Behavioural

Objectives
__________
Remedios H. Fernando, RN MAN
St. Luke’s College of Nursing
 Objectives:
After this session the students will be able to;
 Identify the difference between goals and
objectives.
 Demonstrate the ability to write behavioural
objectives accurately and concisely using the
4 components.
 Distinguish the 3 domains of learning.
 Develop a teaching plan
• Mager (1997) the primary educator credited
with developing a system for writing
behaviour.
• Serves to help teachers make appropriate
instructional decisions
• Assist learners in understanding what they
need and expected to know
• Where he is going?
• How will the person know when he has
arrived?
Planning and Conducting the Sequence of
Classes
Educator must decide the following;
1. Formulate objectives
2. Select and organize content
- what should be included and left out
3. Choose teaching methods and design
4. How long would it take to teach the topic?
Planning and Conducting the Sequence of
Classes

5.How can learners be kept interested and how

to make sure they learn
6. Choosing instructional materials
7. Evaluation
 Definition of Terms
Goals
 “Learning outcomes”
 global /broad statements
 General, “timeless” ,long term
 desired outcomes achievable in weeks or
months
 the final outcome of what is achieved at the
end of the teaching – learning process.
 Definition of Terms
Objectives
 a behaviour describing the performance that
learners should be able to exhibit to be
considered competent.
 Specific , single , concrete behaviour
 Short term and achievable in one teaching
session
 Types of Objectives
1.Educational Objectives
 Used to identify the intended outcomes of
educational process whether in reference to
an aspect of the program or a total program
 guide the design of the curriculum units
2. Instructional objectives
- describe the teaching activities and
resources used to facilitate effective
instruction
(Bastable 2019)
3. Behavioural
 “learning objective”
 Action – oriented, learner-centered
 Short term outcome focused of the teaching /
learning process
 Behavioural Objectives

 Described precisely what the learner will be

able to do.
 Are statements of what learners are to be like
when they have successfully attained the
criterion
• Are tied to criteria, tests and other measures of
successful achievement in the course.
Difference between Goals and Objectives
Goals Objectives

global specific

broad singular

long-term short-term

multi-dimensional uni-dimensional
 Responsibility in Establishing Goals and
Objectives
• Setting goals and objectives must be a mutual
decision-making process between the teacher
and the learner.
• Both parties must “buy into” and participate
in establishing predetermined objectives and
goals prior to initiating the teaching/learning
process.
 Responsibility in Establishing Goals and
Objectives
• Blending what the learner wants to learn and
with what the teacher has assessed the
learner needs to know provides for a mutually
accountable, respectful and fulfilling
educational experience.
Importance of Behavioural Objectives:

1. Keeps teaching on target and learner-

centered
2. Communicates plan to others
3. Helps learners understand what is expected
of them so they can keep track their
progress.
4. Selects and organizes educational approach
and materials
Importance of Behavioural Objectives:

5. Ensures that process is deliberate

6.Tailor’s teaching to learner’s needs.
7. Create guidelines for teacher evaluation and
documentations .
8.Make it easier for the learner to visualize
performing the required task.
(Ferguson,1998,Krau,2011 Morrison et all 2010)
Advantages of Writing Objectives
1. Provides basis for selection or design of
instructional content, methods and
materials.
2. Allows for determination as to the extent
that objectives have been accomplished.
3. Provides learner ways to organize their
efforts to accomplish their goals.
(Robert Mager (1997)
 Guidelines in Formulating Objectives
(Mager 1997)
1. State objective in terms of learner’s
performance. Begin with a precise verb.
2. State objective as a learning product /
terminal behavior(with good balance of SKA)
3. State only one outcome at a time
4. Objectives should be SMART
 Writing objectives

M
S
Measurable A
Specific
Quantity/quality Achievable
Action verbs/concrete
Numeric/level of mastery

R T
Realistic Timely
Resources Available Time Frame
 Elements of Behavioral Objectives
1.Performance / Behaviour
 describes what the learner is expected to be
able to do (verbs)
 Activities are visible or invisible

e.g. visible –write, list, circle, draw , label

invisible – identify, recall, comprehend
appreciate
Elements of Behavioural Objectives
2. Condition (under what circumstance)
 describes the situation under which
behaviour will be observed or the
performance is expected to occur
Elements of Behavioural Objectives
3. Criterion (Degree)
 describes how well , with what accuracy or
within what time frame the learner must be
able to perform the behavior
 “degree” how well, to what extent within
what time frame
 Standard
Elements of Behavioural Objectives
4. Content
 Describes the specific subject matter to be
learned
 The ABCD Rule
A
Audience
Who will
perform

