Nursing Training Course ADDIE

This post focuses on nursing students as the target population for the provision of a solution to low-quality graduates. The health industry is very thorough with the kind of skills that are possessed by graduates after college (Mellor & Gregoric, 2016). This is because of the sensitivity of the matter, dealing with people and their lives. Poor quality graduates may lead to fatal outcomes for patients. The nursing students, therefore, need to be well trained and mentored to perform their duties accurately because a single mistake can lead to deaths. This paper, therefore, discusses on practical training of nursing students, a program that can be integrated into nursing schools to improve the quality of skills that are being fed into the students before they are deemed ready to handle patients (Msn & Lewis, 2013). It presents the solution system in the form of an assessment, design, development, implementation, and evaluation (ADDIE) paper.


Nursing students in their early weeks in college are fed with a lot of theoretical information without practical application of the same. This may lead to poor understanding of the course and therefore calls for the need for nursing institutions to normalize practical application of the course. But before then, the institution ought to assess the knowledge needs of the students to identify areas of weakness of the course offered in terms of the skills being passed on to students and the effectiveness of the process (Ajani & Moez, 2011). A strengths, weaknesses, opportunities, and threats (SWOT) analysis can be done to the existing course to point out areas of improvement.  Students can also be interviewed to share their specific feel of the skills that they acquire. A follow up practical evaluation should be done to ascertain the specific needs of the students. This information on the skills gap can then be used in the formation of the program.


The design of the training program is informed by the information gathered in the assessment stage. Design is only reached when the assessment stage gives data suggesting a special program to salvage the situation. Assuming that the assessment brought about the information of the majority of the students having theoretical knowledge required but lacking practical knowledge, and then a program can be designed to give them more professional exposure to their work. The program that involves 50% of the syllabus being practical supervised work can improve the quality of the students graduating from the institution (Silva, Stephens, & Sigera, 2015).


The development of the program should involve experts from the nursing sector and training. This collaboration can bring out the perfect needed program informed by the preliminary assessments done. This should involve consultative workshops with stakeholders and experts. This development should be based on creativity backed by science to balance between theory and practical training. It should be developed in such a way that the students acquire the optimum knowledge and hands-on skills needed. Such training should ensure that students can join the job market with no doubt after the licensure period.


Before the program is presented to the relevant boards for approval, it is piloted to identify areas that require improvement (Dinius, Hammer, Manser, Bergelt, Kriston, & Körner, 2019). The parts which indicate weaknesses in the program are fixed coming up with a perfect knowledge transmission program. After the program is developed incorporating the theory training and the practical one, it is presented to the nursing boards and institution boards for approval. Following the approval of the program into the nursing community and the institution, the program is formally adopted into the learning syllabus to serve the purposes and objectives outlined earlier in this paper on the skills gap that exists in the nursing sector.


The program adopted, being new needs to be monitored from time to time to ensure that it serves the intended purpose. Formative research should be conducted continuously to ascertain that the students are acquiring the desired skills needed in the medical industry. Evaluations should be done thoroughly before the licensure period to inform on the outcome of the program for the development team to keep on improving. This is because the science of nursing is dynamic and technology keeps on changing (Huston, 2013). The students, therefore, need to be taught the relevant skills at any given time.


Ajani, K., & Moez, S. (2011). The gap between knowledge and practice in nursing. Procedia Social and Behavioral Sciences 15 (2011), 3927–3931.

Dinius, J., Hammer, A., Manser, T., Bergelt, C., Kriston, L., & Körner, M. (2019). Piloting and evaluating the feasibility of a training program to improve patient safety for inter-professional inpatient care teams – study protocol of a cluster randomized controlled trial. Dinius et al. Trials (2019) 20:386, 1-11.

Huston, C. (2013). The impact of emerging technology on nursing care: Warp speed ahead. The online journal of issues in nursing Vol 18 2013No2 May 2013, 1-19.

Mellor, P., & Gregoric, C. (2016). Ways of Being: Preparing Nursing Students for Transition to Professional Practice. The Journal of Continuing Education 26 in Nursing. 2016; 47(7), 330-340.

Msn, B. J., & Lewis, L. (2013). Teaching the Quality Improvement Process to Nursing Students. Journal of Nursing Education • Vol. 52, No. 7, 398-400.

Silva, P. D., Stephens, T., & Sigera, C. (2015). Nursing intensive care skills training: A nurse-led, short, structured, and practical training program, developed and tested in a resource-limited setting. Journal of Critical Care 30 (2015), 438.e7–438.e11.

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