative pathways they can pursue if denied to the major.
Problem Description (Gap Analysis)

Since 2012, I have served as the Undergraduate Coordinator in College of Education,

Health, and Human Services (CEHHS) Student Services at California State University San
Marcos (CSUSM) for four majors within our college, including the impacted nursing program. I
oversee operations regarding the lifecycle of the student, including admissions, new student
orientations, advising, major workshops, and degree progress. I work firsthand with students,
advisors, and departments across campus who lack understanding of the impacted nursing
major’s admission processes, timelines, program requirements, and alternate pathways available
to students who are not admitted to the nursing major. I am in a unique position to help guide
those seeking understanding because I am familiar with the criteria for these programs.
Furthermore, I update the CEHHS Student Services website regarding these impacted programs
and therefore have a unique opportunity to facilitate access to the information they seek, clarify
expectations, and help applicants explore other avenues available to them.
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Capstone Proposal Outline

Needs Analysis

The Traditional Bachelor of Science for Nursing (TBSN) major at CSUSM is an

impacted major, meaning there are more applicants seeking admission to the major than there are
seats available. The department receives continual inquiries from applicants, parents,
community college counselors, and other departments across campus wanting information and
clarity regarding the nursing major. Prospective applicants struggle with the following regarding
impacted majors: understanding the impaction criteria used for admission, understanding the
courses that are required in the major, and understanding their options when denied admission to
an impacted major.

Additionally, recent changes to the application process have added further confusion and
frustration. Previously, students were admitted to a pre-nursing non-degree major, and then, once
at the university, they applied to the nursing major. The major advisor would help the students
navigate the admissions process or explore an alternative major if not admitted to the nursing
program. Under the new impaction criteria for nursing, there is no longer a designated non-
degree pre-major. Instead, only a limited number of applicants are admitted directly into the
major. The result of this change limits access to work individually with students who are not
admitted. Therefore, it is imperative that prospective applicants understand what impaction
means, what subject knowledge to come prepared with to be successful if admitted, and what
alternate pathways they can pursue if denied to the major.

What is currently happening. Currently, communications concerning the admissions

process are unclear. Departments across campus receive high volumes of calls wanting
clarification of the process. While some applicants grasp the admission process independently,
others do not. Additionally, there are limited seats available for those who are qualified. The
impaction criteria that is used for the nursing program is another factor that many applicants do
not understand. For example, admission evaluators use the eligibility index from high school to
determine qualification for freshman applicants seeking admission into the impacted major.
Admitted undergraduate students contact our office regularly, wanting to apply to the program
while attending under a different major, showing a lack of understanding of the admission
process or not understanding perhaps, that they were not qualified.
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Capstone Proposal Outline

Secondly, students who are admitted to the impacted major report they were not
expecting the number of science courses required for the major or the difficulty of those science
courses. Although there may be multiple factors attributing to this, helping applicants understand
the science requirements could help them better prepare for the major while in high school.

Finally, although admission to the nursing major may be limited, there are other avenues
that students can pursue. Often, prospective students look at the major as their only opportunity
to pursue their dream to the health profession. Helping students explore other options could
reduce frustration and disappointment. When they can learn about other pathways it can help
them make decisions for their future.

Lack of knowledge is the major reason for the performance gap. The amount of inquiry
regarding the admission process, what impaction means, and how competitive the admission
process is, demonstrates a lack of understanding. This lack of understanding results in frustration
as well as disappointment for applicants. Also, the percent of students who fail one of the science
courses required shows that prior knowledge regarding the sciences is needed to be successful in
both impacted majors. Finally, when frustrated and disappointed applicants are not given
information of other options available, they have a difficult time accepting a denial into the
impacted major, indicating the need to learn about these avenues.

