Learning goals and objectives
Community health nursing lecturer
Faculty of nursing
Cairo-university
LEARNING OBJECTIVES
• Differentiate a learning goal from a learning objective
• Recognize the purpose for writing learning objectives
• Identify the components of a learning objective
• Create well-constructed learning objectives
OUTLINES:-
Introduction.
Definitions of goal and objective
Differences between goal &objective
Creating SMART objectives
The ABCD method of writing objectives
Types of objectives Domains
Why are Learning Objectives Important?
Providing learners with Learning Objectives:
• Describes what you value and expect them
to be able to do (content selection)
• Specifies your desired outcomes that will be
measured (instructional strategy)
• Assesses the client’s performance as well as
the instruction (evaluation connection)
FACTORS TO BE CONSIDERED IN SELECTING AND WRITING
OBJECTIVES:-
1-Maturity level of the learner.
2-Content to be covered.
3-Environment.
4-Materials and equipment available.
5-Time specification.
6-Group size.
7-Time of day.
WHAT ARE LEARNING OUTCOMES?
Learning outcomes are
Statements of what is expected that a learner will be able to
DO as a result of a learning activity.
Statements that describe what students are expected to
know, think, and able to do as a result of learning.
From the definitions we see:
• Emphasis on the learner.
• Emphasis on the learner’s ability to do something.
Outcomes: Focus on what we want the
learner to be able to do - use of terms like
define, list, name, recall, analyse,
calculate, design, etc.
LEARNING OUTCOMES
learners will
DO WHAT (how)
GOALS:
- Goal: is the final desired outcome of what is achieved at
the end of the teaching- learning process.
- Goals are global & broad in nature, they serve as long-
term targets for both the learner & the teacher.
- Goals are generalized statements about what is to be
learned. Think of them as a target to be reached, or
"hit."
OBJECTIVES:
- it is specific, single, one-dimensional behaviour (observable &
measurable).
- Objectives should be achievable at the conclusion of one teaching
session or within a matter of a few days following a series of
teaching sessions.
- Objectives must be achieved before the goal can be reached.
- Think of objectives as tools you use to make sure you reach your
goals. They are the arrows you shoot towards your target (goal).
- To be properly written, the objective statement must:
begins with an action verb
DIFFERENCES BETWEEN GOAL &OBJECTIVE
variables goal objective
Time span Long term Short term
Specify Global and broad Specific &single
Dimension Multi dimensions Uni dimension
Outcomes Final outcome Intra the goal
perceive Vague and not Observable and measurable
measurable
For example: For example:
At the end of this course At the end of this lecture the students
the students will be able will able to Differentiate between
to Formulate health goal and objectives, in relation to
teaching program. definition with giving example.
CREATING SMART OBJECTIVES
THE ABCD METHOD OF WRITING OBJECTIVES
• "A" is for audience,
• "B" is for behavior,
• "C" for conditions and
• "D" for degree of mastery needed.
A= Audience - Who? Who is this aimed at? (the learners or
participants, not the teacher)
As you target a specific audience with your objective make
sure that you are meeting the needs of all learners in that
group.
B=BEHAVIOR
(what the participants will do)
The behavior is the action (verb) that describes what the
learner (audience) will be able to do after the teaching.
• Behavior - What? What do you expect them to be able to
do? This should be an overt, observable behavior, even if
the actual behavior is covert. If you can't see it, hear it,
touch it, taste it, or smell it, you can't be sure your
audience really learned it.
WHAT TYPE OF BEHAVIOR DO YOU WANT?
Behaviors for educational objectives fall into three categories,
called domains
Cognitive: Dealing with intellectual abilities; Approximately 80%
of educational objectives fall into this domain; Most familiar to
both teachers and learners
Affective: Relating to the expression of feelings, including
emotions, fears, interests, attitudes, beliefs, values and
appreciations: Often the most difficult objectives to develop.
Psychomotor: The easiest objectives to write as the behavior is
easily observed and monitored. Psychomotor skills often involve
the use of tools or instruments;“ Hands On” courses will contain
psychomotor objectives
C= Condition - (imposed by the instructor)
How? Under what circumstances will the learning occur?
