EDUCATIONA

L AIMS
&OBJECTIVE
S

PRESENTED BY:-
VAISHALI AMBILKAR
M.CS(N) 1ST YEAR
P.G.COLLEGE OF
 Outline
• Introduction
1.Terminological Issues
• Aims
• Goals
• Objectives
2. Formulating Instructional Objectives Blooms’
Taxonomy of Educational Objectives

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INTRODUCTION:
•Education is a process, the chief goal of which is to bring about change in human behavior. Every
individual should have access to a type of education that permits maximum development of his potential
and capabilities.

•Every task is done for particular purpose, it becomes easy to achieve it when we know its objectives or
goal as well.

•In any educational programme to be effective .the purposes and objectives are to be clearly statedSo that
it is easy to select the right subject matter, the clinical experience and the right method to be evaluate the
student's performance and the teaching learning process.
• Entire society, philosophy, values, circumstances under which students are going to perform should be
taken into account comprehensively before planning educational objectives.
•Thus the objectives are desirable outcomes of intended actions through the mode of education.

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 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.
► It is learner centered or behavior centered and subject centered.

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 IMPORTANCE AND MEANING
► The educational objectives are expressions of what a teacher hopes his/her
students can accomplish as a result of his/her teaching.

► Educational objectives are policy statements of direction and provides

foundation of the entire educative structure. These are the statement, which
express specifically and in measurable terms, an attitude that will be
developed cognitive or psychomotor skills that the students would be able to
do as a result of prescribed treatment method or mode of instruction.

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 CHARACTERISTICS:
► Relevant: confirm to the needs of the learner and institutional objectives.
► logical
► Unequivocal: clear action verbs to be used.
► Feasible: be within the time limit and resources available.
► Observable: able to see the action performed
• e.g. Writing, spoken, performed.
► Measurable: able to evaluate, check and recheck e.g. rating, grading,
marking etc.

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 Data Sources:
► Health needs, demands and resources of the society.
► National health policies.
► Services to the community.
► Services to the patient.
► The health professionals.
► The teachers and learners.
► Scientific
progress in knowledge, methods and skill.
► Educational philosophy.
► Future demands in terms of advanced technology.

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Purposes:
Preparing teaching/ learning program:
► Facilitates course planning.
► Communicates desirable emphasis of treatment.
► Provides for selective approach.
► Helps in curriculum design.
► Facilitates evaluation.
► Facilitates learning.

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 Types:
A) According to type of objectives:
1.Institutional
2.Departmental (Intermediate).
3.Specific instructional/ behavioral.
B) According to domain:
1. Cognitive domain
2. Affective domain
3. Psychomotor domain.
C) According to person:
1.Teacher centered.
2. Student centered. 9
 Types of educational objectives:
►Institutional/ general objective: A set of statements
identifying the major skills that all the graduates of the
program should posses at the completion of their
studies.

►Departmental objectives: a set of statements

identifying the skills to be acquired by all students
who are taught within a particular school/
department/division, of a nursing college. These 10
► Instructional objectives:
 Basic instructional objective (BIO): A brief, clear
statement of basic skill/ competence which is to be
demonstrated at the conclusion of a unit instruction.

 Specific instructional objective (SIO): A brief, clear

statement of a single skill, directly related to BIO and
stated in terms of observable student behavior.

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 Elements of specific
instructional objectives:

i. Activity- appropriate action verb to be used.

ii. Content- what is to be implemented or performed.
iii. Condition- with or without help of equipments, books,
specimens reports etc.
iv. Criteria- minimum level of performance.

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• ACCORDING TO PERSON
teacher centered:-Objectives may be stated in the form of
activity which a teacher is to do. These are the statement of
what the teacher does but not really statements of
educational objectives or changes desired in the behavior
pattern of the students.

STUDENT CENTERED :-Objectives may be stated in

relationship to the learner either in terms of the desired
outcomes of the learner. These can be learning activity
centered & learner outcome center.

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Benjamin Bloom and his colleagues published a taxonomy of learner

behaviors which was taken into the public schools and eventually

adopted in the health profession schools.

