HE SEMI FINALS

• Behavioral objectives


  Action oriented, learner-centered outcomes of the teaching/learning process
• Goals


  The final outcome of what is achieved at the end of the teaching–learning process
• Objectives


  A behavior describing the performance that learners should be able to exhibit to be considered competent
• Responsibility for establishing goals and objectives


  Must be a mutual decision-making process between the teacher and the learner
• Objectives and goals must be clearly written, realistic, and learner-centered
• Arguments against using behavioral objectives


  • Superfluous
  • Reductionistic
  • Time-consuming
  • Pedagogic
• Arguments in favor of using behavioral objectives

  • Keeps teaching learner-centered
  • Communicates plan to others
  • Helps learners stay on track
  • Organizes educational approach
  • Ensures that process is deliberate
  • Tailors teaching to learner's needs
  • Focuses attention on learner
  • Orients teacher and learner to outcomes
• Three major advantages to writing objectives

  • Provides basis for selection and design of instructional content, methods, and materials
  • Provides learner with means to organize efforts toward accomplishing objectives
  • Allows for determination as to the extent that objectives have been accomplished
• Well-written behavioral objectives

  • Give learners very clear statements about what is expected of them
  • Assist teachers in being able to measure learner progress toward achieving outcomes of learning
• Three important characteristics of behavioral objectives

  • Performance - describes what the learner is expected to be able to do
  • Condition - describes the situation under which behavior will be observed
  • Criterion - describes how well or with what accuracy the learner must be able to perform
• Four step approach to writing behavioral objectives

  1. Identify the testing situation (condition)

  2. State the learner and the learner's behavior (performance)

  3. State the performance level (criterion)

  4. State how well the learner will perform the criterion (percent accuracy)
• Specific behavioral objectives

  Close ended statements that incorporate the condition and criterion for learning, which make them more prescriptive and predictive for the measurement of outcomes
• General behavioral objectives

  Open-ended statements that do not include the condition or criterion for learning, and lend themselves to be used in evaluating higher cognitive skills
• Specific behavioral objectives are more compatible when teaching nurses in a staff development program or nursing students in a course within a professional program of study
• Performance words

  Describe what the learner is expected to do
• Any performance, visible/audible or invisible, described by a "doing" word is measurable
• Common mistakes when writing objectives

  • Describing what the instructor will do rather than what the learner will do
  • Including more than one behavior in a single objective
  • Forgetting to include all three characteristics
  • Using performance terms subject to many interpretations and that are not action oriented
  • Writing an unattainable, unrealistic objective
  • Writing objectives unrelated to stated goal
  • Cluttering an objective with unnecessary information
  • Making an objective too general so that the outcome is not clear
• Three types of learning domains

  • Cognitive - the "thinking" domain
  • Affective - the "feeling" domain
  • Psychomotor - the "skills" domain
• SMART objectives

  • Specific
  • Measurable
  • Achievable
  • Realistic
  • Timely
• Levels of cognitive behavior

  • Knowledge
  • Comprehension
  • Application
  • Analysis
  • Synthesis
  • Evaluation
• Teaching in the cognitive domain

  • Methods most often used include lecture, one-to-one instruction, and computer-assisted instruction
  • Verbal, written, and visual tools are all particularly successful in supplementing the teaching methods to help learners master cognitive content
  • Cognitive-domain learning is the traditional focus of most teaching
  • Cognitive knowledge is an essential prerequisite for learning affective and psychomotor skills
• Affective domain


  The "feeling" domain, involving an increasing internalization or commitment to feelings expressed as emotions, interests, attitudes, values, and appreciations
• Levels of affective domain

  • Receiving
  • Responding
  • Valuing
  • Organization
  • Characterization
• Definite willingness and desire to act

  Receiving and responding are prerequisite behaviors
• Organization

  Ability of the learner to organize, classify, and prioritize values by integrating a new value into a general set of values, to determine interrelationships of values, and to harmoniously establish some values as dominant and pervasive
• Characterization

  Ability of the learner to integrate values into a total philosophy or world view, showing firm commitment and consistency of responses to the values by generalizing certain experiences into a value system or attitude cluster
• Teaching in the Affective Domain


  • Questioning, case study, role-playing, simulation gaming, and group discussion sessions are examples of instructional methods that can be used to prepare nursing staff and students as well as patients and their families to incorporate values and to explore attitudes, interests, and feelings in the process of developing affective behaviors
• Questioning

  Low-level affective questions are directed at stimulating learner awareness and responsiveness to a topic, midlevel affective questioning assists in determining the strength of a belief or the internalization of a value, and high-level affective questioning probes for information about the depth of integration of a value
• Case study

  This method can assist the learner in developing problem solving and critical thinking skills through exploration of participant attitudes, beliefs, and values
• Role-playing

  This method provides an excellent opportunity to practice new behaviors and explore feelings, attitudes, and values; to problem solve; and to resolve personal problems associated with human circumstances. Roleplaying allows the learner to "walk in someone else's shoes," but without the actual risk, thereby gaining empathy for the reality of another's situation
• Simulation gaming

  Simulation gaming promotes active involvement of the learner in goal directed, although not necessarily competitive, activities. Debriefing following gaming is an important aspect of the technique
• Group discussion

  This method provides an opportunity for clarifying personal values as well as exploring social values and moral issues. Value clarification involves identifying and sharing personal values for the purpose of increasing self-awareness and self-discovery. Values inquiry involves investigating the value systems of various ethnic groups. Both approaches provide the chance for in-depth learning of affective behaviors
• Nurse educators are encouraged to attend to the needs of the whole person by recognizing that learning is subjective and values driven
• More time in teaching needs to focus on exploring and clarifying learner feelings, emotions, and attitudes
• Psychomotor domain

  The "skills" domain. Learning in this domain involves acquiring fine and gross motor abilities with increasing complexity of neuromuscular coordination to carry out physical movement such as walking, handwriting, manipulation of equipment, or carrying out a procedure
• Levels of Psychomotor Domain

  • Perception
  • Set
  • Guided response
  • Mechanism
  • Complex overt response
  • Adaptation
  • Origination
  • Imitation
  • Manipulation
  • Precision
  • Articulation
  • Naturalization
• Teaching in the Psychomotor Domain

  • Learning in this domain involves acquiring fine and gross motor abilities with increasing complexity of neuromuscular coordination. Methods most often used to stimulate learning in the psychomotor domain include: demonstration, return demonstration, simulation, gaming, self-instruction
• Factors Influencing Psychomotor Skill Acquisition

  • The amount of practice required to learn a new skill varies with the individual, depending upon such things as: readiness to learn, motivation to learn, past experience, health status, environmental stimuli, anxiety level, developmental stage, practice session length
• Psychomotor skill development is very egocentric and requires learner concentration
• Asking questions that demand a cognitive or affective response during psychomotor learning interferes with psychomotor performance