Teaching in nursing

1. Educational objectives and
levels of taxonomy

2. General objective
At the end of this session each participant will be able to identify,
analyze, determine and differentiate between types of educational
objective.
Specific objectives
By the end of this lecture the student will be able to :-
•Define the educational objectives.
•Define the educational goals
•Identify how to write a learning objective
•Identify the benefits of educational objectives.
•List the characteristics of educational objective
•Recognize the categories of educational objectives “domains”.
•Discuss blooms taxonomy
•List some verbs
•Illustrate blooms taxonomy action verbs graph

4. Differentiate between goals and
objectives. Objectives and goals
are terms that are sometimes used
interchangeably, but there is a
distinct difference between
educational objectives and
educational goals

5. Educational objective:
•Statement clarify what is the leaner will be able to do after
certain period of the time and that couldn’t do it before hand.
•Goals are viewed as long-range general statements
•A goal is an umbrella term, it reflects general ambitious
changes and is often inspirational
•A goal might read as follows “Health for all in the year 20
Goals Objectives
Learning Outcomes

7. How to write learning objectives:
Learning Objectives emphasize:
1. students’ performance
2. The end product
3.What students learned?
Learning Objectives do not emphasize:
•teacher performance
•the subject matter
•how knowledge was acquired
In order to ensure clear and measurable Learning Objectives, one
must focus on:
•Performance: Describe what is to be learned in with outcome of
performance in mind.
•Norm: Describe clearly what outcome is expected and what level of
accuracy is expected in order for the learning to be judged adequate.
•Settings: Describe the specific circumstances under which the learner is
supposed to perform and what tools are to be used

8. The benefits of educational objectives
1. For Teacher:
i. Help in selecting of instructional material, content and
methods.
ii. Help in evaluating or assessment success of
instruction.
iii. Enable teacher to described intended result of her
instruction.
iv. Provide basis for improving worse of existing
instruction.
2- For Learner:
•Know exactly what they are going to learn and study.
•Help them in planning and evaluation their progress.

9.  Each domain is classified into “3” levels, learner
goes from simple to complex action.
(1)Cognitive Domain:
Known as cognitive area that focus on information and
deal with knowledge.
E.g. define educational objective
(2) Psychomotor Domain
Refer to physical doing, psychomotor behaviors are easy to
observe, describe and measure.
E.g. performpelvicexamination
(3) Affective Domains:
Refer to emotional feeling an objectives are concerned with
attitude and all other emotion.
E.g. obtain comprehensive history in a sensitive and
friendly manner

10. •Elements of Educational Objectives
(1) Act
Is expressed by an active verb describing the intent of the
task aimed at.
(2) Content
Specifies the subject in relation to which the act is to be
performed (answer of act).
(3) Condition
Is the description of resources available for carrying out
the act (date, equipment)
(4) Criteria
The definition of acceptable level of performance expected
from students describing.

11. Characteristics of Educational objective
Objectives must be :-SMARTER
 Specific not general but related to task at hand
 Measurable can be evaluated
 Appropriate for the course and cognitive level of
the learner
 Realistic can be achieved
 Time bound
 Ethically
 Recorded

12. How can you tell if your educational
objectives are being reached?
About half of your students are passing
tests and quizzes.
Students tell you they enjoy your class.
None of your students are struggling
on tests and quizzes
Student surveys on your course come
back positive.

18. (4) Identify general benefit of breast feeding
Act content criteria condition
(5) List element of educational objective
Act content criteria condition
(6) Define Peptic ulcer
Act criteria content

19. (1) Define educational objective
Act Criteria content
(2) Identify two types of diabetes mellitus
Act Criteria content condition
(3) Mention the main sign and symptoms of DM
Act Criteria content condition

20. (1) Obtain comprehensive history in a sensitive and friendly manner.
Obtain Act
History content
Comprehensive
Criteria
A sensitive and friendly manner Condition
(2) Counsel pts about sexual risk reduction (using non judgmental language)
both verbal and non verbal
Act Counsel
Content Reduction
Criteria
Condition
Sexual
risk
Patient

21. (1) Perform pelvic examination
Act Criteria Content
(2) Administer oral medication to an infant
Act Criteria Content Condition
(3) Demonstrate insulin injection sub cut anensly
Act Criteria Content Condition
(4) Demonstrate breast self examination
Act Criteria Condition Content
(5) Move the shoulder joint through R.O.M
Act Criteria Content Condition

22. References
Billings, D.M.; Halstead, J.A. (2009): Teaching in
nursing a guide for faculty. 3rded., Saunders
Goleman, D. (1995). Emotional intelligence. New
York: Bantam Books.
Greene, J. (2002). High school graduation rates in
the United States (Rev.). Washington, DC: Black
Alliance for Educational Options. Retrieved
December 2002, from http://www.manhattan-
institute.org/html/cr_baeo.htm#03
Hummel, J., &Huitt, W. (1994, February). What you
measure is what you get. GaASCD Newsletter: The
Reporter, 10-11. Retrieved May 2003, from