What should be happening. Prospective students applying to the Nursing major at

CSUSM should understand that the major they are applying to is impacted and highly
competitive. Furthermore, they need to understand that admission to these programs is direct,
meaning that they cannot apply to the Nursing major once attending CSUSM under a different
major. Applicants should be aware that nursing is a Bachelor of Science degree, requiring some
prior knowledge of the sciences from high school or from a community college. Additionally,
they should understand other avenues available to them, that allow them to pursue their career
goals, in the likelihood they are not admitted to nursing.
Capstone Proposal Outline 8

Target Audience and Context

The TBSN at CSU San Marcos receives approximately 2500 applications annually,
consisting of local, out of state, and international applicants. The primary target audience
consists of these prospective freshman and transfer applicants desiring to obtain a degree in the
field of nursing, which is impacted majors at CSUSM. As prospective students, applicants have
varying levels of comprehension about admission to the impacted nursing program, the criteria
and coursework needed for success, and the alternative pathways to meet their career goals.
Community College Counselors, parents of applicants, and other CSUSM departments who
interact with prospective applicants (e.g., Campus tours office, Orientation & New Student
Programs) are the potential secondary audience.

Background Knowledge/Demographics. The target audience has varying skill levels

regarding understanding the process, self-evaluation of their qualifications for a science-based
degree, and awareness of other options available to them. Freshman applicants have less
experience, but often family members assist them in researching majors and career options when
applying to a university. In addition, some applicants have higher index scores (a combination of
high school grade point average and SAT/ACT test scores) than others. Because this will vary
among applicants, some freshman applicants will be more capable than others. While transfer
applicants have more college experience, they also vary in their preparation for transfer. This is
reflected in both their prerequisites met and their grade point averages. Therefore, the transfer
applicants will include some learners who are more capable than others.

Motivation and Technology Skills. Learners will be motivated to gain understanding so

they can successfully apply to the Nursing major in hopes of admission to the program. The
target audience will need access to computers and have basic computer skills, including using a
keyboard and mouse, to navigate the CSUSM website in order to be eligible to take the learning
solution. Learning instruction will be delivered to the target audience via the CEHHS Student
Services website. Participation in the training project is completely voluntary. Although
information is housed on the campus website, the number of inquiries and student frustration
indicates more learning is needed.
Capstone Proposal Outline 9

Environmental Scan or Literature Review

The nursing program at CSUSM currently admits 44 students annually into the
Traditional BSN major. Data provided by the office of Enrollment Services at CSUSM state the
total number of applicants that applied for the nursing major in Fall 2018 was 2,111. Although
this data does not provide information regarding qualifications of the applicants, the high number
of prospective students who did apply does imply the scope of interest in the impacted nursing
program. This also verifies some information regarding the reports from departments across
campus regarding the number of inquiries they receive, including a telephone log from the
School of Nursing.

Personal interviews were conducted with administrators, particularly the Assistant Dean
for the College of Education, Health, and Human Services (CEHHS) Student Services), who is
the Subject Matter Expert (SME) for this capstone, regarding current processes and needed
improvements. The Assistant Dean and I convened a meeting with the College Dean, the
Associate Vice-President for Enrollment Management, and the Associate Vice-President for
Student Academic Support Services at California State University San Marcos (CSUSM). This
meeting addressed the communication strategies for the impacted nursing program, the
admission conditions and terms, as well as, addressing reports of students feeling disgruntled
about the impaction admission process.

A survey was administered to students admitted Fall 2018 to the impacted Nursing and
Kinesiology majors (Appendix A). Results indicated more clarity regarding impaction admission
criteria and course preparation are needed. Additionally, an institutional report regarding failure
rates in Anatomy and Physiology courses (Appendix B) demonstrate a need for prospective
nursing applicants to be better prepared for science courses required for the major.

In my role, I train advisors on the impaction criteria for nursing and the admission
processes conducted in CEHHS Student Services. I have first-hand knowledge and observation
of the content based on inquiries directed to me regarding the processes, the timelines, the
program requirements, and the alternate pathways available to students who are not admitted to
the impacted majors.
Capstone Proposal Outline 10

Solution Description
Goals of the Project

Main Organizational Goal(s). Advisement for the nursing major is housed under
CEHHS Student Services which provides advising and various services to students to “promote
student success in our academic programs and beyond and provide exemplary services and
programming using progressive, data-driven, holistic, and student-centered approaches” (Student
Services, [SS], n.d.). The goal of this project is to improve applicant satisfaction in
understanding the impacted nursing major and admission criteria. Another goal is to decrease the
number of inquiries seeking clarification regarding this major by improving the quality of
advisement made available to prospective students. This capstone project will assist CEHHS
Student Services in its vision to provide exemplary services for students by creating a seamless
experience for prospective students applying to our impacted majors.

