The document outlines the significance and formulation of learning outcomes in the Nursing 306 instructional program supervision course, emphasizing their role in enhancing student learning. It details a structured approach to writing specific, measurable outcomes using the A-B-C-D guide and Bloom's taxonomy, and encourages instructors to involve students in discussions about their learning goals. Additionally, it highlights the importance of continually referencing these outcomes throughout the course to monitor student progress.

1. James Ryan Reblando
PhD Nursing Education
St. Paul University- Manila
NURSING 306: INSTRUCTIONAL PROGRAM SUPERVISION

2. 1. Discuss the meaning and importance of learning outcomes
2. State an examples of learning outcomes
3. Identify some recommendations
4. Share and revisit Learning goals and outcomes with students
5. Ask students about their Intended Learning Outcomes
6. Monitor student Progression in Achieving Outcomes
NURSING 306: INSTRUCTIONAL PROGRAM SUPERVISION

3.  Learning outcomes can be defined as the particular skills, knowledge, and abilities
than an instructor intends for student's to learn or develop. Outcomes are more
specific than learning goals.
 Research shows that learning outcomes improve learning when they describe specific,
measurable takeaways (Richmond et.al, 2016) The Backward Design process helps
achieve these outcomes through alignment, where learning outcomes are written first
during course development to serve as a framework from which all class activities and
assessments are selected or designed
( Wiggins and McTighe, 2005).
NURSING 306: INSTRUCTIONAL PROGRAM SUPERVISION

4.  Learning goals and outcomes can be written for entire courses as well as for
individual classes. They are generally written with an action verb such as
“define,” synthesize,” or “create,” and a noun describing specific content, concepts,
or skills.
NURSING 306: INSTRUCTIONAL PROGRAM SUPERVISION

5. 1. Follow the A-B-C-D guide
 A- Audience
 B- Behavior
 C- Condition
 D- Degree
And describes the major components of an intended learning outcome.
2. Design Learning Outcomes at Multiple Levels of Bloom’s Taxonomy- depending on the
learning goals of a course, instructors can consider writing learning outcomes that span
multiple levels of cognition delineated through the revised Bloom’s Taxonomy
(Krathwohl, 2002).
NURSING 306: INSTRUCTIONAL PROGRAM SUPERVISION

6.  As learning goals and outcomes serve as a framework for the course, instructors
should share them on Course Syllabi and refer to them throughout the semester.
NURSING 306: INSTRUCTIONAL PROGRAM SUPERVISION

7.  Research indicates that students respond positively to questions about their own
goals for learning or taking a particular class (Ambrose 2010).
NURSING 306: INSTRUCTIONAL PROGRAM SUPERVISION

8.  Develop ways to assess whether students are working towards particular
outcomes.
NURSING 306: INSTRUCTIONAL PROGRAM SUPERVISION

9. What are the intended outcomes of the learning experience for students:
1. knowledge and application of knowledge?
2. action and process competencies-including generic skills?
3. development of self?
NURSING 306: INSTRUCTIONAL PROGRAM SUPERVISION

10. Ambrose, S., Bridges, M., Lovett, M., DiPietro, M., & Norman, M (2010). How
learning Works: Research – Based Principles for smart teaching. San Francisco:
Jossey-Bass.
Dirks C, Wendroth MP, Withers M. (2014). Assessment in the college Classroom.
New York, NY: W. H. Freeman and Company.
Krathwol DR. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into
Practice 41 (4): 212 – 218.
Richmond, A., Boysen, G., and Gurung, R. (2016). An Evidenced Based Guide to
College and University Teaching. New York: Routledge.
Wiggins GP, McTighe J. (2005). Understanding by Design. Moorabbin, Vic: Hawker
Brownlow Education.
NURSING 306: INSTRUCTIONAL PROGRAM SUPERVISION