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Formulating Outcomes & Objectives-1

The document outlines the learning objectives for a nursing course, emphasizing the importance of formulating clear outcomes and objectives for effective teaching. It categorizes outcomes into terminal, level, course, and unit outcomes, detailing their specific functions and components. Additionally, it discusses the three domains of learning—cognitive, affective, and psychomotor—along with examples of objectives for each domain.

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ATORSAH NKPETRI
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2 views

Formulating Outcomes & Objectives-1

The document outlines the learning objectives for a nursing course, emphasizing the importance of formulating clear outcomes and objectives for effective teaching. It categorizes outcomes into terminal, level, course, and unit outcomes, detailing their specific functions and components. Additionally, it discusses the three domains of learning—cognitive, affective, and psychomotor—along with examples of objectives for each domain.

Uploaded by

ATORSAH NKPETRI
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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DEVELOPING

OUTCOMES/OBJECTIVES

ISAAC NKRUMAH
DEPT. OF NURSING, GCUC
Learning Objectives
By the end of the lesson, students should be able
to:
• Explain learning outcomes
• Discuss the various levels of outcomes
• List the components of an objective/outcome
• Write outcomes or objectives for the various
domains of learning
Formulating Outcomes or
Objectives
• An outcome is a statement of what a learner is
expected to be able to do (demonstrate) as a result
of the learning process.
• Having laid the foundation or put in place the
needed procedures and resources, the curriculum
committee must decide what changes is expected to
take place in the students during and upon
completion of school or training
• Teaching objectives are therefore not what the
school/teacher wants to do but what they
(school/teacher) want students to be able to do at
the end of a lesson/training
• Objectives, however, occurs at different levels i. e.
general to specific
• Since nursing/midwifery is a professional discipline,
it is suggested that a competency approach be
used to formulate the programme outcomes of
nursing programmes.
• Competence is the ability to deliver a specified
professional service.
• Outcomes have two main functions:
1. Firstly, outcomes assist the developers of the
curriculum and the teachers to make more
Why outcomes? effective decisions. Thus, given clear outcomes,
the school or teacher can ensure the following:
- Select appropriate courses to be taught
- Learning experiences can be chosen
- Assessment methods
2. Outcomes also help orient the student to the
expectations of the programme. This may not only
decrease anxiety, but also improve the learning of
the student by acting as an advanced organizer of
learning inputs received.
Types of outcomes
• Outcomes are used at different levels of a curriculum.
• They include:
 Terminal or programme outcomes
 Level outcomes
 Course outcomes
 Unit outcomes
• Objectives/outcomes become more specific as it moves from programme to unit
outcomes.
• Objectives from the programme to course level could be termed as educational goals
as they are broad and may take weeks, months or years to achieve
• Although these outcomes are usually not stated in observable and measurable terms,
they set the direction of the training/teaching.
• It is therefore the responsibility of the teachers to decide exactly what the students
should know and do to show that they have accomplished the educational goals
a) Terminal or programme outcomes
• Describe the general destination of the students in a
specific programme to which all teaching/learning is
directed
• The statements are comprehensive, but also clear and
attainable
• It is also sometimes described as the ‘characteristics of
graduates’.
b) Level outcomes
• Level outcomes describe which goals should be
achieved earlier, and which should be achieved later in
the programme.
• These are used to organize the content and learning
experiences of a multi-level programme.
• Level outcomes cut across and incorporate all the
courses taken during that level of study.
c) Course outcomes
• Course outcomes are formulated for a specific
course and indicate what the goals of that
specific course are.
d) Unit outcomes
• Unit outcomes are the most specific type of
objectives and refer to learning within a course.
• Unit outcomes are often formulated to be
measurable.
Curriculum Textbooks

Sources of
objectives
Experience
The
of the
students
teacher
• According to Marger and
colleagues (1984) , there are four
essential parts of instructional
objectives.
Components of • These are:
an objective  The Performance
 A Product
 The conditions
 The criterion
The Performance

• A well-stated objective must be written in terms of what


students are expected to do and not what the teacher is to
do
• The Performance therefore describes exactly some
observable or measurable student action after an
instruction/teaching has taken place
• Infinite verbs which are unambiguous should be used in
stating the objectives
• E.g. list, explain, identify, compare are verbs that can be
used
• However, verbs such as learn, realize, understand should not
be used in stating instruction objectives since they are
subjective and open to different interpretation
b) The Product
• Refers to that which the student will produce by their action.
• Thus, the objective/outcome should describe the task that can
be performed
• It can be a written sentence or a demonstrated skill
• E.g. list the signs of PUD/PPH, make an admission bed

c) The condition
• Under what conditions will the students perform the intended
action
• Specifically, the condition in an objective/outcome could be an
information, tool/materials, special limitations as to time and
space
• Examples:
o using a ruler and protractor,
o after reading chapter 2,
o upon completion of the lesson
o By the end of this course,
d) Criterion
• The objective should describe the
criterion to be used to assess/judge
the adequacy of the performance
• Thus, the outcome should state the
level of behaviour/performance the
teacher/school will accept as
satisfactory
• Examples:
- List at least 3 reasons
- Make an envelope corner without
hesitation
• Three kinds/domains of learning usually takes
place during teaching
• Objectives/outcomes are therefore often
classified as to the primary type of learning the
teaching seeks to achieve
• The most commonly used system for classifying
objectives is the taxonomy developed by Bloom
Classification and colleagues (1956) and Krathwohl and
colleagues (1964)
of Objectives • The system divides objectives into 3 main
domains of learning. They are:
 Cognitive domain
 Affective domain
 Psychomotor domain
• Each domain is arranged in hierarchical order;
from simple to complex
Cognitive Domain

Objectives in this domain deals with imparting


• Examples of objectives are:
knowledge and thinking skills to students o At the end of the lesson, the student
will define Antepartum hemorrhage
o The students should be able to
The domain is concerned with the subject
distinguish between Placenta previa
matter/content that students are expected to
learn and Placenta abruptio

• Trial Test
Moving from simple to complex, the domain
has 6 levels: Knowledge, Comprehension,
• Ms. Walters teaches Advanced Nursing
Application, Analysis, Synthesis and Evaluation at the Dept of Nursing, GCUC. She is to
teach level 300 students urethral
define, explain
catheterization
Examples of verbs used
are:
classify, write, list A) Write 3 objectives under the
compare & contrast
cognitive domain
b) Affective domain

• Deals with attitudes, feelings and emotions students are expected to


show after a training
• Thus, it is concerned with the students’ emotional development
• The behaviour must be observed in a free-choice situation to obtain a
true indication of student attitudes and feelings
• Examples of verbs used include to freely select, to listen, to volunteer,
to support
• Examples of affective objectives:
- the student will eagerly volunteer to ….
- The student will freely support the disabled patient
c) Psychomotor

• Deals with development of


muscular and motor skills
• Examples of verbs are run,
construct, type, play align
• Examples:
o Check temperature
o Give episiotomy
o Make an admission bed
• Ms. Walters teaches Advanced Nursing
at the Dept of Nursing, GCUC. She is to
teach level 300 students urethral
catheterization
A) Write an objective under each of these: Trial test
- Psychomotor domain
- Cognitive domain
- affective

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