Main Learner Goal. Learner goals are related to obtaining a degree that leads to careers
in the nursing field. To that end, they seek admission to the impacted nursing major at CSUSM.
By completing the learning module, prospective applicants will gain awareness of the nursing
impaction criteria, of academic course preparation needed for success in the major, and of
alternative pathways they can pursue if denied to the major.
Learning Objectives

A video overview of the nursing programs will be presented as an introduction to the

course. The TBSN Impaction Readiness training will consist of three additional modules
covering different topics.
 Given a list of definitions, TBSN applicants will be able to correctly select the
definition for impaction with 100% accuracy (declarative).
 Given a list of statements, TBSN applicants applying to the nursing major at
California State University, San Marcos (CSUSM) will be able to indicate whether
statements related to impaction are a “hit” (H) or a “myth” (M) with 100% accuracy
(declarative).

 Given a list of courses, TBSN applicants will be able to correctly identify the pre-
nursing core requirements required for the major with 100% accuracy (declarative).
Capstone Proposal Outline 11

 Given access to the website for the official repository of articulation for California’s
public colleges and universities (https://www.assist.org), TBSN transfer applicants
will be able to find articulated prerequisite courses, offered at the community college,
that meet the requirements for admission into the nursing major at California State
University, San Marcos (procedural).
 Given three scenarios of alternative pathways, TBSN applicants will be able to
identify other options available to them in the event they are not admitted to the
TBSN program (procedural).
Proposed Solution to Fill the Gap

The learning solution is to create an asynchronous instruction training program to guide

applicants through the impacted major process in order to prepare them for acceptance or denial
of admission to the major. Asynchronous instruction is the best solution in this situation for two
reasons. First, our applicants apply from the local area, from out of state, and even
internationally, therefore, it is impractical for face-to-face instruction. Secondly, the resources
available to handle the volume of inquiries are limited. There isn’t enough staffing to handle all
the calls or to meet with prospective applicants in person. Asynchronous instruction will be a
consistent environment for all learners regardless of location. Because of applicant locations and
staffing restraints, an asynchronous environment will be the best way for applicants to become
acquainted with the impacted nursing major, the criteria required for admission, and the
alternative options they can explore.

Instructional content includes three main categories: impaction criteria, major course
requirements, and alternative pathways. This allows the applicants to see what topics will be
covered and allow them autonomy to go at their own pace, select the topics they want to learn
about, and refer back to relevant information as they deem necessary. Additionally, the smaller
sections allow the ability to create different levels of instruction. For instance, limited
interactions can be applied for content covering facts and procedures, while more complex
interactions can be applied for scenarios that the applicants find themselves in, which also
prepares the learners to make decisions concerning outcomes they experience. The smaller
sections also enable content to be updated and replaced as necessary.
Capstone Proposal Outline 12

After completion of the project, other departments, that work with prospective students or
with undeclared populations, can be directed to the instructional content on the website. The
investment in helping other staff and departments learn as well, could alleviate frustration for
those faced with a disgruntled student and empower them with the learning solutions.
Learning Theories, Instructional Principles

Adult Learning Theory. This learning theory supports the online learning instruction of
this capstone project. When the learner can make the connection relevant to their life, it can
bring great satisfaction. Additionally, it can be motivating if the learner feels empowered by the
training. The training is designed on the assumptions that adult learners 1) are self-directed and
responsible for their own learning, (2) have diverse life experiences to draw from as a resource
for learning, (3) have a readiness to learn as it applies to their life, (4) are problem centered and
desire to apply knowledge that is relevant to meets their goals and impacts their personal life,
and (5) are driven by internal motivation to learn (Castaneda, 2019).

Transformational Learning Theory. This learning theory is applied to portions of the

training to reveal additional perspectives so learner can reinterpret their mindset. Case-base
scenarios will address the issue of TBSN applicants not aware of alternative pathway available to
them if they are not admitted to the program. Using the three stages of learning, the module will
(1) identify the dilemma of not being admitted, thereby enticing learners to pursue additional
avenues available, (2) establish context that is personally relevant, thereby motivating learners to
apply the learning to their individual circumstance, and (3) create opportunities to reflect,
thereby encourage learners to think critically about their options (Gutierrez, n.d.).

