This document discusses educational objectives and Bloom's taxonomy of educational objectives. It defines educational objectives as desired changes in learner behavior or goals as a result of teaching and learning activities. Bloom's taxonomy categorizes educational objectives into three domains: cognitive, affective, and psychomotor. The cognitive domain involves knowledge, comprehension, application, analysis, synthesis and evaluation. The affective domain encompasses attitudes, appreciation, values and interests. The psychomotor domain includes physical skills and actions. Each domain has multiple levels moving from basic to more complex objectives. The document provides examples to illustrate each level within the domains.

1. EDUCATIONAL
OBJECTIVES
PRESENTED BY
PRASEEDHA.S
1ST YEAR M.SC NURSING
EMCH COLLEGE OF NURSING

2. DEFINITION
1. Educational objectives are the
statements of those desired
changes in behavior as a result of
specific teaching learning activity
or specific teacher learner
activities.
2. Desired end results or goals are
expected or anticipated end

3. CONTD..
3. The result sought by the
learner at the end of the
educational program, i.e. what
the students should be able to
do at the end of a learning
period, that they could not do
before hand- (J.J.GUILBERT)

4. BLOOM’S
TAXONOMY OF
EDUCATIONAL
OBJECTIVES

5. THE THREE DOMAINS ARE:
COGNITIVE DOMAINS –
Knowledge and Intellectual
abilities.
AFFECTIVE DOMAINS –
Attitude, Values, Interests and
Appreciation.
PSYCHOMOTOR DOMAINS –
Motor skills

6. COGNITIVE DOMAIN
 BLOOM presented the taxonomy of
cognitive domain.
 It consists of six levels of objectives,
each of which is divided into
subcategories.
♣ Level -1: Knowledge
♣ Level – 2: Comprehension
♣ Level – 3: Application
♣ Level – 4: Analysis
♣ Level – 5: Synthesis
♣ Level – 6: Evaluation

7. Level – 1 {KNOWLEDGE}
Description:
 Recall of specifics & universals, recall
of methods and processes or the recall
of a pattern, structure or setting.
 Knowledge of specifics includes
knowledge of terminology of and
knowledge of specific facts.
Knowledge of specifics
includes:
(a) Knowledge of conventions.

8. Contd..
(c) Knowledge of classifications and
categories.
(d) Knowledge of criteria.
(e) Knowledge of methodology
Knowledge of the universals
and abstractions in a field include:
(a) Knowledge of principles
generalisations.
(b) Knowledge of theories and
structures.

9. Contd..
Action verbs:
define, state, list, name, outline, write,
recall, recognize, label, underline,
select, measure, describe, identify
Examples:
1. Defines Immunity.
2. States the five steps in Nursing
process.
3. States the four steps in curriculum
development
4. Describes the healing process.

10. Level – 2 {COMPREHENSION}
Description:
• Make limited use of information in the
form of Translation, interpretation,
extrapolation.
Translation- Using other to
communicate something said or printed
without altering the meaning.
Interpretation- Ability of the students
to explain the meaning and significance
of information in their own words.
Extrapolation- Ability to work out or
estimate unknown information from the
known information.

11. Contd..
Action Verbs :
Identify, Justify, Select, Indicate,
Illustrate, Name, Represent,
Formulate, Explain, Judge, Classify,
Contrast, Paraphrase etc.

12. Contd..
Examples:
1. classifies cirrhosis of liver based on
the etiology.
2. Identifies the importance of good
nutrition during the antenatal period.
3. Explains the role of pulse polio in
eradicating poliomyelitis.
4. Classifies Mental Retardation.
5. Identifies the factors influencing quality
assurance in hospital.
6. Explains the role of Advanced Practice
Nurse

13. Level – 3 {APPLICATION}
 Apply abstractions, general principles, or
methods to specific concrete situations.
Verbs Used:
Predict, Select, Choose, Assess, Explain, Find,
Show, Construct, Demonstrate, Compute,
Use, Perform, Discover, Prepare, Produce etc.
Example
1. Demonstrates correct use of pulse
oxymeter.
2. Applies the guidelines for the selection and
practice of suitable teaching methods.
3. Formulates the diet plan for the patient with
DM.

14. Level – 4 {ANALYSIS}
Description:
• Breakdown information into its
component parts, which may be
elements of information, relationships
between elements or organisation and
structure information.
• Analysis helps to separate the
important aspects from the less
important, thus clarifying the
meaning.

15. CONTD..
Verbs Used:
Analyse, Identify, Conclude,
Differentiate, Separate, Compare,
Justify, Discriminate, Distinguish etc.
Example
1. Distinguishes between mood and
affect.
2. Identifies the warning signs of
pregnancy
3. Differentiates the pain of myocardial
infarction with pain of angina
pectoris.

16. Level – 5 {SYNTHESIS}
Description:
• Combine various parts to form a new
whole: Learning outcomes in this
area stress creative behaviors with
major emphasis on the formulation of
new Patterns or structures.
Verbs Used:
Combine, Restate, Precise, Summarize,
Argue, Discuss, Organize, Drive,
Select, Generalize, Conclude, Compile,
Plan etc.

17. CONTD..
Example:
1. Devises a care plan for a patient
with myocardial infarction.
2. Plan a nursing care plan for a patient
with schizophrenia.
3. Derives solution for the hospital
waste problem.
4. Summarizes the impact of consumer
protection act in the nurse patient
relationship

18. Level – 6 {EVALUATION}
Description:
 Ability to judge the value of
material for a given purpose.
 Judgments are to be based on
definite criteria.

