Cardiovascular System Learning: Instructional Design Project

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Scope and Sequence

  • Before encountering the targeted unit, the learners should be aware of various terms such as blood the circulatory system, blood vessels, and heartbeat rate. They should be aware of the major functions of the heart and various blood vessels. They should know how to measure a person’s heartbeat rate (Noble, 2009). It will be appropriate for them to understand every aspect of the human anatomy. These skills and ideas will make it easier for them to understand the intended subject. The learners should be able to write English compositions (Choudhury, 2005). They should be conversant with different body organs and their respective roles. These skills will ensure the learning process is successful. A proper knowledge of the terms will make sure the most desirable goals are realized after completing the unit.
  • The targeted unit will be taught during the fourth (4th) week of the first semester. This week has been selected because the learners will have familiarized themselves with the campus. They will learn new ideas that can make it easier for them to pursue their career goals (Reiling, 2005). The period will ensure the students are willing to form new teams that can make the learning process successful.
  • The other important thing is that the unit will be completed within six days. The period is adequate and will ensure the intended information is delivered to the targeted learners.
  • Each day’s lesson is presented below:
    • Day 1: Introduction to the cardiovascular system
    • Day 2: Anatomy of the cardiovascular system
    • Day 3: Continuation: Anatomy of the cardiovascular system
    • Day 4: Coronary and hepatic blood circulation
    • Day 5: Physiology of the cardiovascular system
    • Day 6: Student presentations

During the presentations, the ideas and concepts gained during the period will be assessed using a clearly-defined rubric.

Class Profile

The targeted class is the First Year Students of Associate Degree of Nursing. Before beginning the unit, it will be necessary to conduct a short survey in order to understand the unique aspects of the identified class. This knowledge is expected to play a noteworthy role towards designing the best instructions and teaching methods for the learners (Reiling, 2005). After conducting the study, it was notable that about a third of the class was comprised of white learners. The remaining percentage consisted of students from Asian American, African American, Hispanic, and African backgrounds. This fact shows clearly that the targeted class was characterized by various ethnic groups. The level of diversity made it easier for me to prepare the best instructions and guidelines for the class. In terms of gender, majority of the learners were males (Choudhury, 2005). Incidentally, the number of girls was quite promising. It was hard for me to gauge the socioeconomic status of each and every student. However, I observed that majority of the learners were from middle-income households.

Most of class members appeared to share a wide range of common interests. For instance, majority of the learners were optimistic to become competent providers of quality healthcare in their future nursing practices. That being the case, the novices were willing to acquire new skills in nursing and engage in various activities capable of maximizing the quality of services available to many patients (Tomlinson & Strickland, 2005). Since the class was characterized by individuals from diverse backgrounds, it was easier for me to use culturally-responsive teaching methods. The strategy can play a positive role towards making the study process successful (Choudhury, 2005). After several consultations with some of the learners, I observed that the students were ready to embrace the power of team discussions. The teaching style is preferable because of its ability to maximize interaction and eventually produce positive learning outcomes.


As mentioned earlier, the targeted class is composed of students from different racial and socio-economic backgrounds. Individuals from both Asian and Hispanic backgrounds might not have properly-developed English language skills. At the same time, English as First Language (EFL) students tend to have developed skills and find it easier to acquire new writing skills much faster (Reiling, 2005). This fact explains clearly that the members of the targeted class have diverse needs. This understanding encourages me to identify the best teaching methods that can address the needs of each and every learner (Reiling, 2005).

I have decided to embrace the power of a Student-Centered Approach (SCA) because it has the potential to deliver quality information to each and every learner. I strongly believe that the teaching method will make it possible for me to identify the diverse needs of different learners. The next move is to group my learners into various teams. This is the case because the created teams in the class are comprised of individuals from diverse backgrounds (Carr-Chellman, 2016). This method has the potential to maximize collaboration, teamwork, and participation. Skilled learners will share their ideas with those from different backgrounds. The ultimate objective is to make sure the intended content is delivered to the learners. It is appropriate to use audio-visuals to inform more learners about the targeted topic (Noble, 2009). The learners will watch several videos showing how the cardiovascular system functions. The use of such videos will maximize the quality of information delivered to the learners. The use of different techniques such as discussions will make the learning process successful (Wong & Wong, 2009).


The benefits of education are multifaceted (Tomlinson & Strickland, 2005). This means that the knowledge gained through various educational processes can help more people in different stages of their lives and careers. The targeted unit is relevant because it has the potential to revolutionize the health skills possessed by the targeted learners. The unit focuses on the anatomy and functioning of the cardiovascular system. The students are studying to become competent providers of quality health support and care to more patients with diverse needs (Tomlinson & Strickland, 2005). The unit will ensure the learners understand the major attributes of the system. They will also understand how the heart and blood vessels function in the human body. Although this information is relevant for the learners throughout their academic paths, it will help them offer better care to patients with diverse needs (Reiling, 2005). After completing the formal education content, the individuals will be able offer better health support to more patients with various cardiovascular problems. The unit will help them pursue other career and personal goals in the future. Additionally, the unit will equip the students with new ideas that can help more people lead healthy lives (Noble, 2009).

