This document outlines an educational seminar on educational objectives in nursing education. It defines educational objectives and discusses how they are classified. Specifically, it covers Bloom's taxonomy of educational objectives, which categorizes objectives into cognitive, affective, and psychomotor domains. The document also describes best practices for writing behavioral objectives and their advantages and weaknesses.

1. NURSING EDUCATION SEMINAR
ON EDUCATIONAL OBJECTIVES
PRESENTED BY: ANGELA.V.RAI
MSC NURSING

2. •GENERAL OBJECTIVE:
• After the completion of seminar the
students will be able to understand
about the concept of educational
objectives and its application in
nursing education.

3. SPECIFIC OBJECTIVES:
•After the completion of seminar the
students are able to:
•Define educational objectives.
•Classify educational objectives.
•Explain Bloom’s taxonomy of
educational objectives.
•Recognize the implications of Bloom’s
taxonomy of educational objectives.
•Describe the quality of an ideal
educational objective.

4. • Explain the different ways of stating
objectives.
• Describe the components of behavioral
objectives.
•State behavioral objectives correctly.
• Explain the advantages of behavioral
objectives.
•Identify the strengths and weaknesses
of behavioral objectives.

5. The role of educational objectives in
evaluation of nursing students.
Discuss two evidence based research
practice related to educational
objectives

8. DEFINITION:
•Educational objectives are the
statement of those desired changes
in behavior as a result of specific
teaching –learning activity or specific
teacher – learner activities.

9. CLASSIFICATION

10. Educational objectives are classified as
following:
1. Institutional or General Objectives.
2. Intermediate Objectives.
3. Instructional Objectives.

11. In another classification, educational
objectives are classified into:
• Central Objectives.
• Contributory Objectives and
• Indirect Objectives

13. •Bloom and his associates developed a
system of classification of objectives
called the taxonomy of educational
objectives.
•Taxonomy of educational objectives
classifies into three main domains and
each of these is further categorized
according to the level of behavior,
progressing from the most simple to
the highly complex.

14. COGNITIVE DOMAIN:
•The cognitive domain consists of six
levels of objectives, each of which is
divided into subcategories. Let us see
the six levels in brief.

16. •LEVEL 1 KNOWLEDGE:
Knowledge is defined as recall of
specifics and universal, recall of
methods and processes or the recall of
a pattern, structure or the setting.

17. • Knowledge of specifics includes
knowledge of terminology and
knowledge of specific facts. Knowledge
of specifics includes:
(a) Knowledge of conventions.
(b) Knowledge of trends and sequence.
(c) Knowledge of classification and
categories.
(d) Knowledge of criteria.
(e) Knowledge of methodology.

18. • Knowledge of the universals and
abstractions in a field include:
(a) Knowledge of principles and
generalizations.
(b) Knowledge of theories and structures
action verbs related to this level of
objective are:
( define , state , list , name , outline ,
write , recall , recognize , label ,
underline, select , measure , describe
,identify , etc.)

19. •LEVEL 2 – COMPREHENSION:
This level represents the lowest level
of understanding.
Typical verbs used at this level are
identify , justify , select , indicate ,
illustrate , , represent , name ,
formulate , explain , judge , contrast ,
classify , paraphrase , translate ,
convert , etc.

20. LEVEL 3 – APPLICATION
This is the ability to use learned materials
such as rules, principles, concepts, etc
to new and real situations.
The learning outcome in this area
requires a higher level of understanding
than those under comprehension. (Verbs
used at this level are predict , select ,
assess, explain , choose , find , show ,
demonstrate , construct , compute , use
, perform , discover, prepare , produce ,
relate , etc .)

21. LEVEL 4- ANALYSIS:
This refers to the ability to breakdown
information into its component parts,
which may be elements of information,
relationships between elements or
organization and structure of
information

22. Action verbs at this level are analyze ,
identify , conclude , differentiate ,
select , separate , compare , contrast,
justify , resolve , breakdown , criticize,
differentiates , discriminates,
distinguishes, etc.