19. CONTD..
Verbs Used:
Judge, Evaluate, Determine,
Recognize, Support, Criticize,
Identify, Select, Choose,
Compare, Justify etc.
Example:
* Compare and contrast any two
definitions of education.

20. BLOOM'S TAXONOMY OF
EDUCATIONAL OBJECTIVES
FOR AFFECTIVE GOALS

21. AFFECTIVE DOMAIN
 It consists of five levels of objectives
 Karath is related to affective domain
 Francis. M. Quinn describes affective
domain.
Level 1: Receiving (Attending)
Level 2: Responding
Level 3: Valuing
Level 4; Organization
Level 5: Characterization

22. Level Description Example
Receiving {Attending} Demonstrates a willingness
to participate in the activity
Asks rights questions by
honoring the dignity of
the patient during History
Collection.
Responding Shows interest in the objects,
phenomena, or activity by
seeking it out or pursuing it
for pleasure
Assists the patient in
carry out ADL
Valuing Internalizes an appreciation
for (values) the objectives,
phenomena, or activity
Initiates the building of
IPR with patients.
Organization Begins to compare different
values, and resolves conflicts
between them to form an
internally consistent system
of values
Combines various
interaction skills to
nurture IPR.
Characterization Adopts a long-term value
system that is "pervasive,
Displays confidence while
caring patients with MI.

23. Level Verbs
Receiving Asks, Choices, Replies and Selects etc.
Responding Answers, Compiles, Assists, Conforms and
Helps etc.
Valuing Invites, Joins, Justifies etc.
Organization Alters, Arranges, Combines, Modifies etc.
Characterization Acts, Displays, Discriminates, Listens etc.

24. PSYCHOMOTOR
DOMAIN

25. PSYCHOMOTOR DOMAIN
 Harrow developed the taxonomy for
psychomotor domain
 It consists of Seven Levels,
 According to Francis M. Quinn seven
levels are as follows
1. Perception
2. Set
3. Guided Response
4. Mechanism
5. Complex overt Response
6. Adaptation
7. Origination

26. PERCEPTION
 It is concerned with perception of
the sensory cues that guides actions
and ranges from awareness of
stimuli to translation into action.
Action Verbs:
Differentiates, Distinguishes,
Identifies, Detects etc.
Example:
 Detects the early signs of Decubitus
Ulcer.

27. Set
 Concerned with cognitive,
Affective and Psychomotor
readiness to act.
Action Verbs:
Begins, Moves, Starts, Reacts etc.
Example:
 Reacts promptly to emergency
situations during trauma care
postings.

28. GUIDED RESPONSE
 It represents early level of skill
acquisition.
 Here skills are performed following
the demonstration of teachers.
Action Verbs:
Carries out, Makes, Performs,
Calculate etc.
Example:
 Performs bed making correctly as
demonstrated by the teacher.

29. MECHANISM
 At this level the performance has
become habitual.
 Verbs used here are similar to those
similar to that of level 3.
 Example: Calculates the volume of
fluid required in the first day for a
patient admitted with 60 percentage
burns and weighing 50 Kg.

30. COMPLEX OVERT RESPONSE
 This level denotes the skilled
performance and involves the
economy of action, smoothness,
effort, accuracy and efficiency
etc.
 Action Verb: Similar to level 3.
 Example: Performs endotracheal
intubation correctly.

31. ADAPTATION
 In this level the learned skill are
internalized to an extend the student
can adapt to cater for special
circumstances.
Action Verbs:
Adapts, Alters, Modifies, Reorganizes
etc.
Example:
Modifies sterilization techniques
according to the methods available.

32. ORIGINATION
 This is the highest level.
 Concerns with the development of
new movements to suit particular
circumstances.
Action Verbs:
Creates, Designs, Composes, Originates
etc.
Example:
 Designs a splint to restrain the
forearm of a child who is on IV
infusion.

33. BIBLIOGRAPHY
 Basavanthappa B.T. Nursing Education.
2ND edition. New Delhi: Jaypee Brothers
Medical Publishers (p) Ltd; 2009.
PAGE NO: 430-440
 Neeraja K P. Textbook of
Communication and Education
Technology for Nurses. 1ST edition. New
Delhi: Jaypee Brothers Medical
Publishers (P) Ltd; 2011.
PAGE NO: 152-159

34. Contd..
 Sankaranarayanan B. Sindhu. B.
Learning & Teaching Nursing. 4TH edition.
Calicut: Brain fill Publications; 2012.
PAGE NO: 38-45
 Buttar. B. K. Kumari. N. A Text Book Of
Communication & Educational
Technology. Jalandhar: S Vikas & Co;
2010. PAGE NO: 173-174
 Su WM. Osisek PJ. J Contin Educ
Nurs. 2011 Jul; 42(7):321-7. Doi:
10.3928/00220124-20110621-05;
Available from
http://www.ncbi.nlm.nih.gov/pubmed/2170

35. Contd..
 Krau SD. Nurs Clin North Am. 2011
Sep; 46(3):299-312, VI. Doi:
10.1016/j.cnur.2011.05.002. Available
from
http://www.ncbi.nlm.nih.gov/pubmed/21
791265.
 Hauer J, Quill T. J Palliat Med. 2011
Apr; 14(4):503-8. Doi:
10.1089/jpm.2010.0232. Epub 2011
Mar 25. Available from
http://www.ncbi.nlm.nih.gov/pubmed/21