Learning should always be executed throughout a person’s life (Noble, 2009). The little information gained from this unit should encourage the learners to read widely and understand how more people can minimize most of the health conditions affecting the cardiovascular system. Such learners will read widely and understand the best health practices that can help people improve the health conditions of their cardiovascular systems. For instance, cardiovascular health specialists encourage people to eat balanced diets, engage in physical exercises, and get medical information frequently (Noble, 2009). The practice can ensure more people address the health challenges affecting them. The targeted learners will find it easier to use these ideas to improve every patient’s quality of life. Consequently, the caregivers will become competent providers of evidence-based medical care to more patients in every underserved community (Reiling, 2005).

Common Core State Standards

There are various standards outlined by different states to dictate the quality and nature of nursing education. The ultimate goal of such core standards is to ensure every learning process is aimed at maximizing the benefits of health education (Tomlinson & Strickland, 2005). The following three standards will therefore be considered throughout the learning process.

  • Students will be expected to grasp the major concepts related to disease (cardiovascular) prevention and health promotion in order to improve the quality of patient health (Reiling, 2005).
  • The students will be expected to use interpersonal and intrapersonal communication skills to improve the quality of cardiovascular health.
  • Learners should have the ability to use various decision-making and goal-setting ideas in an attempt to enhance cardiovascular health support (Tomlinson & Strickland, 2005).

Investigative Questions

The cardiovascular system “consists of various organs known to transport hormones, oxygen, nutrients, and waste products throughout the body” (Noble, 2009, p. 35). The heart is a powerful organ that powers this system to ensure it functions effectively. The targeted unit will therefore inform the learners about the unique role played by different parts of the cardiovascular system. As well, the students will appreciate the importance of the system in the human body. The important goal will be to ensure the information delivered to the learners is understood correctly (Reiling, 2005). The following questions will therefore be asked throughout the targeted study period. The questions are guided by the above three standards thereby making it easier for the students to focus on the best educational outcomes.

  • How does cardiovascular health affect the quality of life led by many people in the United States?
  • Why should healthcare practitioners embrace powerful decision-making skills and interpersonal communication strategies in an attempt to deliver quality health care to more persons with diverse needs?

With these questions in place, the learners will definitely be willing to consider the major issues associated with cardiovascular health. The learners will think about the best practices and initiatives that can be embraced by practitioners who want to address numerous cardiovascular health complications affecting mankind today. The learners will be allowed to embrace the power of critical thinking (Tomlinson & Strickland, 2005). This approach will encourage them to identify the existing gaps and outline better practices for effective patient care. After completing the study, the students will be allowed to form new groups. The teammates will then be required to summarize the major ideas and lessons gained from the unit (Thomas & Galla, 2013). The above questions will guide them to make the most desirable conclusions and discussions.


The objectives presented below will be used to guide the students throughout the learning process. Multiple levels of Boom’s Taxonomy are identified at the end of each of the five objectives.

  • Participants will be in a position to identify, name, and describe the major organs forming the cardiovascular system (the major levels of Bloom’s Taxonomy include Knowledge and Comprehension).
  • Learners will be able to describe and understand the major circulation systems in the body (the major levels of Bloom’s Taxonomy include Knowledge and Comprehension).
  • Be able to able to define the major functions of the cardiovascular system and the heart’s role in regulating blood pressure (the major levels of Bloom’s Taxonomy include Knowledge, Application, and Analysis).
  • Participants should be able to describe the physiological attributes of the cardiovascular system such as protection, homeostasis, and blood pressure regulation (the targeted levels of Bloom’s Taxonomy include Comprehension, Synthesis, and Evaluation).
  • Participants should understand how to use various technological devices such as smartphones, computers, and videos to pursue their learning goals (the major levels of Bloom’s Taxonomy include Analysis, Synthesis, and Evaluation).

Throughout the one-week study, the learners will be required to focus on each of these objectives. The use of videos and handheld devices will ensure the learning process is successful. Technological devices have become useful in a wide range of learning environments (Paul & Elder, 2014). The approach will ensure the targeted learners receive the required knowledge.

Summative Assessment

After completing the unit, the learners will be expected to demonstrate mastery and knowledge of the standards presented to them. At the same time, the learners will be required to reproduce the ideas and concepts gained from the class work. This assessment will help the teacher determine if the learning process has been successful (Noble, 2009). In order to gauge the mastery of the learners, an assessment test will be completed to measure their understanding of the above objectives addressed by the unit. The learners will be allowed to complete an assessment test. Each of the students will complete the test individually (Paul & Elder, 2014). A powerful rubric will be used to ensure the test is assessed in a professional manner.

