Learning Goals and

Objectives

5th lecture
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 Objectives
• By the end of this lecture, each student will be able to:
▪ Differentiate between the learning goal and the learning
objective.
▪ Recognize the purpose for writing learning objective.
▪ Identify the components of a learning objective.
▪ Formulate a well-constructed learning objective.
▪ Apply previously taught learning goals and objectives on
health education.

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 Outlines
▪ Introduction.

▪ Definitions of goal

▪ Definition of objective

▪ Differences between goal &objective.

▪ Creating SMART objectives.

▪ The ABCD method of writing objectives.

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▪ Types of objectives Domains.
 Why are Learning Objectives Important?
Providing learners with Learning Objectives:

• Describes what you value and expect them to be able to

do (content selection).
• Specifies your desired outcomes that will be measured
(instructional strategy).
• Assesses the client’s performance as well as the
instruction (evaluation connection).

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Factors to be considered in selecting and writing objectives:-

1-Maturity level of the learner.

2-Content to be covered.
3-Environment.
4-Materials and equipment available.
5-Time specification.
6-Group size.
7-Time of day.

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 What are learning Objectives\outcomes?
Learning objectives\ outcomes are:-
• statements of what is expected that a learner will be able to
DO as a result of a learning activity.
• statements that describe what students are expected to
know, think, and able to do as a result of learning.
From the definitions we see:
• Emphasis on the learner.
• Emphasis on the learner’s ability to do something.

Objectives\Outcomes: Focus on what we want the learner to

be able to do - use of terms like define, list, name, recall,

analyse,
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calculate, design, etc.
 Learning Objectives\Outcomes

learners will
DO (WHAT) & (how)

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 Learning Objectives\Outcomes
- It is specific, single, one-dimensional behaviour (observable &
measurable).

- Objectives should be achievable at the conclusion of one teaching

session or within a matter of a few days following a series of
teaching sessions.

- Objectives must be achieved before the goal can be reached.

- Think of objectives as tools you use to make sure you reach your
goals. They are the arrows you shoot towards your target (goal).

- To be properly written, the objective statement must:

begins with an action verb.
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 Goals:
- Goal:is the final desired outcome of what is achieved at the
end of the teaching- learning process.
- Goals are global & broad in nature, they serve as long-term
targets for both the learner & the teacher.
- Goals are generalized statements about what is to be learned.
Think of them as a target to be reached, or "hit."

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 Examples of Goals applied in health
education
▪Raising health consciousness.
▪Give clients health knowledge.
▪Improve clients’ self-awareness.
▪Facilitate client attitude change.
▪Help clients to make decisions.
▪Help clients to change behavior.
▪Encouraging social change.

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 Differences between Goal &Objective
variables Goal Objective
▪Time span ▪Long term ▪Short term

▪Specify ▪Global and broad ▪Specific & single

▪Dimension ▪Multi dimensions ▪Uni dimension

▪Outcomes ▪Final outcome ▪Intra the goal

▪perceive ▪Vague and not ▪Observable and measurable

measurable
For example: For example:
At the end of this course At the end of this lecture the students
the students will be able will able to Differentiate between
to give health teaching goal and objectives, in relation to
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program.
 Goals & Objectives Example

Goals: knows about the human body.

Objectives: List / name all of the bones in the human body

as stated in the medical textbook "The Human Body"

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 Creating smart objectives

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 The ABCD method of writing objectives
•"A" is for Audience,

•"B" is for Behavior,

•"C" for Conditions and

•"D" for Degree of mastery needed.

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 A= Audience - Who?

Who is this aimed at? (the learners or participants, not the

teacher)

As you target a specific audience with your objective make

sure that you are meeting the needs of all learners in that
group.

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 B=BEHAVIOR
(what the participants will do)

The behavior is the action (verb) that describes what the learner
(audience) will be able to do after the teaching.

• Behavior - What? What do you expect them to be able to do? This

should be an overt, observable behavior.

• If the actual behavior is covert. If you can't see it, hear it, touch it,
taste it, or smell it, you can't be sure your audience really learned
it.

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 What type of behavior do you want?
Behaviors for educational objectives fall into three categories, called
domains

*Cognitive: Dealing with intellectual abilities; Approximately 80% of

educational objectives fall into this domain; Most familiar to both
teachers and learners.
*Psychomotor: The easiest objectives to write as the behavior is easily
observed and monitored. Psychomotor skills often involve the;
“ Hands On” courses will contain psychomotor objectives.
*Affective: Relating to the expression of feelings, including emotions,
fears, interests, attitudes, beliefs, values and appreciations: Often the
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difficult objectives to develop.
 C= Condition - (imposed by the instructor)

How? Under what circumstances will the learning occur? What will
the student be given or already be expected to know to accomplish the
learning?
States what conditions the instructor will impose when the learners
are demonstrating mastery of a skill.
What will the student be given or already be expected to know to
accomplish the learning?

