1. EDUCATIONAL OBJECTIVES
KSHYANAPRAVA BEHERA
ASSISTANT PROFESSOR
SUM NURSING COLLEGE
SOA UNIVERSITY

2. DEFINITION
• Educational objectives are the statements of
those changes in behaviour which are desired
as a result of specific learner & teacher activity.
• They define not only the behaviour sought in
the learner but also the areas of human
experience through which this behaviour is to
be developed.

3. DIFFERENCE BETWEEN GOALS &
OBJECTIVES
GOALS
1. Are broad, brief statements of
purpose which provides focus
or vision for program
planning.
2. They are expressed in non
specific, non-measurable
verbs as- learn, understand,
feel, know & usually cannot be
attained.
3. Global.
4. Broad.
5. Long-term.
6. Multi-dimentional.
OBJECTIVES
1. Are more realistic,
describe targets for the
program.
2. They are expressed in an
active measurable tense &
use strong verbs like plan,
write, conduct, produce,
they can be attained.
3. Specific
4. Singular.
5. Short-term.
6. Uni-dimentional

4. Importance of writing objectives
• Criteria for selecting content of the programme.
• Selecting teaching strategies & a basis for evaluation.
• While writing learning objectives-
• The focus is on students performance and not on
teachers performance.
• The focus is on the product and not the process.
• The focus is on the terminal behaviour & not the subject
matter.
• State only one general learning outcomes in each
objectives.

5. Components of educational objectives
Performance/
behaviour
criterion
condition

6. Behaviour/ performance-
An objective must state the competency to be learned
in performance terms.
This is the core of the course objectives.
It describe what the learner will be able to perform at
the end of instruction & be acceptable to the instructor
as a proof that learning has occurred.
Eg- after completion of maternal child health course,
the student will be able to-
oAssist with the conduction of normal vaginal delivery.
oAssess & classify the sick new-born.
oAdminister the preferred family planning method.

7. Criterion-
• A criterion is a description of how well the performance
must be demonstrated or the performance standard.
• Eg-according to the standards presented in the course
materials.
• According to the clinical protocol or checklist.
Condition-
• an objective should state the conditions under which
the learner will be expected to perform in the
evaluation situation.

8. The four-part method of objective writing
Condition
(teaching
situation)
Who (the
audience)
Performance
(learner
behaviour)
Criterion
(quality/quantity
of mastery)
1. Without using
a calculator
2. Using model
3. Following
group
discussion
1. The student
2. The staff
nurse
3. The patient
1. Will solve
2. Will
demonstrate
3. Will list
1. 5 out of 6 maths
problem
2. The correct
procedure for
changing sterile
dressing
3. At least two
reason for losing
weight

9. Classification of objectives
Central
objective
s
• It is supreme importance in any unit of teaching or learning.
• It gives clarity, design, meaning & unity to the learning activities.
• Eg-to provide preventive & curative nursing care to the individuals
& community ,in health & in sickness.
Intermedi
ate
objective
s
• Here the professional functions are broken down into components
(activities) which collectively denote the nature of the functions.
• Eg- planning & carrying out of blood grouping sessions for a
group of adult in the community.
Specific
objective
s
• These are accurate professional tasks whose outcomes are
observable & measurable against given criteria.
• It describe the performance demonstrated by the learner at the
end of each course or units.
• Eg-using syringe to take blood sample(3ml)from the ante-cubital
vein of an adult (criteria- absence of haematoma, amount of blood
taken within 10% of the amount required, not more than two
attempts)

10. Taxonomy of educational objectives
• A systematic organization of objectives into 3 domains to
help the teachers in precise formulation & evaluates the
results of a system of education, it helps the students to
prepare for educations to obtain the desired end result.
• Educational objectives are classified into 3 domains
1. Cognitive domain (head).
2. Affective domain (heart).
3. Psychomotor domain (hand).

11. Cognitive domain
• Cognitive domains concerned with knowledge,
understanding & intellectual skills such as a
problem solving.
• Eg- following a discussion related to nurse-
patient interaction the registered nurse will
identify in writing four phases of nurse patient
relationship.

12. Cognitive process dimension
remember understand apply analyze evaluate create
Recognizin
g
• Identifyin
g
• Recalling
• retrieving
Interpreting
• Clarifying
• Paraphrasin
g
• Translating
• Illustrating
• classifying
• Categorizing
• summarizing
• Abstracting
• Generalizing
• Concluding
• Predicting
• Comparing
• Contrasting
• Mapping
• Matching
• Explaining
• constructing
Executing
• Carryin
g out
• Implem
enting
• using
Differentiatin
g
• Discrimina
ting
• Focusing
• Selecting
• Organizin
g
• Finding
• Integrating
• Outlining
• Parsing
• Structurin
g
• deconstru
cting
Checking
• Coordina
ting
• Detecting
• Monitorin
g
• Testing
• Critiquing
• Judging
Generating
• Hypothesi
zing
• Planning
• Designing
• Producing
• Constructi
ng

13. Affective domain
• These objectives concerned with feelings &
emotions such as attitudes, values,
appreciations & interests.
• Eg- given the opportunity for attending a
leadership development workshop- the
registered nurse demonstrates interest by
participating in discussion & completing written
assignments.

14. Levels of affective domain
CHARACTERIZATION
ORGANIZATION
VALUE
RESPOND
RECEIVE

15. Contd…
• Receiving- is willing to notice a particular phenomenon.
• Responding-makes response, at first with compliance,
latter willingly & with satisfaction.
• Valuing-accepts worth of a thing.
• Organization- organizes values, determines
interrelationships, adapts behaviour to value system.
• Characterization- generalizes certain values into
controlling tendencies, emphasis on internal consistency,
later integrates these into a total philosophy of life or
world view.

16. Psychomotor domain
• These objectives concerned with manipulative
skills & coordinated.
• Eg- after observing a demonstration of an
intramuscular injection, the licensed practical
nurse will repeat the demonstration in
accordance with established procedure.

17. Levels of psychomotor domains
NATURALIZATION
ARTICULATION
PRECISION
MANIPULATION
LIMITATION

18. Forms of statement of objectives
1. Teacher- centered objectives-objectives may be
stated in the form of activities which the teacher is to
do.
2. Subject- centered objectives-objectives may be
stated in the form of topics, concepts, generalization or
other elements of contents to be taught.
3. Behaviour-centered objectives-objectives may be
stated in the form of the desired behaviour changes.
4. Learning-centered objectives-objectives may be
stated in relation to the learner either in terms of what
the learner to do or in terms of the desired outcomes of
the learner.

19. Criteria for selection & statement of
objectives
• The objectives should be stated in terms of the desired changes
in behaviour & the area of content
• The objective should be attainable & practical in the specific
situation.
• The objective should serve as a motivating force for both
student & teacher.
• The objective should be understood & accepted by the teacher
& the student.
• The objective should be so worded that each statement contains
only one objectives in order to prevent confusion & to facilitate
ready identification of objectives.
• Evaluation devices should be planned & developed & used to
determine if objectives have been attained

20. SMART objectives
Specific/
simple
attainment
realisticmeasurable
timely

21. SMART OBJECTIVES
• Specific- states exactly what one need to
accomplish.
• Measurable-indicates a quality or quantity of
measure.
• Attainable-objectives stated must be
achievable within a given time.
• Realistic- can be challenging but must be
achievable.
• Time bound- with a clear end date or time
period