DR. OLFAT SALEM DR. OLFAT SALEM L. MONA AL- L. MONA AL-ASEERI ASEERI

NURSING ADMINISTRATION & EDUCATION NURSING ADMINISTRATION & EDUCATION DEPT.DEPT.

Principles of Learning and Teaching Course

Objective is defined according to type (domain category) and level of complexity (simple to complex).

Objectives can be defined according to the type of learning domains in to :

1. Cognitive—the “thinking” domain

2. Affective—the “feeling” domain

3. Psychomotor—the “skills” domain

Educational objectives

1. General objectives: reflect main professional functions which are broad Example: Providing preventive and curative care to the individual and community, in health and in sickness.

2. Intermediate objectives: breaking down professional functions into components (activities) Example: planning and carrying out blood sampling session for a group of adult in the community.

3- Specific objectives: precise professional tasks whose results are observable and measurable against given criteria.

Example: Using the syringe to take a blood sample (5 ml) from the cubital vein of an adult (criteria: absence of hematoma; amount of blood taken within 10% of the amount required; not more than two attempts).

Example 3.3. Specific objectives

Broad: Identify mental health problems in children; propose

measures and participate in their application.

More specific:

Determine the priority mental health problems in children of his own health sector.

Coordinate health, administrative and educational resources available for dealing with mental health prob lems in children (particularly those

1. Provide safe and competent care in emergency situations and acute illnesses

2. Support the vital functions of a child, in accordance with an ad hoc outline of procedures.

3. To recognize, maintain, and develop the personal characteristics and attitudes required for a career in a health profession.

4. Distinguish between normal newborn babies and those at risk; organize pre vention and early detection of possible dangers.

6- To function as an effective and efficient member of a team with a sense of respon sibility and dependability.

7- Treat, in order of urgency, several patients who arrive at once.

8- Protect children individually and collec tively against the effects of hereditary conditions, communicable diseases and accidents.

Why Should Teachers Classify Objectives?

What is Blooms Learning Taxonomy ?

Bloom's learning domains

Evaluation judges the value of information

Synthesisbuilds a pattern from diverse

elements

Analysisseparates information into part for

better understanding

Applicationapplying knowledge to a new

situation

Comprehension understanding information

Knowledge recall of data

Internalizing Values

behavior which is controlled by a value system

Organization organizing values into order of priority

Valuing the value a person attaches to something

Responding to phenomena

taking an active part in learning; participating

Receiving phenomena

an awareness; willingness to listen

Originationa learner's ability to create new movement patterns

Adaptationa learner's ability to modify motor skills to fit a new situation

Complex Overt Response

the intermediate stage of learning a complex skill

Mechanismthe ability to perform a complex motor skill

Guided Response

the early stage of learning a complex skill which includes imitation

Set a learner's readiness to act

Perceptionthe ability to use sensory cues to guide physical activity

Learning

Type

Related Action Verbs

Attitude Development

Adjust, analyze , assess, choose, criticize, decide, evaluate, pick, select.

Skill Development

assemble , compute , construct , copy , count, demonstrate, design, develop, draw, measure, operate, prepare, process, prove, record, repair, solve, peak, transcribe, type, write.

Knowledge

Development

Cite, compare, contrast, define, describe, detect, Differentiate, distinguish, enumerate, explain

Identify, list, name, quote, recite, recognize, relate, Repeat, reproduce

The Three Classifications (simplified)

Participation in educational activities

Domain of intellectual skills cognitive

Domain of communication skills affective/attitude

Domain of practical skills psychomotor

Able to recall facts Able to show receptivity towards another person

Able to imitate the actions of a model

Able to interpret data Able to supply a response to the affective need of

another person

Able to exercise effective control over the practical

skill

Able to solve a new problem

Able to internalize a problem

Able to perform a practical act automatically and with a

high degree of efficiency

Quality = SMART

Specific: The objective must be clearly defined. “What exactly are we going to do, with or for whom

Measurable: The objective must be measured

Achievable : The objective must be realistic given conditions, time period, resources allocated.

Realistic or relevant: The objective must be directly supports the outcomes of the program agency.” Will this objective lead to the desired results”?

Timely: The objective must be stating clearly when the objective will be achieved “When will be accomplish this objective”