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 D=Degree
What is “Good Enough”?

The standard or criterion for judging the behavioral performance.

What has to happen for the learner to succeed?
It might be:
• Accuracy
• Quality
• Quantity
• Speed
Degree - How much? Must a specific set of criteria be met? Do you
want total mastery (100%), do you want them to respond correctly
80% of the time, etc. A common (and totally non-scientific) setting is
80% of the time.

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 Examples of Objectives Using ABCD
1- “At the end of this lecture the students will be able to
recall the three most common types of personal protection
in breaking the chain of transmission for effective infection
control.

Audience “the students”

Behavior “recall” (Cognitive)
Condition “the end of this lecture”
Degree “three”

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 Specify the ABCD in the following Behavioral Objective?

2-“When given a list of 20 words, the learner will be able to

identify all the cognitive action verbs”.

Audience “the learner”

Behavior “identify” (Cognitive)

Condition “when given a list of 20 words”

Degree “all” (100%)

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 Types of objectives Domains
objectives, can be written for any of the domains of instruction

1.Cognitive/knowledge domain

2.Psychomotor/practical (skills) domain

3.Affective/attitude (communication) domain

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 1- Cognitive/knowledge domain
This domain is commonly called:
• the cognitive (“knowing”) domain (involving thought
processes).
the ”thinking” domain.
Learning in this domain involves:
• Acquisition of information.
• The learner’s intellectual abilities,
mental capacities and thinking processes.
Bloom suggested certain verbs that characterise the ability to
demonstrate these processes.

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Common verbs for Cognitive Domain
Choose, identify, label, match, list, define,
calculate, recall, give example, recognize,
summarize, solve, explain, name, circle,
complete, report, arrange, apply, criticize,
compare, revise, outline, judge, justify,
correlate, use, generate, ……..

e.g. after reading handouts provided by the

nurse educator, the family will calculate the
correct number of total grams of protein
included on average per day in the family diet.

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 2- Psychomotor Domain

Is known as “skills” / “doing” domain.

Learning in this domain involves:
• acquiring fine and gross motor abilities with
increasing complexity of tasks
• Involves co-ordination of brain and muscular
activity.

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Common verbs for Psychomotor Domain:
Insert, choose, measure, prepare, design, compose, arrange,
change, develop, attempt, isolate, separate, select, remove,
demonstrate, attach, build, walk, grasp, examine, lift, mix,
open, suction, shake, organize, replace, bend, grasp, handle,
operate, reach, relax, shorten, stretch, differentiate (by touch),
perform (skilfully).
Laboratory skills:
Perform Ryle insertion accurately and safely in the laboratory.

Clinical Skills :
The student is able to perform a comprehensive history and physical
examination of patients in the outpatient setting and the general medical
wards, excluding critical care settings.
Presentation skills: Deliver an effective presentation.
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 3- Affective Domain
Is known as the “feeling” domain.

Learning in this domain involves:

increasing commitment to feelings expressed

as emotions, interests, attitudes & values.

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Common verbs for Affective Domain:

Accept, admit, listen, observe, express, influence, assist,

attempt, discriminate, agree, follow, initiate, state
willingness, help, arrange, influence, adhere, complete,
alter, appreciate, assist, challenge, combine, defend,
demonstrate (a belief in), discuss, dispute, hold, integrate,
order, organise, join, share, judge, praise, question, relate,
support, synthesise, value.

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 Examples:
e.g. during a group discussion session, the patient will
admit any fears of undergoing a mastectomy.

e.g. At the end of instruction, the child will verbalize

feelings of confidence in managing her asthma.

e.g. the staff nurse will display consistent interest in

maintaining strict hand-washing technique to control
the spread of Nosocomial infection to pts. In the
hospital.

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 Application on Learning
goals and objectives

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 Specify the ABCD in the following Behavioral Objective?

1- “In an oral presentation, the student will list 3 functions of

immune system”

2- “After watching a 15 minutes video on the procedure for self-

examination of the breast, the client will perform the exam on a
model with 100% accuracy”

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 Specify the Audience, behavior, condition, and degree
in each of the following learning objectives:
Audience Behavior Condition Degree
Statement

1. After 3 sessions of an oral poliomyelitis

vaccine demonstration, the learner will
administer vaccine with 100% accuracy.
2. During a teaching session about
osteoarthritis, an old adult will discuss 5
predisposing factors correctly.
3. In an oral presentation about infant
dehydration secondary to diarrheal
disease, each care giver will be able to
express all anxious feelings.
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You are assigned to design a health teaching
session for 10 caregivers in national cancer
institute about early detection of breast cancer.
• Specify the goal of this health teaching plan.
• State two educational objective related to each
domain. (Identify the ABCD in each stated objective.

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