Professional Documents
Culture Documents
nursing
MICROTEACHING
TOPIC- Educational aims and
objectives
Subject- Nursing Education
Submitted to- Mr. Ramlakhan Sir
(reader)
SSCON ,Dera
Bassi
Ms.Rajvir kaur
maam(lecturer)
SSCON,Dera Bassi
required amount of input at each level can be specified with the help of
the educational objectives.
4. To assess the learners and nurse educators performance:- if educational
objectives are explicitly stated in advance, they can serve as a measure
to assess the performance of the learner and the educator in a well
established examination system.
Data required for formulating educational objectives
The following information will be formulate educational objectives in an effective
manner:1.
2.
3.
4.
5.
6.
2.
3.
4.
5.
6.
1.
2.
3.
4.
Logical
Explicit
Feasible
Observable
Measurable
1. Relevant:-educational objective should have a direct relationship with
the aims of learning, in other words educational objectives should be
based on the needs of the learner
2. Logical:- the objectives which are written down must be agreeable or
reasonable in relation to the teaching learning activities, i.e. objective
should be internally consistent with the educational activities.
3. Explicit:- it means clear, less interpretation and stated in detail.
4. Feasible:- it must be ensure that what the student is required to do can
actually be done, within the time allowed and with the feasibilities to
handle.
5. Observable:- observable means watch, take notice of and examine and
note. In order to ascertain the extent of enhancement or acquisition of
a particular skill by the learner, one should be able to see and take
note of. Therefore SOLs should also be observable.
6. Measurable:- it means ascertain quantity by comparison with a fixed
unit and estimate by some standard or rule. If learning achievements
cannot be measured, then the tutors/instructors may tend to believe
that they have accomplished the goal and achieved the educational
objectives.
Elements of SOLs
Activity
The content
The condition
Criteria
LEVEL- 2 Comprehension
1. This level represents the learning outcome one step beyond simple
understanding as evidenced by the learners ability to make limited use of
information in the form of translation, interpretation and extrapolation
2. TYPICAL VERBS used at this level are: justify, select, indicate, illustrate,
formulate, classify, translate, convert, contrast, explain, etc.
EXAMPLES
1. Classify the skeleton system
2. Identify the importance of nutrition
3. Explain the role of nurse in health education
LEVEL- 3 APPLICATION
1. This is the ability to use learned material such as rules, principles,
concepts, etc to new and real situations
2. VERBS USED are: assess, choose, find, show, demonstrate, construct,
compute, perform, discover, prepare, produce, relate, etc
EXAMPLES
1. Demonstrate the bed making procedure
2. Assess the nutritional status of an infant
3. Construct an attitude scale on smoking
LEVEL-4 ANALYSIS
1. This refers to the ability to break down information into its components
parts, which may be elements of information, relationship between
elements or organization and structure of information. Analysis helps to
separate important aspects of information from the less important thus
clarifying the meaning
2. Action verbs at this level are :analyse, identify, conclude, differentiate,
select, separate, compare, criticize, breakdown etc.
EXAMPLES
1. Distinguish between guidance and counselling
2. Identify the warning signs of meningitis
3. Differentiate between gastric and peptic ulcer
LEVEL-5 SYNTHESIS
At this level the learner is expected to combine various parts to form a whole.
Learning outcomes in this area stress creative behaviour with major emphasis
on the formulation of new patterns or structure.
LEVEL-3 Valuing
Objectives at this level indicate acceptance and internalization of the values or
attitudes.
Action verbs are: initiates, invites, joins, justifies etc.
Ex: initiate to build IPR with clients in the home/hospital set up.
LEVEL-4 Conceptualization
It is added to stability and consistency. It is the relationship between the values
and ones already held or new is involved.
Ex: the nursing student formulate judgements about nursing responsibilities
relative to extra ordinary means of maintaining life in a critically ill patient.
LEVEL- 5 Organization
This level is concerned with the ability to organize values to arrange them in
appropriate order.
Verbs represent this level are alters, arranges, combines, modifies etc.
LEVEL-6 Characterization
This is the highest level of learners values system which has become their
philosophy of their life.
Verbs applicable to this level are: Acts, displays, discriminates, listens, etc.
Ex- Displays confidence in caring terminally clients.
1. Psychomotor Domain
This domain consists of six level :
1.
2.
3.
4.
5.
6.
Impulsion
Imitation
Manipulation
Coordination
Control
Habit formation
LEVEL 1. Impulsion
This level tends to act on mental impulses, which is concerned with the
perception of sensory cues that guide actions and ranges from awareness of
stimuli to translation into action.
Action verbs are: detect, choose, identify,
Ex- Detect the early signs of decubitus ulcers.
LEVEL-2. IMITATION
conclusion
At the end of my micro-teaching i wanted to conclude that educational objectives
is a specific specific statement of what the learners should be able to do at end
of the learning period. Education is a process which brings about changes in
human behaviour. Every individual have access to a type of education that
permits maximum development of his potentials and capabilities. So, in any
educational programme it is essential that the educational objectives are clearly
stated to achieve the teaching learning effective.
Recapitalization of the topic
References