Constructivist Theory. This theory also supports learning through scenario planning.
Chermack and Lynham (2003) define scenario planning as “a process of positing several
informed, plausible, and imagined alternative future environments in which decisions about the
future may be played out, for the purpose of changing current thinking, improving decision
making, enhancing human and organization learning, and improving performance”. By giving
the learners case-study scenarios they can identify and relate to, the learners will be able to use
their critical thinking skills to make informed decisions about their futures. The training will
appeal to the targeted audience’s interests through self-discovery. The module will pull on the
learners’ past experiences and enable them to transfer the learning to their decision-making
Capstone Proposal Outline 13

process. Practice will be relevant and include activities that provide the opportunity to develop
proficiency in the concepts being presented.

Elaboration Theory. Elaboration theory guides the scope of the training to create a
coherent design. Topical Sequencing includes four related content areas to create depth of
understanding and attain the learning goals. The holistic approach allows the learner to
concentrate on one topic at a time for in-depth learning before moving on to the next topic.
Additionally, the concept areas allow the learner to review the topics, as well as, the ability to
choose which concepts to elaborate on (Reigeluth, 1999).
Learning Strategies and Justification

Problem-Based Learning. As part of the training learners will be presented with case
scenarios that are similar to outcomes they may encounter when applying to the impacting TBSN
program. The scenarios will help the learner feel more prepared for the admission decisions and
set expectations about alternative pathways available.

Feedback. Ungraded practice and assessment for each module will provide explanatory
feedback specific to the content being tested. The feedback will always be provided immediately.
Feedback will appear on the same screen as the question and response.
Various eLearning Cognitive and Multimedia Principles:
 Introduction and Pre-training: Learners will be introduced to the topic and presented
with the key objectives of the presentation. Technical terms will be defined, and
learners will complete related activities to orient the targeted audience to the lesson.
 Tone: A professional and friendly tone will be used for all presented materials
following the personalization principle. Narration will be delivered in a
conversational and familiar tone.
 Segmenting: The content of the lesson will be broken into smaller segments to help
the learner manage essential cognitive processing and avoid cognitive overload.
 Contiguity: Taking advantage of the spatial contiguity principle, words used to label
images will align to corresponding graphics. The temporal principle suggests
concentration and better learning occurs when corresponding words and pictures are
presented simultaneously. Closed captions will be used for learner accessibility. All
graphics, animations, and learner-content interactions will be used to support
Capstone Proposal Outline 14

cognitive processes needed for meaningful learning. The design will consider
potential cognitive overload by refraining from using distracting multimedia
elements.
Media Components

The majority of content for the course will be developed using Adobe Captivate. The
delivery format for this instructional training will be on-line and asynchronous. Because
applicants apply from the local area, from out of state, and internationally, asynchronous
instruction will provide a consistent environment for all learners regardless of location.
Moreover, an asynchronous environment allows applicants to become acquainted with the
nursing programs at CSUSM, the impaction criteria implemented for admission, and the
alternative options learners can explore at their own pace. The TBSN Impaction Readiness
course will cover four topics. The first topic will be delivered through an informational nursing
programs overview video. The other three online modules will use text, graphics, and audio
narration. Closed captioning will be provided on video and overall course. Supplementary
resources will be made available for additional learning, including links to websites for
additional information.
Anticipated Challenges

A Learning Management System may not be possible within the existing informational
website, so using a Moodle course module may not be the best option. The contingency plan will
be to embed the deliverables directly onto the website under the appropriate categories. One
advantage to this approach is that if/when there are changes to the official information, those
changes can be easily updated. Additionally, the time constraints during the development stage
within Adobe Captivate can be challenging. To address this, the presentation will be created first
in PowerPoint (PPT) and then uploaded into Captivate using the program’s PPT feature. This
will allow both components available to me to use on the website.

