1. Chapter 10 Behavioral Objectives

2. Behavioral Objectives

3. Definition of Terms
Goal: the final outcome of what is achieved at the end of the teaching–learning process Objective: a behavior describing the performance that learners should be able to exhibit to be considered competent

4. Types of Objectives
Educational Objectives: identify intended outcomes of the education process in reference to an aspect of a program or a total program of study Instructional Objectives: describe teaching activities and resources used to facilitate effective learning Behavioral/Learning Objectives: action-oriented, learner-centered outcomes of the teaching/learning process

5. Differences between Goals and Objectives

6. Differences between Goals and Objectives

7. Differences between Goals and Objectives

8. Why educators develop goals\objectives
Help educators make appropriate instructional decisions
Assist learners to know what they need and expected to know
Assist educators in organizing instructional content for learners functioning at various levels of ability

9. Responsibility for Establishing Goals and Objectives
Setting of goals and objectives must be a mutual decision-making process between the teacher and the learner.
Both parties must “buy into” and participate in establishing predetermined objectives and goals prior to initiating the teaching/learning process.

10. Blending what the learner wants to learn and what the teacher has assessed the learner needs to know provides for a mutually accountable, respectful, and fulfilling educational experience.

11. The Debate about Using Behavioral Objectives
Arguments Against
Superfluous\not necessary
Reductionist\not inclusive
Time-consuming
Pedagogic
Stifles creativity
Not compatible with complex field such as nursing
Interferes with freedom to learn

12. Arguments for Keeps teaching learner-centered
Communicates plan to others
Helps learners stay on track
Organizes educational approach
Ensures that process is deliberate
Tailors teaching to learner’s needs
Focuses attention on learner
Orients teacher and learner to outcomes

13. Three Major Advantages to Writing Objectives
Provides basis for selection and design of instructional content, methods, and materials
Provides learner with means to organize efforts toward accomplishing objectives
Allows for determination as to the extent that objectives have been accomplished

14. Writing Behavioral Objectives
Well-written Behavioral objectives give learner very clear statements about what is expected of them and assist teachers in being able to measure learner progress toward achieving outcomes of learning.

15. Elements of Behavioral Objectives
Condition
Criteria
Performance

16. Writing Behavioral Objectives
Three important characteristics: 1. Performance—describes what the learner is expected to be able to do 2. Condition—describes the situation under which behavior will be observed 3. Criterion—describes how well or with what accuracy the learner must be able to perform

17. The Four Step Approach
To link a behavioral objective together, the following three steps are recommended: 1. Identify the testing situation (condition). 2. Identify who will perform (learner). 3. State what the learner will demonstrate (performance). 4. State how well the learner will perform (criterion).

18. The ABCD Rule A—Audience (who) B—Behavior (what)
C—Condition (under what circumstances)
D—Degree (how much, to what extent)

19. SMART Objective Specific Time bound Attainable Realistic Achievable
Measurable

20. SMART Objective

23. Common Mistakes When Writing Objectives
Describing what the instructor will do rather than what the learner will do
Including more than one behavior in a single objective
Forgetting to include all three characteristics
Using performance terms subject to many interpretations and that are not action-oriented

24. Writing an unattainable, unrealistic objective
Writing objectives unrelated to stated goal
Cluttering an objective with unnecessary information
Making an objective too general so that the outcome is not clear

25. Taxonomy of objectives
Taxonomy is a mechanism used to categorize things according to how they are related to one another

26. Taxonomy of Objectives
Behavior is defined according to type (domain category) and level of complexity (simple to complex). Three Types of Learning Domains (domain category) 1. Cognitive—the “thinking” domain 2. Affective—the “feeling” domain 3. Psychomotor—the “skills” domain

27. Complexity of Domain Levels
Hierarchy from low (most simple), to medium (moderately difficult), and to high (most complex) levels of behavior Cognitive Levels Knowledge Evaluation Affective Levels Receiving Characterizing Psychomotor Perception Origination

28. Taxonomy of objectives

29. Taxonomy of objectives ; Action Verbs
Different action verbs used for each taxonomy (see book Chapter 10)

30. Cognitive VS AFFECTIVE Domain

31. Psychomotor Domain

32. Class Exercise write the type of learning domains (Cognitive, Affective, Psychomotor) for the following Behavioral objectives listed below