D
B
Degree
Behavior
To what
What to
extent do

C
Condition
(circumstance)
 Common Mistakes When Writing
Objectives
1. Describing what the instructor will do rather
than what the learner will do.
2. Including more than one behaviour in a
single objective (select and prepare)
3. Forgetting to include all the elements.
4. Using performance terms subject to many
interpretations and that are not action
oriented and difficult to measure
 Common Mistakes When Writing
Objectives
5. Writing an unattainable, unrealistic objective
6. Writing objectives unrelated to stated goal.
7. Cluttering an objective with unnecessary
information.
8. Making an objective too general so that the
outcome is not clear.
Sample of 4 part method of objective:
example 1

(Condition) (who)

• Without using a calculator the student

Performance (Learner ‘s Behaviour)

• Will solve

Criterion (quality/quantity of mastery)

• 5 out of 6 math problems

 Sample of 4 part method of
objective:example 2

Condition: who:

• Using a model the staff nurse

Performance (Learner’s Behaviour)

• Will demonstrate

Criterion (quality/quantity of mastery

• the correct procedure of self breast examination

Sample of a well written objectives
• After watching a demonstration on
suctioning, the staff nurse will be
able to correctly suction a
tracheostomy tube using aseptic
technique
Sample of a well written objectives
• Following a class on hypertension,
the patient will be able to state
three out of four causes of high
blood pressure.
Sample of a well written objectives
• Following a seminar on cancer, the
patient will be able to list five
factors which predisposes an
individual to malignant disease.
Sample of a well written objectives
• While on clinical rotation at the ER,
the interns should demonstrate 100
percent accuracy in inserting IV lines
to pediatric patients assigned to
them
Revision of Bloom’s Taxonomy
1956 2001

EVALUA-
TION CREATE

SYNTHESIS EVALUATE

ANALYSIS ANALYZE

APPLICATION APPLY

COMPREHENSION UNDERSTAND

KNOWLEDGE REMEMBER

NOUN TO VERB FORM

 Taxonomy of Objectives
• Developed by Benjamin Bloom et al
• Taxonomy is a mechanism used to categorize
things according to how they are related to
one another
• Behavior is defined according to;
a. type of learning domain category
b. complexity (simple to complex)
• Pertains to level of knowledge to be learned
Three Types of Learning Domains

Cognitive
(thinking)

Affective
Psychomotor
(skills)
(feeling)
 Complexity of Domain Levels
• Objectives in each domain are classified in a
taxonomic form of hierarchy into:
- low (most simple)
- medium (moderately difficult)
- high (most complex) levels of behaviour
 Cognitive Domains

Acquiring information

Development of intellectual abilities

Mental, understanding, thinking

Cognitive domain: 6 levels

EVALUATION

SYNTHESIS

ANALYSIS

APPLICATION

COMPREHENSION

KNOWLEDGE
 Knowledge
• Lowest level
• Remember , memorize ,recall,define,recognize
such as facts, principles,terms
• Learning outcomes –simple recall of
facts/information
• Examples of verbs:
choose , cite , count,define,identify, etc…
 Example
• After the lecture on hypertension the learner
will be able to list 6 out of ten factors that
causes hypertension.
 Comprehension
 Understanding/appreciation by translating it
into different form
• Defining /summarizing in own words
• Knowledge prerequisite
• Example of verbs:
- describe ,discuss ,distinguish ,estimate,
etc…
• Sample Objective:
After watching a 5 minute video on
breastfeeding the mother will be able to give at
least three positions in feeding her newborn
 Application
• Use the information learned
• Apply ideas ,rules , methods and principles in
a specific situations
• Examples:
- apply ,demonstrate , examine ,illustrate,etc..
• Sample objective:
After completion of cardiac rehabilitation
program the patient will modify three exercise
regimen that will fit his lifestyle.
 Application
• Example:
- First Aid lecture
Rule of Casualty – NPO
There’s a pt with fractured femur and ask
for water.
- A newborn –prone to Hypothermia
 Analysis
• Break it down into parts so they can
understand the parts as well as whole
• Example:
analyze, arrange ,calculate ,classify,etc…
 Synthesis
• Creating
• Take the information they know and put
together into something new
• Example:
- assemble, arrange, categorize , combine
etc…
• Sample of Synthesis Question:

From what we have done so far , can you tell

us what the main areas of your nursing care
would be?
 Evaluation
• Highest level
• Judges the value of something by applying a
criteria
• Example
- appraise , assess,conclude,criticize,debate
etc..
 Teaching in the Cognitive Level
 Acquisition of information based on the
learner’s intellectual abilities and thinking
processes.
• Methods most often used to stimulate learning
in the cognitive domain include
- lecture
- group discussion
- one to one instruction
- self instruction activity ( e.g. CAI)
 Teaching in the Cognitive domain
• Cognitive domain learning is the traditional
focus of most teaching.
• Cognitive knowledge is an essential
prerequisite for learning affective and
psychomotor skills.
Massed practice vs. distributed practice

