**4. The use of the ADDIE model in the development of a training programme for HBCs**

#### **4.1 Definition of the ADDIE model**

ADDIE model is a systematic instructional design and abbreviation of the following logical steps: Analysis, Design, Development, Implementation and Evaluation [11]. These steps are sequential meaning the output of one step becomes the input for the next step [12]. It is also called an iterative feedback model because the results of the last stage are returned to the point of origin for feedback, to close the loopholes and or to refine the learning product [12]. ADDIE model is pursued to ensure that correct steps are followed to develop appropriate learning material optimally, to meet the needs of the HBCs [13]. The model was helpful because it is process-based and follows a systemic problem-solving approach that provides well defined basic and easy to follow steps [14–17]. The benefit of using this model is that it permits to refer and revisit previous steps during the process.

#### **4.2 ADDIE steps**

Instructional design system following the ADDIE model provided practical steps for organising training development project. According to Branch, ADDIE's model describes and prescribes what needs to happen during the process [11].

#### *4.2.1 Analysis*

The analysis is the first step of ADDIE's model which is used to identify training needs to develop the training programme for the HBCs and formed the basis of all other steps [18]. On this step, needs analysis should be conducted to identify gaps in diabetes knowledge and practices of HBCs. Major knowledge gaps and training topics suggested serve as the foundation for specifying the learning outcomes, content and activities, instructional strategies and assessment strategies. Knowledge gaps

are identified through the needs analysis to develop training [17, 19]. The analysis provides an opportunity to complete a thorough analysis of HBCs' training needs that will guide the designing and the development of the training programme.

#### *4.2.2 Design*

The design step is the blueprint of how the training programme is created [20]. The purpose of the designing step is to define the anticipated performance and suitable evaluation methods [11]. In the design step, learning outcomes are identified and formulated because the success of the training implementation depends on clearly formulated learning outcomes, to meet the needs of HBCs. There are two types of the learning outcomes namely; critical cross-field outcomes and specific learning outcomes which should be formulated. The information gathered during the analysis step (situational analysis) should be used to create a plan to bridge the learning gaps (training needs) identified and developed the specific learning outcomes. Based on the learning outcomes, the training content, teaching/learning methods, instructional strategies and assessment criteria should be designed.

The format of the design should encompass the following elements: the name of the training programme, NQF level, Credits, Purpose of the training programme, duration of the programme, learning assumed to be in place, critical cross-field outcomes, specific outcomes and assessment criteria, Unit standard and programme assessment [21]. The HBCs have a job description that describes their activities for caring for people with chronic conditions that are context-specific and is developed by NGOs managers. The designing of the training is based on SAQA because it was established to create a single, integrated, national education and training framework for the whole nation, and to improve the quality of education and training in South Africa. The adaptation of the SAQA standards format for guiding the design of the training programme should be helpful in the planning.

The clear and precise learning outcomes are formulated using Bloom's Taxonomy to classify the following levels of learning: remember, understand, apply, analyse, evaluate and create [22]. Critical cross-field outcomes to address the participants' needs and requirements and Specific Learning Outcomes for HBCs to achieve should be included.

Content is the focal point for engaging the HBCs during the process of knowledge construction. The content which is consistent with the learning outcomes should also be established and designed at this step.

#### *4.2.3 Development*

The development step is where the researcher create and assemble the content of the programme assets created in the design phase [23]. This step is aimed to create the learning content that incorporates all the learning needs of the HBCs, and also to develop learning materials with learning outcomes that are relevant, legible and reader-friendly for the level of the HBCs. The structure and content of the training programme including learning activities, instructional and assessment strategies are aligned with developed learning outcomes.

Learning materials that covered all the SLO should be developed at this stage. During the development of the learning materials, the researcher should consider the competency level of the HBCs. The training materials should be drafted first and then submitted for evaluation for representativeness, appropriateness, completeness and importance to the research supervisors, psychologist, dietician and pharmacist before a final version can be concluded. The professional nurse,

**253**

*The Use of the Conceptual Framework to Develop a Training Programme for Home-Based…*

psychologist, dietician and Pharmacist should be included because they formed

The researcher should consider the following aspects during content development: the relevancy of the content included in the specific learning outcomes and objectives to achieve the SLO. The process of preparing the content should be based on the gaps identified during needs analysis and it matches the learning outcomes identified in the design step [24]. The content is divided in line with the SLO.

Learner-centred and problem-orientated strategies guide frameworks for accomplishing the learning outcomes. The instructional strategies should accommodate individual learner's rates of learning and learning style based on reviewed literature. The following instructional strategies lecturer method, discussion, active learning, and cooperative learning/group discussions, role-plays and case-based

The strategies for assessment should be developed at this stage to measure success gained from the developed programme Assessment should be undertaken regularly throughout the implementation of the training and there is an activity interlinked with all activities. The formative assessment strategies such as openended questions, group discussions, and peer assessment to assess the understanding and achievement of the learning outcomes during the workshop should be used. The assessment questions should be formulated at the end of every activity to assess comprehension of the content done concerning the learning outcomes of the

The training materials including hard copies of training manuals should be printed for all the trainees and also the PowerPoint slides which covered all the SLO

A training program for HBCs who care for people with cardiovascular diseases including diabetes mellitus is delivered at this step. The subject matter included should be based on the previously developed material and the research articles. Efforts should be made to use the most recent information about DM. All the trainees should be provided with a hard copy of the training material to use before

Dates for training should be identified and arrangements made with the managers of the HBC centres to release the HBCs for teaching. The training programme is at Level 4 of the National Qualification Framework (NQF) with 11/2 credits. The contact sessions for interactive facilitation with HBCs and different facilitators should be

*DOI: http://dx.doi.org/10.5772/intechopen.95939*

*4.2.3.1 Content development*

*4.2.3.2 Instructional strategies*

exercises can be used [25].