Enlisting student volunteers to interview for the case studies has proven to be an issue.
Therefore, I plan to use fictitious examples for the scenarios. These could be used as the
framework to create videos at a later date. One more possible challenge is my familiarity with
various media software. Although, I am familiar with the basic tool functions, the advanced
Capstone Proposal Outline 15

software functions, needed for interactive media, require more time to master. Therefore, I will
need to take a simpler approach and keep scope creep at a minimum.
Methods/Procedures
Preliminary Results/Prototype/Steps Taken

I developed the “Impaction Criteria” module during the second semester of the MIST
program. Tryout conditions were administered to mimic the same environment intended for the
targeted audience. The learners accessed the training module that was pre-loaded on a laptop
computer. The tryouts were done individually in a private office location on the campus of
CSUSM. Each learner completed the pre- test, the training module, the post-test, and the
usability survey one time only. After completing the assessment questions, the learners reviewed
their post-test results in the Captivate module.

Entry Conditions. The entry conditions for intended and observed were congruent.
There were no unexpected entry conditions observed. All ten learners were sufficient in basic
computer knowledge and were able to access the module without problems or difficulty.

Instruction. In general, the observed instruction was congruent to the intended

instruction. All ten learners were able to follow the training instructions and progress through the
module as intended with two exceptions. The first exception was in regard to one of the learning
checks. Three of the learners spent a longer time on trying to figure out how to ‘place’ items in
the correct sequence. Once they were instructed to ‘click and drag’ they were able to proceed
without further difficulty. Seven of the ten learners were able to complete the training without
any instruction from the facilitator.

Assessment. The pre- and post-test test scores were obtained from the individual
responses. The data results were manually entered into a spreadsheet in excel. Excel was used to
run statistics for the data set to determine the effectiveness of the training on learning.

Summary. The goal of this study was to examine the effectiveness of the Impaction
Readiness training module for increased learning by TBSN freshman and transfer applicants.
The hypothesis was that the training would improve the learners’ test scores after completing the
learning module. The evaluation of the statistical data supports the hypothesis and showed a
statistically significant difference between the mean scores of the pre- and post-tests for this
Capstone Proposal Outline 16

module. The observation evaluation suggested improvements could be made to the module to
improve some of the instructions for better clarity and to add additional practice for areas of the
content. The usability survey analysis indicated that the learners were satisfied with the module
design, they liked the information presented in the module, and enjoyed the overall learning
experience.
Design/Development Narrative

This Capstone project is for a one hour-long online course. The design of the online
course will follow the topical sequence for TBSN Impaction Readiness training. I have reviewed
content topics and general outline with the SME and confirmed the learning objectives for this
targeted audience. There are four topic areas: Nursing Programs Overview, TBSN Impaction
Criteria, Pre-Nursing Core Requirements, and Alternative Pathways to Nursing. Each topic will
be developed and tested as it is being created.

The modules will be created in Adobe Captivate and will incorporate text, graphics, and
audio narration. The content for the on-screen text and narration will be provided by adapting
existing materials, the SME, as well as individual knowledge and research. Graphics will come
from public domain sources and CSUSM stock photos. There will be interactivity incorporated
into the modules and the applicants will have control over the training navigation. Learners can
access the content based on their own inclination and explore the deliverables at their own pace.

Declarative test items will be given to learners to complete at the end of each module.
This eLearning is not a requirement or mandated training. Because of this and the informal
nature of the content, assessment will also be informal to allow learners to assess whether or not
they have achieved the objectives. Immediate feedback will be provided where assessment
interactions are used, but the learner will not be scored for pass or fail.
Steps to Complete Project
1. Draft Storyboard and gather resources (template started)
2. Develop remaining module topics in PowerPoint/Adobe Captivate
3. Draft assessment questions for remaining module topics
4. Update Pre-and Post-surveys to 5-point rubric
5. Product development/SME review/functionality testing
6. Collect assessment data for summative evaluation
Capstone Proposal Outline 17

7. Flowchart job aid (if time allows)

The Topical Sequence in the diagram below illustrates the topics and supporting content.