It has influenced curriculum development and driven the movement

towards competency based instruction for health professionals

Bloom. B. and Krathwolh,D. (1956)

Taxonomy of Educational Objectives:The Classification of Educational

Goals , New

York, Longmans

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TAXONOMY OF OBJECTIVES

A Taxonomy is a hierarchical classification in a given field. It provide

a classification of various instructional objectives at suitable levels
and in given spheres.
A systematic organization of objectives into three domains to help
the teachers in precise formulation and evaluates the result of a
system of education, helps students to prepare for examinations to
obtain the desired end results.

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 Advantages of taxonomy:
►To help teachers formulate the educational
objectives clearly.
►To give clear cut guidelines to avoid ambiguity in
statement of objective.
►To enable educators to communicate among each
other’s goals.
►Evaluation of the result of system of education.
►Collective work is made possible.
►To solve problems regarding a practicability.
►To construct test items in examination. 16
 Cognitive domain
Mc Guire (1963) described the levels in cognitive domain

Recall of facts: remembering the facts, principles, processes,

patterns, methods necessary for efficient performance of
a professional task.
Interpretation of data: The process of application or use of
ideas, principles, methods to deal with a new
phenomenon or situation.
Problem solving: Relating to diagnosis, treatment,
organization etc it includes finding solutions for problem
arising from new situations. It will serve as a guide.
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►Knowledge: The remembering of previously learned
material. Recall of specifics and universals and of methods
and processes, remembering of a pattern structure or setting,
memorization of facts, principles etc. Includes Recall,
Recognize.
►Comprehension: Grasping communication accurately, able to
put it in different form of presentation, reorganizing material
in summary with the central meaning and points. Includes
Translation, interpretation, extrapolation, see relationship,
cite example, discriminate, classify, interest, verify, 18

generalize.
Application: The ability to use learned material in new
situation, it may be general ideas, principals or methods.
Includes, reason, formulate, establish, inference, predict.

Analysis: The ability to breakdown material into its

component parts so that its organizational
structure.Requires an understanding of both the content
and the structural form of the material.
 Synthesis: It is the ability to put together to form a new
whole learning outcome in the area & stress to
creates behavior, with major emphasis on the
formulation of new pattern or structure.

 Evaluation: The ability to judge the value of material for a

given purpose, it is based on use of criteria, standards, it may
be quantitative or qualitative.
Action verbs: compare, contrast, identify, distinguish,
explain, list, enumerate, describe, select, specify, relate,
Conative or psychomotor skills domain or practical skill

This deals with the routine actions carried out by the student, able to
perform practical with high degree of precision and efficiency
having effective control over the practical skill.

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IMPULSION

IMITATION

MANIPULATION

COORDINATION

CONTROL

HABIT FORMATION
Domain of attitude or affective domain (communication skill)

Behavior representative of feelings or conviction. An

objective dealings with emotions or feelings indicated
by words, e.g. interest, appreciation, enthusiasm,
motivation and attitudes. These are reflective of the
values.
A persistent disposition to act either positively or
negatively towards a person, group, object, value or
situation. It refers to interpersonal relations. These 23
► Receiving or attending: willingness to receive/ attention. E.g.
awareness, willingness to receive, controlled or selected attention.

► Responding: Learner is sufficiently involved in an activity that he

seeks it out and gain satisfaction working with it. E.g. agree or
accept, willingness to respond, satisfaction in response.

► Valuing:The behavior is now consistent and stable not only

accepted but is valued. E.g. acceptance of a value, preference of
value, commitment/ conviction.
► Organization: The level at which the learner constructs a value
system which guides his/ her behavior. E.g. conceptualization of a
value, organization of value system.

► Characterization by a value or value complex:Brining together

different values, resolving conflicts among them & building an
internally consistent value system to develop the philosophy of life.

► Internalization: Perception of phenomenon affecting values. This

enables you to adapt your attitude to the other person as if you were
experiencing the same phenomenon yourself. e.g. attitude shown to
grieving family gives impact of being concern and care towards them
and readiness to help them to get over it.
 STEPS FOR STATING OBJECTIVES:
1. Start with an action verb or operative verb, that describes a specific behavior
or activity by the learner ie what does he do?e.g. enumerate, perform, explain,
describe etc.