*4.2.3.3 Assessment criteria*

*4.2.3.4 Training materials*

should be created.

*4.2.4 Implementation*

the training commences.

*4.2.4.1 Training delivery*

specific unit.

part of the implementation of this training programme.

*The Use of the Conceptual Framework to Develop a Training Programme for Home-Based… DOI: http://dx.doi.org/10.5772/intechopen.95939*

psychologist, dietician and Pharmacist should be included because they formed part of the implementation of this training programme.

### *4.2.3.1 Content development*

*Lifestyle and Epidemiology - The Double Burden of Poverty and Cardiovascular Diseases...*

are identified through the needs analysis to develop training [17, 19]. The analysis provides an opportunity to complete a thorough analysis of HBCs' training needs that will guide the designing and the development of the training programme.

The design step is the blueprint of how the training programme is created [20]. The purpose of the designing step is to define the anticipated performance and suitable evaluation methods [11]. In the design step, learning outcomes are identified and formulated because the success of the training implementation depends on clearly formulated learning outcomes, to meet the needs of HBCs. There are two types of the learning outcomes namely; critical cross-field outcomes and specific learning outcomes which should be formulated. The information gathered during the analysis step (situational analysis) should be used to create a plan to bridge the learning gaps (training needs) identified and developed the specific learning outcomes. Based on the learning outcomes, the training content, teaching/learning methods, instructional strategies and

The format of the design should encompass the following elements: the name of the training programme, NQF level, Credits, Purpose of the training programme, duration of the programme, learning assumed to be in place, critical cross-field outcomes, specific outcomes and assessment criteria, Unit standard and programme assessment [21]. The HBCs have a job description that describes their activities for caring for people with chronic conditions that are context-specific and is developed by NGOs managers. The designing of the training is based on SAQA because it was established to create a single, integrated, national education and training framework for the whole nation, and to improve the quality of education and training in South Africa. The adaptation of the SAQA standards format for guiding the design of the training programme should be helpful in the planning. The clear and precise learning outcomes are formulated using Bloom's Taxonomy to classify the following levels of learning: remember, understand, apply, analyse, evaluate and create [22]. Critical cross-field outcomes to address the participants' needs and requirements and Specific Learning Outcomes for HBCs to

Content is the focal point for engaging the HBCs during the process of knowledge construction. The content which is consistent with the learning outcomes

The development step is where the researcher create and assemble the content of the programme assets created in the design phase [23]. This step is aimed to create the learning content that incorporates all the learning needs of the HBCs, and also to develop learning materials with learning outcomes that are relevant, legible and reader-friendly for the level of the HBCs. The structure and content of the training programme including learning activities, instructional and assessment

Learning materials that covered all the SLO should be developed at this stage. During the development of the learning materials, the researcher should consider the competency level of the HBCs. The training materials should be drafted first and then submitted for evaluation for representativeness, appropriateness, completeness and importance to the research supervisors, psychologist, dietician and pharmacist before a final version can be concluded. The professional nurse,

**252**

*4.2.2 Design*

assessment criteria should be designed.

achieve should be included.

*4.2.3 Development*

should also be established and designed at this step.

strategies are aligned with developed learning outcomes.

The researcher should consider the following aspects during content development: the relevancy of the content included in the specific learning outcomes and objectives to achieve the SLO. The process of preparing the content should be based on the gaps identified during needs analysis and it matches the learning outcomes identified in the design step [24]. The content is divided in line with the SLO.

### *4.2.3.2 Instructional strategies*

Learner-centred and problem-orientated strategies guide frameworks for accomplishing the learning outcomes. The instructional strategies should accommodate individual learner's rates of learning and learning style based on reviewed literature. The following instructional strategies lecturer method, discussion, active learning, and cooperative learning/group discussions, role-plays and case-based exercises can be used [25].

### *4.2.3.3 Assessment criteria*

The strategies for assessment should be developed at this stage to measure success gained from the developed programme Assessment should be undertaken regularly throughout the implementation of the training and there is an activity interlinked with all activities. The formative assessment strategies such as openended questions, group discussions, and peer assessment to assess the understanding and achievement of the learning outcomes during the workshop should be used. The assessment questions should be formulated at the end of every activity to assess comprehension of the content done concerning the learning outcomes of the specific unit.

#### *4.2.3.4 Training materials*

The training materials including hard copies of training manuals should be printed for all the trainees and also the PowerPoint slides which covered all the SLO should be created.

#### *4.2.4 Implementation*

A training program for HBCs who care for people with cardiovascular diseases including diabetes mellitus is delivered at this step. The subject matter included should be based on the previously developed material and the research articles. Efforts should be made to use the most recent information about DM. All the trainees should be provided with a hard copy of the training material to use before the training commences.

#### *4.2.4.1 Training delivery*

Dates for training should be identified and arrangements made with the managers of the HBC centres to release the HBCs for teaching. The training programme is at Level 4 of the National Qualification Framework (NQF) with 11/2 credits. The contact sessions for interactive facilitation with HBCs and different facilitators should be

scheduled. Training should take place at a central venue away from the HBCs workplace to avoid disturbances during training and to enhance learning.