Resources

Learning instruction will be delivered to the target audience online via the CEHHS
Student Services website. My time for the project is donated as a MIST student. There are no
additional monetary costs for this capstone project. Acquired resources for the project are listed
below.
 Adobe Captivate for online course development
 iMovie or Camtasia for video editing
 Microsoft PowerPoint for storyboard, graphic creation, and editing
 Microsoft Word for draft development documents and job aids
 Vizio for flowcharts and graphic organizers
 Onsite computer lab classroom/conference room for training sessions.
Capstone Proposal Outline 18

Technical Skills Required

Skills required for the development of this project have been acquired through the MIST
program and will be further developed through the Interactive Media course. Access to Adobe
Captivate tutorials, professors, and classmates will be available to assist with learning of the
software program as well as to resolve any issues. Graphic design and editing will be used for
graphics included in the modules.
Timeline/Progress Report

Milestone Checklist
Task Description Status Timeline
Course Content Introductory Video and 3 modules Completed Completed
Outline
Storyboard Course outline with media Template 09/24/19
Development placeholders, and navigation started in
PPT
Resource Mining Images, videos, narratives In Process 09/24/19

Project Development Master slide and template design 09/25/19-

Module 2 & 3 creation with navigation and quizzes 10/08/19
in PPT/Captivate
Project Development Media and Final Production 10/08/19-
10/22/19

Beta Test/Evaluation Assessments 11/23/19-

11/12/19
Final Report Training Design and evaluation 11/12/19-
12/10/19

Evaluation/Testing Plan
Formative Evaluation Plan

To evaluate the learning solution, the materials will be reviewed with the SME for
content accuracy, completeness, and effectiveness. These evaluations will be informal and
conducted periodically through email and scheduled meetings during the design and the
development phases. Revisions and further development of instructional materials have been
implemented based on the SME suggestions and approval.
Capstone Proposal Outline 19

Beta Testing. During the recruitment process for participants, general information about
the learners will be gathered through interviews. Learners will be asked if they have any prior
knowledge regarding nursing impaction for the TBSN program at CSUSM. Learners were over
the age of 18 years and had basic computer knowledge.

Usability Testing. Usability testing will be conducted prior to finalizing the Nursing
Impaction Readiness training. This evaluation will provide feedback on navigation, and overall
functionality of the course. At least five participants will take a pre-test, the course, and a post-
test. As participants complete the modules, I will observe if there are any navigation or content.
This feedback along with the questionnaire results will provide indications on usability,
engagement, and content to provide adjustments to the module accordingly prior to live
implementation.

Pre-and Post-Testing. The learners will complete a pre-test to complete prior to taking
the training. The questions will be designed to measure the learners’ prior knowledge of nursing
impaction for the TBSN program and specifically to test the content covered in the training. The
learners will not be given the correct answers to the pre-test questions to ensure the validity of
the results when compared to the post-test results. The pre-test questions are identical to the post-
test questions (see Appendix A).

Observations. Learners will be observed during the tryouts. All participants will be
debriefed on the purpose of the training and the observation process. Observations will be
recorded during the training using an observation checklist (see Appendix B).
Summative Evaluation Plan

A summative evaluation will be implemented to measure participant success of the

instructional solution through knowledge checks and a post-course survey.

Knowledge Checks. Knowledge checks will be embedded into each module in order to
check learners understanding of concepts being taught. There be opportunities for learners to
practice and interact with the content as well as a final knowledge check at the end of the
module. Immediate feedback will be given for all practice and knowledge checks.

Survey. A survey, regarding enjoyment and attitude toward learning, will be distributed
to users at the conclusion of the training. The survey will aim to measure the learners’ reaction
Capstone Proposal Outline 20

and satisfaction to the module design, the content, and the learning experience. The survey will
help determine the look and feel of the module, the clarity of the content, and the learners’
enjoyment of the module. The data collected will be conducted to measure the effectiveness of
the learning solution and any areas needing further improvement.
 Capstone Proposal Outline 21

