1. Formulating objectives, general and specific

2. In planning effective curriculum, the objectives of different courses of study are to be clearly defined and laid down, so that courses are well guided
Before formulating the objectives of nursing educational program, the needs of learners, organization, society, community and nation to be considered

3. Definition
The result sought by the learner at the end of the educational program, ie, what the students should be able to do at the end of a learning period, that they could not do beforehand - J J Guilbert
Desired end results or goals are expected or anticipated end results
The statement of those changes in behavior which are desired as a result of specific learner and teacher activity which is a two way process.

4. Purposes in nursing education
To prepare the nurses for rendering community services through primary health
To prepare nurses for providing care at institutional level
To prepare nurse educators to handle teaching learning situations in all clinical areas

5. Domains of educational taxonomy
(practical skills)
Conative
(communication skill)
Affective
(knowledge)
Cognitive

6. Levels of cognitive domain
Recall of facts
Interpretation of data
Problem solving

7. Levels of conative domain
Imitation
Control
Automatism

8. Levels of affective domain
Receptivity or attention
Response
internalization

9. Taxonomy of educational objectives
The 5 levels of Bloom's taxonomy are:  Knowledge and Comprehension  This is the lowest level on Bloom's cognitive domain. It is associated with the recall of information, knowledge of subject matter as well as understanding basic facts.

10. Taxonomy of educational objectives
Application  Application relates to the using and applying of information.
Problem solving methods are utilized and information is recorded, reported and manipulated. 

11. Taxonomy of educational objectives
Analysis  Analysis specifically refers to the identification of patterns and the organization of ideas.
It is strongly linked to the recognition of meaning. There is an emphasis towards examination, classification, investigation and comparison of ideas. 

12. Synthesis  Synthesis focuses strongly on the creation of new ideas and the concept of invention, imagining, prediction, estimating, modifying, inferential thinking and hypothesizing. Ideas are combined and new concepts emerge. 

13. Evaluation Evaluation is the highest order of thinking on the taxonomy
Evaluation  Evaluation is the highest order of thinking on the taxonomy. It involves the assessing of theories, the use of higher order reasoning skills and the comparison, judgment and evaluation of ideas.  By using Bloom's Taxonomy as a guide, one is assured of an upward movement from lower level recall of information (Knowledge and Comprehension) to higher level synthesis and evaluation.

16. Taxonomy of the Cognitive Domain
Level 1 - Knowledge (Memory)
This level includes definitions, terms, categories, and "boomerang-back" information.
Level 2 - Comprehension
This level includes interpretation, putting ideas in one's own words.
Level 3 - Application
This level involves using knowledge to solve problems when no directions or methods are specified.
Level 4 - Analysis
This level involves the ability to outline major points, to break down material into its component parts.
Level 5 - Synthesis
This level involves putting together the parts to form something that is new.
Level 6 - Evaluation
This level involves the ability to make a judgment based on criteria.

17. Verbs in the Cognitive Domain
Verbs using levels of understanding for use in formulating questions for oral or written use or for stating learning objectives arranged according to Bloom's Taxonomy of the Cognitive Domain.
KNOWLEDGE
The student recalls or recognizes information.
define, name, memorize
repeat, label, record
list, recall, relate

18. Verbs in the Cognitive Domain
COMPREHENSION
The student changes information into a different symbolic form/language.
restate, report, express
describe, tell, locate
explain, discuss, review
identify, recognize
translate, interpret

19. APPLICATION
The student solves a problem by using the knowledge and appropriate generalizations.
apply, show, illustrate
use, demonstrate, schedule
practice, dramatize, employ
operate

20. ANALYSIS
The student separate information into component parts.
distinguish, debate, compare
differentiate, question, diagram
calculate, solve, inspect
test, analyze, inventory
contract, appraise, relate
criticize, experiment, examine 

21. SYNTHESIS
The student solves a problem by putting information together that requires original, creative thinking.
compose, set up, collect
propose, manage, create
formulate, plan, organize
assemble, design, prepare
construct, arrange

22. EVALUATION
The student makes qualitative and quantitative judgments according to set standards.
estimate, value, measure
evaluate, predict, select/choose
compare, appraise, assess
score, rate

23. Components of a complete statement of objectives
condition
Criterian/level
Behavior

24. Data required for formulation of educational objectives
Health needs/ demands of society
Services to the patient
Services to the community
The profession itself
The students
Progress in sciences
Scientific methods
Statement of school’s philosophy
Levels of professional competencies to be attained

25. Student’s background, level of education
Statutory minimum requirements
Teaching, physical and clinical resources available
Future demands on nursing
Expected responsibilities for different nursing positions

26. Types of educational objectives
General
institutional
Specific/ insructional
Intermediate

27. General objectives or professional functions
Correspond to the functioning of the types of health personnel trained in an establishment
The course objectives must be in harmony with general curriculum objectives of program of school
Eg: providing preventive and curative care to the individual and the community in health and sickness

28. Intermediate objectives or professional activities
It is made possible by breaking down general objectives into components, which together indicate the nature of those functions
Eg: planning and carrying out blood sampling session for a group of adults in community

29. Institutional objectives
The graduate of nursing program will be prepared to function as generalist with beginning competencies in a specialized area of nursing
Eg: the graduate will be prepared to function in a variety of settings and be able to obtain health histories and make health assessments

30. Specific or instructional objectives
Instructional objectives are descriptions of performance the instruction is expected to produce

31. Qualities of specific objectives
Relevant
Logical
Unequivocal
Feasible
Observable
measurable

32. Characteristics of specific objectives
Behavioral terms
Reflect the condition
Reflect the standard
Reasonable in number of behavioral changes expected
Consistent with unit theme
Relation to each other and unit
Approximately of some level of generality and specificity
Distinctive and discriptive

33. Thank you