Professional Documents
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Development of Educational Aim & Objectives
Development of Educational Aim & Objectives
COLLEGE OF NURSING,SPMC,
AGH BIKANER
ASSIGNMENT
ON
DEVELOPMENT OF EDUCATION
AIM’S AND OBJECTIVES
SUBMITTED ON:-
EDUCATIONAL
AIM’S AND OBJECTIVES
INTRODUCTION
Everything in the nature will be done for particular purpose; it becomes easy to achieve it
when we know its objectives or goal as well. Such as every pilot has a route-chart and set
timing of landing at predetermined destination. Every country has a constitution or set of
Principles and traditions, through which a country is governed.
Similarly, education is a purposeful and planed activity which is under taken by the
educator and the learner for achieving clear cut objective or ends in view. Without an end
or objective no purposeful activity will have that real force which directs it and makes it
meaningful. It is said that “education without clear cut aims and objective is like a
rudderless ship.”
EDUCATIONAL AIM
They are broad and general statements of educational intent, and it should inform
students the overall purpose of a programme or module. They are often written for the
provider (lecturer / tutor) rather than receiver (student) terms.
The aims are always written before the objectives. It is usually two or three sentences
long. Having too many aims leads to confusion and our work will lack focus.
The aims express the subject provider's broad purposes in presenting each programme of
study in the subject. These aims address the question 'why is the education provided ?'
EDUCATIONAL OBJECTIVES
The result sought by the learner at the end of the educational program, ie“what the
students should be able to do at the end of a learning period that they could not do
beforehand.” J.-J GUILBERT
The objectives are more specific target which is set in order to achieve the overall aim or
we can say that they are the steps to achieve the overall goal or aim.
The objective are more focused statement which describes what the learner will able to
do as a result of teaching or learning.
The objectives are the individual stages that learner must achieve on the way in order to
reach the aim.They are specific ways of achieving the aims.
The objectives are developed out of aims. They are usually listed as statement using
bullet points. We can have many objectives to fulfill a aim.
The reason for formulating objectives is to indicate what changes in behaviour is hoped
to bring about in the student as a result of the courses being offered.
DIFFERENCE BETWEEN AIMS AND OBJECTIVES
EDUCATIONAL AIM’S EDUCATIONAL OBJECTIVES
Aims are generally difficult to measure. Objectives are narrow
Aims are general intentions. Objectives are precise.
Aims are intangible. Objectives are tangible.
Aims are abstract. Objectives are concrete.
Aims are broad Objectives are measurable.
EXAMPLE
The graduate of the new baccalaureate nursing programme will be prepared to
function as a generalist with beginning competencies in a specialized area of nursing.
The graduate will be prepared to function in a variety of settings and be able to:
1. Obtain health histories and make general health assessments.
2. Provide safe and competent care in emergency situations and acute illnesses.
3. Provide supportive care to persons with chronic or terminal health problems.
4. Provide health teaching, guidance and counselling.
5. Assist persons to maintain optimal health status.
6. Provide for continuity of health services.
7. Assume leadership responsibility for planning and evaluating nursing care.
8. Work effectively with all persons concerned with health care problems.
INTERMEDIATE/DEPARTMENTAL OBJECTIVE: PROFESSIONAL ACTIVITY
Arrived at by breaking down professional functions into components (activities)
which together indicate the nature of those functions.
Intermediate objectives are a set of statements identifying the skills to be acquired by
all students who are taught within a particular school/ department/division, of a
nursing college. These skills must be consistent with the institutional objective.
EXAMPLES
These intermediate educational objectives were derived from general objectives
defining the functions of a general practitioner. They refer to the paediatric aspect of
the work.