2. Follow the action verb with content reference that describes the subject being
tested e.g. performs what? Enumerate the articles displayed in general trolley
set up. Perform back care.

3. End with the performance standard/ criteria that indicated the minimum
acceptable accomplishment in measurable terms.
e.g. Enumerate the bones in human hand with an accuracy of at least 90%.
Perform I.M. injection procedure for five consecutive cases, by following
scientific principals, with minimum discomfort to client.
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4. Specify the main conditions under which actions is to take place ie resources
 COMPETENCY BASED NURSING
EDUCATION

CBE in the united states in 1970 & refers to an

educational movement that advocates defining
educational goal in terms of precise measurement
descriptions of knowledges,skill & behaviors students
should possess at the end of a course of study.
 DEFINITION

According to richards & rodgers

“competency based education focuses on outcome based of
learning.Cbe addresses what the learners are expected to do
rather than on what they are expected to learn about”

“cbe is defined as an instructional system in which a

performance based learning process is used. The learner
demonstrate his/her level of attainment on subject ares”
PURPOSE OF CBE
I. MEASURES STUDENT LEARNING RATHER
THAN TIME
II.HARNESS THE POWER OF TECHNOLOGY
FOR TEACHING &LEARNING
III.FUNDAMENTALLY CHANGE THE
FACULTY ROLE
IV.DEFINE COMPETENCIES & DEVELOP
VALID, RELIABLE ASSESSMENT
CHARACTERISTICS OF CBE
COMPETENCIES ARE CAREFULLY SELECTED

SUPPORTING THEORY IS INTEGRATED WITH SKILL PRACTICE ESSENTIAL

KNOWLEDGE IS LEARNED TO SUPPORT THE PERFORMANCE OF THE SKILL

METHOD OF INSTRUCTION INVOLVE MASTERY LEARNING THE PROMISE

THAT ALL PARTICIPANTS CAN MASTER THE REQUIRED KNOWLEDGE OR
SKILL.

PARTICIPANTS KNOWLEDGE & SKILLS ARE ASSESSED AS THEY ENTER

THE PROGRAM
LEARNING SHOULD BE SELF PACED

TRAINING IT INCLUDES LARGE GROUP METHODS ,SMALL GROUP

ACTIVITIES & INDIVIDUAL STUDY ARE ESSENTIAL COMPONENT

A VARIETY OF SUPPORT MATERIALS ARE PROVIDED

 ADVANTAGES OF CBE
I. Competency based education is highly flexible,
personalized, skill based & affordable for all.
II. Participants will achieve competencies required
in the performance of their jobs.
III. Participants build confidence as they succeed in
mastering specific competencies
IV. Self pacing

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 MODE OF COMPETENCY BASED
EDUCATION

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E MODE

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INTERACTION E MODE

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ROLE OF CB NURSE EDUCATOR
***NURSE EDUCATOR COMBINE THEIR CLINICAL ABILITIS WITH RESPONSIBLITIES RELATED
TO:-
A. DESIGNING CURRICULAM
B. DEVELOPING COURSES/PROGRAM OF STUDY
C. TEACHING & GUIDING LEARNING
D. EVALUATING LEARNING
E. DOCUMENTING THE OUTCOME OF THE EDUCATIONAL PROCESS
***HELP STUDENTS & PRACTICING NURSE IDENTIFY THEIR LEARNING NEEDS,STRENGTH &
LIMITATION.
***NURSE EDUCATOR WHO WORKS IN ACADEMIC SETINGS HAVE RESPONSIBILITY CONSIST
WITH FACULTY DICIPILINE INCLUDING:-
F. ADVISING STUDENTS
G. ENGAGING IN SCHOLARY WORK
H. PARTICIPATING IN PROFESSIONAL ASSOCIATIONS
I. ENGAGING IN PEER REVIEW
J. MAINTANING CLINICAL COMPETENCE 33

K. WRITING GRANT PROPOSALS

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