Massed practice
• learning information all at once on one day
• Less effective for remembering facts
• “cramming”
Massed practice vs. distributed practice

Distributed practice
• learning information over successive periods
of time
• more effective for remembering facts that last
for years
 Affective Domain
• Feelings , emotions, interest
• Attitude , beliefs , values, appreciations
• Very important to nursing practice –
constantly faced with ethical issues and value
conflicts
• Nurse value system must coincide with the
values of the nursing profession
• Can be observed directly but can only inferred
from words and action
 Affective Domain
• Development of value system
• Not given adequate weight
• Beliefs –what individual perceives as reality
• Attitudes – represents feelings an object,
person or event
• Values – operational beliefs that guides action
and ways of living environment
Affective Domain Levels

CHARACTERIZATION

ORGANIZATION

VALUING

RESPONDING

RECEIVING
 Receiving
• Learner show awareness of an idea or fact or a
consciousness of a situation or event
• Willingness to selectively attend to or focus
on data receive.
• Example:
- accept , admit,ask,attend,focus, etc..
 Responding
• Ability to respond to an experience at first
obediently and later willingly and with
satisfaction
• Example:
- agree , answer,conform,discuss,express,etc.
 Valuing
• Learner regard or accept the worth of a theory
, idea or event
• Willingness and desire to act further that
value (receiving and responding)
• Example:
assert , assist,attempt,choose,etc…
 Organization
• Ability to organize ,classify , prioritize values
by integrating a new value
• Example
- adhere , alter,arrange,combine,defend,etc..
 Characterization
• Ability of the learner to integrate values into
a total philosophy showing firm commitment
and consistency of responses
• Examples:
- assert, commit , discriminate , display, etc..
 Teaching in the Affective Domain
• Involves an increasing internalization or
commitment to feelings
• Involves degree to which feelings or attitudes
are incorporated into one’s personality or value
system
• Methods:
- group discussion - simulation / gaming
- role playing - questioning
- role modelling
 3 Levels
1. intra-personal – perception of one’s own
self.
- self- concept , self -awareness,
- self - acceptance
2. Interpersonal – perspective of self in relation
to others
3. Extrapersonal – perception of others as
established groups
 Teaching in the Affective Domain
 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
• Acquiring fine and gross motor abilities
e.g writing, performing procedure
• Integration of both cognitive and affective
• should be taught separately with cognitive and
affective
• Practice makes perfect – repetition leads to
perfection and reinforcement
 Mastery
Learned
skills Requires
practice

Repetition of
performance
accuracy,coordinati
on,confidence
 Psychomotor Levels

ORIGINATION

ADAPTATION

COMPLEX OVERT RESPONSE

MECHANISM

GUIDED RESPONSE

SET

PERCEPTION
 Perception
• Ability of the learner to show sensory
awareness of objects or cues associated to be
performed.
• Involves reading directions or observing a
process with attention to steps.
• Examples:
- attend, choose ,describe ,detect , etc..
 Set
• Ability of the learner to exhibit readiness to
take a particular kind of action as evidence by
expression of willingness , sensory attending
or body language favourable to performing a
motor act
• Example:
- attempt, begin , develop ,display ,etc.
 Guided Response
• Ability to exert effort via overt action under
the guidance of an instructor to imitate an
observed behaviour with conscious awareness
of effort.
• Imitating maybe performed hesitantly but
with compliance to directions and coaching
• Examples:
- align , arrange,attach,build,change,choose...
 Mechanism
• Ability of learner to repeatedly perform steps
of a desired skills with a certain degree of
confidence indicating mastery – habitual.
• Blended to a meaningful while and are
performed smoothly
• Example:
- assemble , clean,compile, examine, etc…
 Complex overt response
• Ability of the learner to automatically perform
a complex motor act with independence and
high degree of skills.
• Involves economy of effort, smoothness of
action , accuracy and efficiency
• Example:
- discriminate, dismantle, dissect,etc..
 Adaptation
• Ability of the learner to adapt or modify a
motor process to suit the individual or various
situation indicating mastery
• Example
- alter , convert,correct,rearrange,etc..
 Origination
• Ability of the learner to create new motor
acts, such as novel ways of manipulating
objects or materials as a result of
understanding and developed skill
• Example:
- arrange ,combine ,compose , construct etc..
Dave’s Level’s of Psychomotor Learning