References
Buchan, J., Duffield, C., & Jordan, A. (2015). ‘Solving’ nursing shortages: Do we need a New
Agenda? Journal of Nursing Management, 23(5), 543-545. Retrieved from
https://onlinelibrary-wiley-com.library2.csumb.edu:2248/doi/full/10.1111/jonm.12315
Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook,
Registered Nurses. Retrieved from: https://www.bls.gov/ooh/healthcare/registered-
nurses.htm
Castaneda, D. (2019, April 15). Adult Learning Explained in A Simplified Manner. Retrieved from
https://elearningindustry.com/adult-learning-simplified-explained-manner
Chermack, T. J. & van der Merwe, L. (2003). The role of constructivist learning in scenario
planning. Retrieved from:
http://www.cil.net/admin/ckeditor/filemanager/userfiles/files/constructivist_learni
ng_.pdf
Gutierrez, K. (n.d.). Adult Learning Theories Every Instructional Designer Must Know. Retrieved
from https://www.shiftelearning.com/blog/adult-learning-theories-instructional-design
Haddad, L. M. (2018, May 13). Nursing, Shortage. Retrieved from
https://www.ncbi.nlm.nih.gov/books/NBK493175
Nursing Shortage Fact Sheet. (2017, May 18) Retrieved from https://www.aacnnursing.org/News-
Information/Fact-Sheets/Nursing-Shortage
Reigeluth, C. M. (1999). Instructional-design theories and models. Volume 2, A paradigm of
instructional theory. Mahwah, NJ: Lawrence Erlbaum.
Student Services (n.d.) [Website]. Retrieved from https://www.csusm.edu/cehhs/studentservices/index.html

U.S. Department of Health and Human Services, Health Resources and Services Administration,

National Center for Health Workforce Analysis. 2017. National and Regional Supply and Demand

Projections of the Nursing Workforce: 2014-2030. Retrieved from:

https://bhw.hrsa.gov/sites/default/files/bhw/nchwa/projections/NCHWA_HRSA_Nursing_Report.p

df

Voelpel, Escallier, Fullerton, & Rodriguez. (2018). Transitioning veterans to nursing careers: A model

program. Journal of Professional Nursing, 34(4), 273-279. Retrieved from: https://www-sciencedirect-

com.library2.csumb.edu:2248/science/article/pii/S8755722317301369
 22

Appendix A
Pre- and Post- Test Question
(Module 1)

Indicate if the statement is a Hit (H) or a Myth (M)

1. ____All applicants must apply to the University and meet all deadlines to be considered for the Traditional
Bachelor of Science in Nursing (TBSN).

2. ____Due to a limited number of seats available, the impacted TBSN is difficult to get into.

3. ____Freshman applicants are rank ordered based on their college readiness and eligibility index score.

4. ____The eligibility index score for freshman is the combination of their high school grade point average
(GPA) and SAT/ACT test scores.

5. ____Transfer applicants are rank ordered for admission based on specific impaction criteria for the nursing
major.

Circle one answer

6. The maximum number of supplemental admission criteria points that transfer TBSN applicants can earn is
_____.

 25
 45
 58
 68

7. Transfer applicants must earn a minimum score of _____% on the TEAS exam in order to be considered
for the TBSN.

 71%
 72%
 74%
 75%

8. Residency is based on regional boundaries and school districts. Residency for TBSN transfer applicants is
based on the last ______CSU eligible units completed by the spring semester, prior to fall admission to the
TBSN program.

 30
 45
 60
 70
 23

9. Casey is a transfer applicant who has completed the eight courses required for the Pre-Nursing Core. She
passes the pre-nursing core courses with a “C” or better with an overall 2.5 Grade Point Average (GPA).
Please select the one best answer regarding Casey’s eligibility status for admission to the TBSN program.

Casey meets the minimum GPA for the Pre-Nursing Core.

Casey does not meet the minimum GPA for the Pre-Nursing Core.
Casey meets the Pre-Nursing Core requirement by completing all eight courses.
Casey does not meet the Pre-Nursing Core requirement because she needs a minimum 3.0 GPA.

10. John is a freshman applicant for the nursing major. He applied to CSUSM and meets all minimum
admission requirements. He is college ready in English and Math and meets the eligibility index score.

John will be rank ordered based on the eligibility index score.

John will be rank ordered based on college readiness in English and Math.
John will be rank ordered based on college readiness and the number of applicants.
John will be rank ordered based on the eligibility index score and college readiness.
 24

Appendix B
Module Observation Check List
Impaction Readiness
Checklist Yes No Navigation /slide Comments
#/Time
Can the learner begin
module without
difficulty?
Can the learner follow
the module navigation
without difficulty?
Can the learner follow
the instructions for all
activities?
Does the learner
ignore
functions of the
module?
Can the learner
resolve any issues on
their own?
Does the learner
require any assistance
while taking the
module?
Other