The test will include short-structured questions addressing various functions and physiologies of the cardiovascular system. The learners will be obliged to complete a two-page essay describing the lessons and ideas gained from the class. They will be expected to describe how the information gained from the class readings will support their future career goals (Thomas & Galla, 2013). The students will be required to present PowerPoint slides detailing the major ideas gained from the unit.

The questions presented below will be included in the assessment test.

  1. Describe the organs forming the cardiovascular system.
  2. Outline and discuss the major functions of the cardiovascular system.
  3. Describe the anatomy of the human cardiovascular system.
  4. Describe in details the major physiological processes of the cardiovascular system.
  5. In 2-3 pages, describe how the ideas gained from this unit can make a difference in your life.

The rubric presented below will be used to grade the learners.

Rubric Detail Poor (1-3 marks) Average (4-7 marks) Proficient (8-10 marks)
Content Questions were answered shallowly
The student presented a shallow description of the ideas gained from the unit
Most of the important issues were ignored by the learner
Most of the issues were addressed
The student mentioned most of the ideas
A number of issues were addressed
Excellent answers were presented by the learner

The learner presented a concrete analysis of the ideas gained from the unit
All issues were addressed properly by the student

Organization Disorganized work
Grammatical mistakes
Partially organized work
A few mistakes
No mistakes
  • Lack of consistency
  • Poor formatting
  • Disorganized work
  • Grammatical errors
  • Student failed to describe how the information could help him/her in healthcare service delivery
  • Essay was consistent
  • Some formatting mistakes were identified
  • Grammar issues were observed in the essay
  • Student describes how the information can help him/her in healthcare service delivery. However, some minor issues can be detected from the essay
  • No/minimal mistakes
  • Ideas were articulated in a proper manner
  • The essay was formatted in a professional manner
  • Student described how the information could help him/her in healthcare service delivery
Format (APA) Poorly formatted A few formatting errors No APA format error

These assessment documents will therefore be used to examine the ideas and concepts gained by the learners after completing the unit. This is the case because tutors should always monitor the success of every learning process (Paul & Elder, 2014). The above test will be used to ensure the learners have understood how the physiological and anatomical aspects of the cardiovascular system. The above test is also in accordance with the outlined study objectives. The assessment test also seeks to augment the major competencies gained by the students such as communication, listening, critical thinking, creative thinking, and writing skills (Carr-Chellman, 2016).

The learners will also be required to replicate the ideas and lessons gained from class. They will be expected to use PowerPoint presentations. This exercise will deliver two goals. The first one is to ensure the targeted content is clearly understood by the learners (Paul & Elder, 2014). The second goal will be to empower the learners and make sure they can use various technologies for educational purposes (Carr-Chellman, 2016). This expertise will support every learner throughout his or her academic ladder.

One of the most important goals of every learning process is to ensure the targeted students acquire new skills. The proposed unit is germane for every nursing student. The targeted learners will understand how the human body functions. This understanding will make it easier for the learners to analyze various physiological functions of the cardiovascular system (Noble, 2009). In order to get positive results, a carefully-designed assessment test will be used after delivering the required content to the readers. The test will be used to gauge whether the students have understood most of the intended information (Wong & Wong, 2009). The rubric provided above will also make it easier for the tutor to grade the test. As well, the use of different technologies will ensure the learners acquire new competencies that can guide them throughout their academic journey (Thomas & Galla, 2013). The class will also be characterized by several groups. The groups will include different learners from diverse backgrounds. This strategy will ensure the students support one another and eventually realize their potentials. The learning objectives identified above will also ensure the educational process is successful.


Carr-Chellman, A. (2016). Instructional design for teachers: improving classroom practice. New York, NY: Routledge.

Choudhury, S. (2005). Interaction in second language classrooms. BRAC University Journal, 2(1), 77-82.

Noble, A. (2009). The cardiovascular system. New York, NY: Elsevier Churchill Livingstone.

Paul, R., & Elder, L. (2014). How to improve student learning: 30 practical ideas. New York, NY: Foundation for Critical Thinking.

Reiling, J. (2005). Creating a culture of patient safety through innovative hospital design. Advances in Patient Safety, 2(1), 425-439.

Thomas, L., & Galla, C. (2013). Building a culture of safety through team training and engagement. Postgraduate Medical Journal, 89(1), 394-401.

Tomlinson, A., & Strickland, C. (2005). Differentiation in practice: a resource guide for differentiating curriculum, grades 9-12. New York, NY: Association for Supervision and Curriculum Development.

Wong, H., & Wong, T. (2009). The first days of school: how to be an effective teacher. Mountain View, CA: Harry K. Publications.

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ChalkyPapers. (2022) 'Cardiovascular System Learning: Instructional Design Project'. 30 July.


ChalkyPapers. 2022. "Cardiovascular System Learning: Instructional Design Project." July 30, 2022.

1. ChalkyPapers. "Cardiovascular System Learning: Instructional Design Project." July 30, 2022.


ChalkyPapers. "Cardiovascular System Learning: Instructional Design Project." July 30, 2022.