23. LEVEL 5- SYNTHESIS
Learning outcome in this area stress
creative behaviors with major
emphasis on the formulation of new
patterns or structures.
Verbs that represent this level are
combine , restate , summarize,
precise , argue , discuss , organize ,
derive , select , relate , generalize,
conclude , compile , compose , create
, devise , plan , etc .

24. LEVEL 6 – EVALUATION:
•This level is concerned with the ability
to judge the value of material for a
given purpose. Judgments are to be
based on definite criteria. Typical verbs
are judge , evaluate , determine ,
recognize , support , defend , criticize ,
identify , avoid , select , choose ,
compare , contrast , justify , appraise ,
etc .

26. AFFECTOR DOMAIN
•LEVEL 1 – RECEIVING
(ATTENDING):
•LEVEL 2 - RESPONDING:
•LEVEL 3 - VALUING:
•LEVEL 4- ORGANIZATION.
•LEVEL 5–CHARACTERIZATION :

28. PSYCHOMOTOR DOMAIN
•LEVEL 1 PERCEPTION:
•LEVEL 2 -SET:
•LEVEL 3- GUIDED RESPONSE:
•LEVEL 4 – MECHANISM:
•LEVEL 5 – COMPLEX OVER
RESPONSE:
•LEVEL 6- ADAPTATION:
•LEVEL 7- ORIGINATION:

29. QUALITIES OF AN IDEAL
EDUCATIONAL OBJECTIVE

30. • 1. RELEVANT:
•2. FEASIBLE AND ACHIEVABLE:
• 3. MEASURABLE
• 4. OBSERVABLE:
• 5. LOGICAL:

31. DESCRIBE THE DIFFERENT WAYS OF
STATING OF BEHAVIORAL
OBJECTIVES.
•Teacher centered objectives
•Subject centered objective
• Learner centered objectives
• Behavior centered objective

32. THE COMPONENTS OF
BEHAVIORAL OBJECTIVES:
•When written in behavioral term an
objective will include three
components namely condition of
performance, student behavior and
performance criteria or standard.

33. EXPLAIN THE ADVANTAGES OF
BEHAVIORAL OBJECTIVES
•(a) Provides an opportunity for the
teacher to examine the content which
she is going to teach and motivates
her to present the content to student in
friendly manner.

34. • (b) Helps the teacher to determine
whether or not he had actually taught
what is intended to teach .
• (c) The use of behaviorally stated
objectives motivates the teacher to
consistently evaluate a student’s
performance , this will ultimately help
her to individualize instruction in a
better way

35. •(d) Justifies the selection of content ,
learning experiences and teaching-
learning methods .
•(e) Behavioral objectives can be written
for cognitive, affective and psychomotor
domains. This will allow nurse
educators to frame objectives in a
realistic way suitable to the aims of
nursing education.

36. WEAKNESSES OF BEHAVIORAL
OBJECTIVES.
• (a) They are highly instrumental,
regarding education as
instrumentally rather than intrinsically
worthwhile.
• (b) They render students and
teachers passive recipients of
curricula rather than participants in a
process of negotiation

37. • Education becomes the techniques,
tending towards low level training rather
than higher level thinking.
• (e) Because they are ‘teacher-proof
‘they build out teacher’s autonomy.
• (f) They lead to predictability rather than
open-endedness, discovery, serendipity,
creativity and spontaneity.

38. •(g) The process of education is
overtaken by outcome dependence.
•(h) They replace the significance of
understanding in an emphasis on
behavior.
•(I) Epistemologically rather than an
empirical view of knowledge.
• (j) They mistakenly ‘parcel up ‘and
atomise knowledge

39. SUMMARY:

40. RESEARCH EVIDENCE

41. BIBLIOGRAPHY: