1. A REPORT IN NED 201
Presented by:
CARMINA F. GURREA, R.N.
2. TOPIC OUTLINE
• LEVEL OBJECTIVES / COURSE
OBJECTIVES
– Goals &s Objectives
– What are Objectives?
– Types of Objective
– Writing Objectives
– Taxonomy of Objective in the Learning Domains
• DETERMINING THE CONTENT
FOR EACH COURSE
– Selecting content
– Organizing content
3. Goals & Objectives
• Goals and objectives are similar in
that they serve to direct teaching and
learning. They describe the intended
purposes and expected results of
teaching activities and establish the
foundation for assessment.
4. What is a Goal?
• Goals are statements about
general aims or purposes of
education that are broad, long –
range intended outcomes.
• Goals are used primarily in
policy making and general
program planning.
• Think of them as a target to be
reached, or “hit.”
Example:
– The College of Nursing is committed to
the development of critical thinking,
caring, ethically responsive and
professionally competent nurses.
5. Statements describing what you
expect students to know and or be
able to do as a result of completing
a particular degree or certificate
program.
What are Objectives?
6. More on Objectives
You can shoot your arrows
(objectives) many ways.
The important thing is that
they reach your target (goals)
and score that bulls-eye!
7. Types of Objectives
• Objectives are used at different levels of a
curriculum
Terminal or Programme Objectives
- Describe the general destination of the students in a
specific programme to which all teaching/ learning
is directed. It is the operationalization of the
situation analysis and the philosophy of the school
or programme.
- It is also sometimes described as the
‘characteristics of graduates’.
- The statements are comprehensive, but also clear
and attainable.
8. Types of Objectives
Level Objectives
- Describe which goals should be achieved
earlier, and which should be achieved later
in the programme.
- These are used to organize the content and
learning experiences of a multi – level
programme.
- Level outcomes cut across and incorporate
all the courses taken during that level of
study.
9. Types of Objectives
Course Objectives
- Are formulated for a specific course
and indicate what the goals of that
specific course are.
- Course objectives in nursing may
draw on knowledge gained from basic
biomedical and social sciences, but are
directed at nursing competence.
10. Types of Objectives
Unit Objectives
- Are the most specific type of
objectives, and refer to learning within
a course.
- Unit outcomes are often formulated to
be measurable.
11. • The South African Qualification Authority
(SAQA, 2000) presented a useful format for
comprehensive objective statements:
A title which identifies the competence
An element of competence (function), which is
a significant role component
Performance criteria: quality statements that
stipulate how well a task should be done
Range statements, which describe the context
in which competence should be demonstrated.
12. • This comprehensive statement is not
appropriate at all level of the
curriculum, since objectives become
more detailed as the curriculum moves
from macro – to micro development.
• Programme outcomes will usually
have only the element of competence
or the function, while at the course
outline level all four components will
be present.
13. • To promote a logical coherence in the
curriculum, the Curriculum
Committee should make sure that
course objectives support level
objectives, and that level objectives
support programme objectives
• All objectives in a programme should
be convergent, working in the same
direction, and form a harmonious
whole.
14. What is the most effective way
to state an objective?
Teacher – focused vs Learner – focused Objectives
• Teacher – focused:
Demonstrate to students how to safely perform
basic nursing procedures.
• Learner – focused:
The student will demonstrate safe performance of
basic nursing procedures
15. • A meaningful objective communicates
desired outcome behavior of the
learner.
• Methods for writing objectives include
general and specific formats.
What is the most effective way
to state an objective?
16. • Behavioral objectives describe what the
learner will be able to do following a learning
situation. (Bastable, 2003)
• Behavioral objectives make use of the
modifier behavioral or learning to denote that
they are action-oriented rather than content
oriented and learner-centered rather than
teacher-centered
What is the most effective way
to state an objective?
17. Writing behavioral objectives
• According to Mager (1997), the format for
writing concise and useful behavioral
objectives includes the following three
important characteristics:
1. Performance: Describes what the learner is
expected to be able to do or perform to
demonstrate the kinds of behaviors the
teacher will accept as evidence that
objectives have been achieved. Activities
performed by the learner may be visible,
such as “writing” or “listing,” or invisible,
such as “identifying” or “recalling.”
18. Writing behavioral objectives
2. Condition: Describes the testing
situation or constraints under which the
behavior will be observed or the
performance is expected to occur.
3. Criterion: Describes how well or with
what accuracy the learner must be able
to perform for the behavior to be
considered acceptable; the standard,
quality level, or amount of performance
defined as satisfactorily demonstrating
mastery. It is the level of competence
that a learner must achieve.