What will the student be given or already be expected to
know to accomplish the learning?
States what conditions the instructor will impose when the
learners are demonstrating mastery of a skill.
What will the student be given or already be expected to
know to accomplish the learning?
D=DEGREE
WHAT IS “GOOD ENOUGH”?
The standard or criterion for judging the behavioral
performance. What has to happen for the learner to succeed?
It might be:
• Speed
• Accuracy
• Quality
• Quantity
Degree - How much? Must a specific set of criteria be met? Do you
want total mastery (100%), do you want them to respond correctly
80% of the time, etc. A common (and totally non-scientific) setting is
80% of the time.
Specify the ABCD in the following Behavioral Objective
“When given a list of 20 words, the learner will be able to identify
correctly all the cognitive action verbs”.
Audience “the learner”
Behavior “identify” (based on Bloom’s Taxonomy)
Condition “when given a list of 20 words”
Degree “all” (100%)
“In an oral presentation, the student will list 3 functions of
immune system”
“After watching a 15 minutes video on the procedure for self-
examination of the breast, the client will perform the exam on a
model with 100% accuracy”
TYPES OF OBJECTIVES DOMAINS
objectives, can be written for any of the domains of instruction
1. Cognitive/knowledge domain
2. Psychomotor/practical (skills) domain
3. Affective/attitude (communication) domain
1- COGNITIVE/KNOWLEDGE DOMAIN
This domain is commonly called:
• the cognitive (“knowing”) domain (involving thought
processes).
the ”thinking” domain.
Learning in this domain involves:
• acquisition of information.
• the learner’s intellectual abilities,
• mental capacities and
• thinking processes.
Bloom suggested certain verbs that characterise the ability
to demonstrate these processes.
Common verbs used:
Choose, identify, label, match, list, define,
calculate, recall, give example,
recognize, summarize, solve, explain,
name, circle, complete, report, arrange,
apply, criticize, compare, revise, outline,
judge, justify, correlate, use, generate,
……..
e.g. after reading handouts provided by
the nurse educator, the family will
calculate the correct number of total
grams of protein included on average
per day in the family diet.
2- THE PSYCHOMOTOR DOMAIN:
Is known as “skills” / “doing” domain.
Learning in this domain involves:
• acquiring fine and gross motor abilities with
increasing complexity of tasks
• Involves co-ordination of brain and
muscular activity.
Common verbs used:
Insert, choose, measure, prepare, design, compose, arrange,
change, develop, attempt, isolate, separate, select, remove,
demonstrate, attach, build, walk, grasp, examine, perform,
complete, lift, mix, open, suction, shake, organize, replace,
bend, grasp, handle, operate, perform, reach, relax, shorten,
stretch, differentiate (by touch), perform (skilfully).
Laboratory skills:
Perform Ryle insertion accurately and safely in the laboratory.
Clinical Skills :
The student is able to perform a comprehensive history and physical
examination of patients in the outpatient setting and the general medical
wards, excluding critical care settings.
Presentation skills:
Deliver an effective presentation.
3) THE AFFECTIVE DOMAIN:
Is known as the “feeling” domain.
Learning in this domain involves:
increasing commitment to feelings expressed
as emotions, interests, attitudes & values.
Common verbs used:
Accept, admit, listen, observe, express, influence,
assist, attempt, discriminate, agree, follow, initiate,
state willingness, help, arrange, influence, adhere,
alter, appreciate, accept, assist, attempt, challenge,
combine, complete, defend, demonstrate (a belief
in), discuss, dispute, follow, hold, integrate, order,
organise, join, share, judge, praise, question, relate,
share, support, synthesise, value.
Examples:
e.g. during a group discussion session, the patient will
admit any fears of undergoing a mastectomy.
e.g. At the end of instruction, the child will verbalize
feelings of confidence in managing her asthma.
e.g. the staff nurse will display consistent interest in
maintaining strict hand-washing technique to control
the spread of Nosocomial infection to pts. In the
hospital.