1. Imitation

2. Manipulation

3. Precision
4. Articulation

5. Naturalization
 Dave’s Psychomotor Level
• Involves muscular action and neuromuscular
coordination
• Skill attainment can be achieved and refined
over time
• Accuracy is stressed rather than speed
 Imitation
• Observed actions are followed
• Learner’s movement are gross , coordination
lacks smoothness and errors occur.
• Time and speed to perform are based on
learner needs
 Manipulation
• Written instructions are followed
• The learner’s coordinated movement are
variable and accuracy is measured based on
the skill of using written procedure as a guide
• Time and speed required to perform vary.
 Precision
• Logical sequence of actions is carried out
• The learner movements are coordinated
at a higher level, errors are minimal and
relatively minor
 Time and speed are required to perform are
within reasonable expectations.
 Articulation
 Learners movement are coordinated at a high
level and errors are limited.
 Time and speed required to perform are
within reasonable expectations
 Naturalization
• Sequence of action is automatic
• Learner’s movement are coordinated at a
consistently high level and errors are almost
non existent.
• Time and speed required to perform are
within realistic limits and performance reflects
professional competence.
 Teaching in the Psychomotor Domain
• Involves acquiring fine and gross motor
abilities with increasing complexity of
neuromuscular coordination.
• Methods:
- demonstration & return demonstration
- simulation
- gaming
- self – instruction
• Videos , audio tapes, models , diagrams
posters are effective in teaching psychomotor
 Teaching in the Psychomotor domain
• Skill development is very egocentric and requires
learner concentration
• Asking question that demand a cognitive or
affective response during the psychomotor learning
interferes with psychomotor performance.
• The ability to perform skills is not equivalent to
learning a skill
• Performance is transitory, learning is more
permanent
 Factors Influencing Psychomotor Skill
Acquisition
• The amount of practice required to learn a
new skills varies with the individual,
depending upon such things as ;
- readiness to learn
- motivation to learn
- past experience – transfer of learning
- health status – illness , physical,
emotional impairments
 Factors Influencing Psychomotor Skill
Acquisition
- environmental stimuli
- anxiety level – interfere with
coordination , steadiness , time and
muscle movement
- developmental stage
- practice session length
• Motor skills should be practiced in the
laboratory setting – to provide a safe and non-
threatening environment for the novice
learner.
• Open skills performance
- arranging practice sessions to be done in the
clinical or home setting to expose learner to
actual environmental conditions
 Mental imaging or mental practice
 Use of imagery /visualizing a skill

Feedback
 Intrinsic – tell them how they perform
 Augmented –convey message by body
language
 Performance checklist serve a guide
Three Dimensions of Motor Skills
1. Gross vs. Fine
- gross involves the whole body or large
muscles
e.g lifting of patient
- fine involves fingers and wrists
e.g. Removing sutures
2. Continuous vs.discrete
continous- adjustment and corrections to
stimuli
e.g. continous movement of cardiac
massage
discrete –movement made in response to an
external stimuli
e.g. Switching off a patient’s nurse call
button
3. Closed loop vs open looped
closed loop – relies entirely on
proprioceptive feedback; so could be
performed with eyes closed
e.g. Putting on lipstick
open loop – affected by external stimuli
e.g painless removal of sutures –
reaction of patient – comfort mx
 Selective Attention
• Learners must select environmental influences
that will assist them in achieving the
behaviour (relevant stimuli) and ignore those
that interfere with a specific performance
(irrelevant stimuli)
 Development of Teaching Plan
• Predetermined goals and objectives serve as a
basis for developing a teaching plan.
• Mutually agreed upon goals and objective
clarify what the learner is to learn and what
the teacher is to teach
 Development of teaching plan
• Blue print for action to achieve the goal and
objectives
• Determine types of domain
 Reasons to construct teaching plans

1. To ensure a logical approach to teaching and

keep instruction on target.
2. Communicates in writing an action plan for
the learners, teacher and other providers.
3. Serves as a legal document that indicates a
plan is in place and the extend of progress
toward implementation.
Basic Elements of a Teaching Plan
1. Purpose
2. Goal Statement
3. Objectives (sub-objectives)
4. Content Outline
5. Methods of Teaching
6. Time Allotment
7. Resources for instruction
8. Evaluation
 Basic Elements of Teaching Plan
• Purpose
• Goal
Objectives Content MOT Time Resources MOE
outline Allotted
 Learning contracts
• As a written formal or verbal (informal)
agreement between the teacher and the
learner that delineates specific teaching and
learning activities that are to occur within a
certain frame of time.
• Mutual negotiated agreement
Thank You!