19. Writing behavioral objectives
• The preceding characteristics translate into
the following questions:
1. What should the learner be able to do?
2. Under what conditions should the learner
be able to do it?
3. How well must the learner be able to do it?
20. Writing behavioral objectives
• Behavioral objectives are statements that
communicate who will do what under
what conditions and how well
(Cummings, 1994).
21. Writing behavioral objectives
• When writing objectives the following three
steps are recommended:
1. Identify the testing situation (condition).
“Within 20 minutes in the skills laboratory
2. State the learner and the learner’s behavior
(performance).
the student will obtain an apical pulse on a
client
3. State the performance level (criterion).
that is accurate to within 3 beats per minute
22. Tips for Writing Objectives
• Objectives should specify four main
things:
– Audience - Who? Who is this aimed at?
– Behavior - What? What do you expect them to
be able to do? Use action verbs to describe an
overt, observable behavior.
– Condition - How? Under what circumstances
will the learning occur?
– Degree - How much?
• This is often called the ABCD's of
objectives, a nice mnemonic aid!
23. The three-part method of
objective writing
Condition
(Testing Situation)
Performance
(Learner
Behavior)
Criterion
(Quality of Accuracy)
Without using a
calculator
The learner will be
able to:
solve 5 out of 6 problems
Using a model demonstrate the correct procedure
Following group discussion list at least two reasons
After watching a video select with 100% accuracy
24. VERBALS WITH MANY OR FEW INTERPRETATIONS
Terms with Many
Interpretations
(Not Recommended)
Terms with Few Interpretations
(Recommended)
to know to apply to explain
to understand to choose to identify
to appreciate to classify to list
to realize to compare to order
to be familiar with to contrast to predict
to enjoy to construct to recall
to value to define to recognize
to be interested in to describe to select
to feel to demonstrate to state
to think to differentiate to verbalize
to learn to distinguish to write
25. TAXONOMY OF OBJECTIVES
ACCORDING TO LEARNING DOMAINS
• Bloom et al. (1956) and Knathwohl and
associates(1964) developed a very useful
taxonomy, known as the Taxonomy of
Educational Objectives, as a tool for
systematically classifying behavioral objectives.
• Taxonomy of Educational Objectives which
became widely accepted as a standard aid for
planning as well as evaluating learning, is
divided into three broad categories or
domains: cognitive, affective, psychomotor.
27. COGNITIVE DOMAIN
• Learning in this domain involves the
acquisition of information and refers to the
learner’s intellectual abilities, mental
capacities, and thinking processes.
• Objectives in this domain are divided into
six levels, each specifying cognitive
processes ranging from the simple
(knowledge) to the more complex
(evaluation)(Bloom et al., 1956).
28. Levels of Cognitive Behavior
I. Knowledge (1.00-1.99):
• Recall of facts and specific information:
Memorization of specifics.
Ex. The student defines the term systole.
II. Comprehension (2.00-2.99):
• Understanding: Ability to describe and explain
the material.
Ex. The learner describes the circulation
through the heart.
29. Levels of Cognitive Behavior
III. Application (3.00-3.99):
• Use of information in a new situation: Ability to use
knowledge in a new situation.
Ex. The student applies concepts of aging in
developing interventions for the elderly.
IV. Analysis (4.00-4.99):
• Ability to break down material into component parts
and identify the relationships among them.
Ex. The student analyzes the organizational
structure of the community health agency and
its impact on client services.
30. Levels of Cognitive Behavior
V. Synthesis (5.00-5.99):
• Ability to develop and combine elements to form a
new product.
Ex. The student develops a plan for delivering
services to persons with dementia and their
caregivers in the home.
VI. Evaluation (6.00-6.99):
• Ability to make value judgments based on internal
and external criteria and determine the extent to
which materials and objects meet criteria.
Ex. The learner evaluates the quality of nursing
research studies and their applicability to
practice.
32. AFFECTIVE DOMAIN
• The affective domain relates to the development of
values, attitudes, and beliefs consistent with standards of
professional nursing practice.
• The affective domain is divided into categories that
specify the degree of a person’s depth of emotional
responses to tasks.
• There are two important dimensions in evaluating
affective outcomes. The first relates to the student’s
knowledge of the values, attitudes, and beliefs that are
important in guiding decisions in nursing.
• The second dimension of affective evaluation focuses on
whether or not students have accepted these values,
attitudes, and beliefs and are internalizing them for their
own decision making and behavior.
33. LEVELS OF AFFECTIVE BEHAVIOR
I. Receiving (1.00-1.99):
• Awareness of values, attitudes, and beliefs important in
nursing practice. Sensitivity to a patient, clinical
situation, problem.