33. 1. Following a discussion related to nurse-patient interaction, the registered nurse will identify in writing four phases of nurse-patient relationship.
2. After observing a demonstration of an intramuscular injection, the licensed practical nurse will repeat the demonstration in accordance with established procedure.
3. Given the opportunity for attending a leadership development workshop - the registered nurse demonstrates interest by participating in discussion and completing written assignments.
4. Following 20 mints lecture ,the students will explain why older age are at increased risk of chronic diseases

34. 5. After three observations , the students will perform a full antenatal examination on a pregnant woman 6. Following simulation , the nurse will demonstrate a willingness to maintain confidentiality in interactions with adolescent patients 7. Following discussion , the students will List the nutritional needs of infants younger than 6 months old

35. 8. Given the opportunity for attending three months counseling training the nurse will counsel patients using nonjudgmental language (both verbal and non-verbal) 9. Following two weeks ethical workshop, the nurse will demonstrate a willingness to maintain confidentiality in interactions with adolescent patients 10. Following different discussion related to communication , the registered nurse will appreciate feedback cycle in communication process

36. Teaching in the Cognitive Domain
Learning in this domain involves acquisition of information based on the learner’s intellectual abilities and thinking processes.
Methods most often used to stimulate learning in the cognitive domain include:
- Lecture
- One-to-one instruction
- Computer-assisted instruction

37. Cognitive-domain learning is the traditional focus of most teaching.
Cognitive knowledge is an essential prerequisite for learning affective and psychomotor skills.

38. Teaching in the Affective Domain
Learning in this domain involves an increasing internalization or commitment to feelings; affective learning involves the degree to which feelings or attitudes are incorporated into one’s personality or value system
Methods most often used to stimulate learning in the affective domain include:
- Group discussion
- Role-playing

39. - Simulation gaming - Questioning
- Role-modeling
- Simulation gaming
- Questioning
Nurse educators are encouraged to attend to the needs of the whole person by recognizing that learning is subjective and values driven.
More time in teaching needs to focus on exploring and clarifying learner feelings, emotions, and attitudes.

40. Teaching in the Psychomotor Domain
Learning in this domain involves acquiring fine and gross motor abilities with increasing complexity of neuromuscular coordination.
Methods most often used to stimulate learning in the psychomotor domain include:
- Demonstration
- Return demonstration
- Simulation
- Gaming
- Self-instruction

41. Psychomotor skill development is very egocentric and requires learner concentration.
Asking questions that demand a cognitive or affective response during psychomotor learning interferes with psychomotor performance.
The ability to perform a skill is not equivalent to learning a skill (performance is transitory; learning is more permanent).
“Practice makes perfect”—repetition leads to perfection and reinforcement of behavior.

42. Factors Influencing Psychomotor Skill Acquisition
The amount of practice required to learn a new skill varies with the individual, depending upon such things as: - Readiness to learn - Motivation to learn - Past experience - Health status

43. - Practice session length
- Environmental stimuli
- Anxiety level
- Developmental stage
- Practice session length

44. Development of Teaching Plans
Predetermined goals and objectives serve as a basis for developing a teaching plan.
Mutually agreed upon goals and objectives clarify what the learner is to learn and what the teacher is to teach.

45. Reasons to Construct Teaching Plans
1. Ensures a logical approach to teaching and keeps instruction on target. 2. Communicates in writing an action plan for the learner, teacher, and other providers. 3. Serves as a legal document that indicates a plan is in place and the extent of progress toward implementation.

46. Basic Elements of a Teaching Plan
Purpose
Goal statement
Objectives (sub-objectives)
Content outline
Methods of teaching
Time allotment
Resources for instruction
Evaluation

47. The Major Criterion for Judging a Teaching Plan
Internal consistency exists when you can answer “yes” to the following questions:
1 - Does the plan facilitate a relationship between its parts?
2 - Do all 8 elements of the plan “hang together”?
3- Is the identified domain of learning in each objective reflected in the purpose and goal, as well as across the plan, all the way through to the end process of evaluation?

48. Summary
Assessment of the learner is a prerequisite to formulating objectives.
Writing clear and concise behavioral objectives is fundamental to the education process.
Goals and objectives serve as a guide to planning, implementation, and evaluation of teaching and learning.

49. Reference
Bastable, S. (2014): Nurse As Educator: Principles of Teaching and Learning For Nursing Practice. 3rd ed Jones and Bartlett Publishers, Sudbury.