EDUCATIONAL OBJECTIVES

Mr. Dani Paul2nd yr PbBSc Nsg

SEMINAR OBJECTIVES:

• STUDENTS WILL BE ABLE TO

• Define educational objectives

• List the types of the educational objectives

• Identify behavioral terms and in writing educational objectives

• Perform actively in differentiating the behavioral terms of educational objectives and categorize under each level

INTRODUCTION

• Educational objectives depict what students should be able to do at the end of a learning activity.

• As Educational objectives are more focussed on the learner’s performance, it is also called as “learning objective”.

DEFINITION

• “The result sought by the learner at the end of the educational programme..i.e., what the students should be able to do at the end of a learning period, that they could not do before hand”

• - JJ Guilbert

TYPES

Affective

Psychomotor

Cognitive

LEVELS OF EDUCATIONAL OBJECTIVES• Cognitive:

• Level 1: knowledge: Remembering of previously learned material. • Verbs usage Eg: state the four steps in curriculum

development

• Level 2: comprehension: ability to grasp the meaning of material.• Verbs usage eg: student identifies the importance

of good nutrition during AN period.

• Level 3: application: ability to use learned material in new situation• Verbs usage eg: formulate diet plan for patients

with diabetes mellitus

• Level 4: analysis: ability to breakdown material into its component parts

• Verb usage eg: distinguishes between marasmus and kwashiorkor

• Level 5: synthesis: combines various parts to form a new whole.

• Verb usage eg: derives a solution for the hospital waste problem

• Level 6: evaluation: the ability to judge the value of material for a given purpose judgements are based on definite criteria

• Verb usage eg: compare and contrast any two definitions of education

Affective domain• Level 1:receiveing: being sensitive to something

existing & progress form awareness to controlled or selected attention.

• Verb usage Eg: student asks right questions by honoring the dignity of the patient during history collection.

• Level 2: responding: concerned with active response by the learner.

• Verb usage Eg: assists the patient in carrying out activities of daily living.

• Level 3: valuing: indicate acceptance & interanalization of the values or atitudes.

• Verb usage Eg: initiates the building of interpersonal relationship with patients.

• Level 4: organiszation: here learners will encounter situations in which more than one value is relevant.

• Veb usage Eg: combines various interaction skills to nurture interpersonal relationship with patients

• Level 5: characterization: highest level. Students internalize value system which is the philosophy of life

• Verb usage Eg: displays confidence while scaring patients with MI.

Psychomotor domain• Level 1: perception: concerned with perception of

sensory cues that guide actions.

• Verb usage Eg: detecs the early signs of decubitus ulcer

• Level 2: set: concerned with the cognitive, affective, psychomotor readiness to act.

• Verb usage Eg: reacts promptly to emergency situations during trauma care postings

• Level 3: guided response: refers to early stages of skill acquisition – following demonstration of teacher.

• Verb usage Eg: performs bed making correctly as demonstrated by the teacher.

• Level 4: mechanism: performance has become habitual

• Verb usage Eg: calculates volume of fluid required for 60% burns weighing 50 kgs

• Level 5: complex overt response: skilled performance & involves economy of effort, smoothness of action, accuracy & effiecency

• Verb usage Eg: performs ET intubation correctly

• Level 6: adaptation: skills are internalized that students can adapt them to cater for special circumstances

• verb usage Eg: modifies sterilization techniques according to the article to be sterilized

• Level 7: origination: highest level, concerns the origination of new movement pattern

• Verb usage Eg: designs a plint to restrain the forearm of a child who is on IV infusion

BEHAVIOURAL TERMS IN EDUCATIONAL OBJECTIVES

• ACTIVITY

CONCLUSION

• knowledge regarding the strengths and weakness of behavioral objectives will assist the nurse educator in framing objectives in a realistic way suitable to the aims of nursing education.

Assignment

• Write and submit educational objectives using behavioral terms for taking class on nursing care of patient with bronchial asthma.

BIBLIOGRAPHY

1) SANKARANARAYAN B, “learning and teaching nursing”, edition 3, Calicut, Brainfill publication, 2003

2) NEERAJA KP, “text book of nursing education”, 1st edition, New Delhi, Jaypee brothers, 2004.