Ex. The student expresses an awareness of the need
for maintaining confidentiality of patient
information.
II. Responding (2.00-2.99):
• Learner’s reaction to a situation. Responding voluntarily
to a given phenomenon reflecting a choice made by the
learner.
Ex. The student shares willingly feelings about caring
for a dying patient.
34. LEVELS OF AFFECTIVE BEHAVIOR
III. Valuing (3.00-3.99):
• Internalization of a value. Acceptance of a value
and the commitment to using that value as a basis
for behavior.
Ex. The learner supports the rights of patients to
make their own decisions about care.
IV. Organization (4.00-4.99):
• Development of a complex system of values.
Creation of a value system.
Ex. The learner forms a position about issues
relating to the cost effectiveness of
interventions.
35. LEVELS OF AFFECTIVE BEHAVIOR
V. Characterization of a value (5.00-5.99):
• Internalization of a value system
providing a philosophy for practice.
Ex. The learner acts consistently to
involve patients and families in
decision making about care.
37. Psychomotor Domain
• Psychomotor learning involves the development of skills
and competency in the use of technology.
• This domain includes activities that are movement
oriented, requiring some degree of physical coordination.
• Motor skills have a cognitive base, which involves the
principles underlying the skill. They also have an
affective component reflecting the values of the nurse
while carrying out the skill, for instance, respecting the
patient while performing the procedure.
• Evaluation of performance is done in the clinical setting
and in learning and simulation laboratories; however,
test items may be used for assessing principles
associated with performing the skill.
38. Levels of Psychomotor Behavior
I. Imitation (1.00-1.99):
• Performance of a skill following demonstration
by teacher or through multimedia. Imitative
learning.
Ex. The student follows the example for changing a
dressing.
II. Manipulation (2.00 -2.99)
• Ability to follow instructions rather than needing to
observe the procedure or skill.
Ex. The student suctions a patient according to the
accepted procedure.
39. Levels of Psychomotor Behavior
III. Precision (3.00-3.99):
• Ability to perform a skill accurately,
independently, and without using a model or
set of directions.
Ex. The student takes vital signs accurately.
IV. Articulation (4.00-4.99):
• Coordinated performance of a skill within a
reasonable time frame.
Ex. The learner demonstrates skill in
suctioning patients with varying health
problems.
40. Levels of Psychomotor Behavior
V. Naturalization (5.00-5.99):
• High degree of proficiency.
Integration of skill within care.
Ex. The student competently carries out
skills needed for care of technology-
dependent children in their homes.
42. FACTORS AFFECTING LEARNING IN
PSYCHOMOTOR DOMAIN
• The amount of practice required to learn any new skill
varies with the individual, depending on many factors.
Oermann (1990) and Bell (1991) have addressed some
of the more important variables:
1. Readiness to learn
2. Past experience
3. Health status
4. Environmental stimuli
5. Anxiety level
6. Developmental stage
7. Practice session length
43. DETERMINING CONTENT FOR EACH COURSE
• The general guidelines for course
content are usually prescribed by the
curriculum of the school or institution
for which the educator works.
• The following questions are asked:
How much information should be
included?
How much detail should go into the
content?
44. Selecting Content
• Several factors can guide the
educator’s decision:
1. How much time is needed?
2. What kind of background do students
have?
3. Is there a textbook selected for the
course?
45. Organizing Content
• There are several ways to structure content
so that it follows a logical sequence.
Simple to complex, e.g. Teaching
sociological concepts before sociological
theories
Whole to parts e.g. Presenting a total case,
and then looking at different aspects of it
Parts to whole, e.g. Explaining how cells
work, then tissues, and then organs
46. Organizing Content
Chronological, e.g. Teaching growth &
development by starting with the development from
baby to elderly person
Taxonomies, e.g. Using Bloom’s taxonomy of
cognitive development to diffentiate between what
first year and second year student should be able to
do
Health to illness, e.g. Introducing students to
healthy children and their development before
reading about the care of sick children
47. ACTIVITY
• Given a list of statement regarding asepsis, the student will select correct
statements
• After watching a demonstration on gloving technique, the student will be
able to correctly don gloves using aseptic technique.
• The student will be able to list sources of contamination in the OR.
• Following a discussion on hypertension, the student will be able to state
three out of four causes of high blood pressure.
• Upon viewing the video provided on the self breast exam, student will be
able to express any concerns about the procedure.
• To demonstrate the proper handling of surgical instruments to the student
(condition and criterion missing)
(performance not stated in measurable terms, criterion missing)
(teacher-centered)
Well – written objective
Well – written objective
Not measurable; criterion missing