The general practitioner should be able to carry out the following activities:
1) Diagnose and treat major childhood disorders:
a) abnormal development of the embryo or fetus
b) infections in newborn babies
c) emergency surgery on newborn babies
d) jaundice of the newborn
e) vomiting in infants
f) cardiac insufficiency
g) acute diarrhoea
h) dehydration
i) convulsions
j) purulent meningitis
k) tuberculous meningitis
l) tuberculosis
m) eruptive fevers
n) viral bronchopneumonia
o) bacterial pneumonia
p) septicemia
q) childhood skin disorders
r) urinary infections
s) acute glomerular affections
t) abdominal tumours
u) enlargement of liver
v) enlargement of adenoids
w) enlargement of spleen
x) kalaazar
y) malaria
z) throat infections
aa) otitis
bb)orthopaedic problems in children
2) Carry out activities relating to patient care, taking of samples, laboratory work and
use of equipment.
a) Sampling techniques: - blood (including blood from umbilical cord); abscess;
cerebrospinal fluid (CSF); urine and puncture of ascites, pleura
b) Techniques relating to patient care, preventive measures and laboratory work: -
Immunization; perfusion, intramuscular injection, transfusion; catheterization,
enema; blood grouping; haematocrit; erythrocyte sedimentation rate and CSF
count
c) Use of equipment:- sphygmomanometer; otoscope; aerosol spray; aspirator;
electrocardiograph and ophthalmoscope
3) Distinguish between normal newborn babies and those at risk; organize prevention
and early detection of possible dangers.
a) Recognize growth anomalies.
b) Recognize anomalies of psycho-motor development.
c) Work out with the parents a diet suitable for the needs of their child.
d) Recognize dietary anomalies.
e) Plan a surveillance programme for a normal child and for one at risk.
f) Enter findings in the child's medical record.
4) Cont.………. so on.
EXAMPLE
“Identify on frontal X-ray films of the thorax the presence or absence of opacities of the
pulmonary parenchyma, of more than 2 cm diameter in 80% of cases.”
Act: “Identify the presence” indicates the act to be performed.
Content: “Opacities of the pulmonary parenchyma.”
Condition: “Frontal X-ray films of the thorax” are provided to the student.
Criterion: The student must identify “in 80% of cases any opacity of over 2 cm
diameter”.
This taxonomy was revised in 2001 by Anderson and Krathwohl to change the category
names from nouns to verbs, and to switch the Evaluation and Synthesis levels in the
hierarchy.
Affective Domain
The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we
deal with things emotionally, such as feelings, values, appreciation, enthusiasms,
motivations, and attitudes. The five major categories are listed from the simplest behavior
to the most complex:
AFFECTIVE TAXONOMY
LEVEL DEFINITION EXAMPLE
Being aware of or attending to Individual reads a book passage
Receiving
something in the environment. about civil rights.
Showing some new behaviors as a Individual answers questions about
result of experience. the book, reads another book by the
Responding
same author, another book about
civil rights, etc.
Showing some definite The individual demonstrates this by
Valuing involvement or commitment. voluntarily attending a lecture on
civil rights.
Integrating a new value into one's The individual arranges a civil rights
general set of values, giving it rally.
Organization
some ranking among one's general
priorities.
Acting consistently with the new The individual is firmly committed to
Characterizatio
n by value. the value, perhaps becoming a civil
Value rights leader.
Psychomotor Domain
The psychomotor domain (Simpson, 1972) includes physical movement, coordination,
and use of the motor-skill areas. Development of these skills requires practice and is
measured in terms of speed, precision, distance, procedures, or techniques in execution.
The seven major categories are listed from the simplest behavior to the most complex:
Simpson (1972) built this taxonomy on the work of Bloom and others:
1. Perception - Sensory cues guide motor activity.
2. Set - Mental, physical, and emotional dispositions that make one respond in a
certain way to a situation.
3. Guided Response - First attempts at a physical skill. Trial and error coupled with
practice lead to better performance.
4. Mechanism - The intermediate stage in learning a physical skill. Responses are
habitual with a medium level of assurance and proficiency.
5. Complex Overt Response - Complex movements are possible with a minimum of
wasted effort and a high level of assurance they will be successful.
6. Adaptation - Movements can be modified for special situations.
7. Origination - New movements can be created for special situations.
PSYCHOMOTOR TAXONOMY
LEVEL DEFINITION EXAMPLE
The learner watches a more experienced
Active mental attending of
Observing person. Other mental activity, such as reading
a physical event.
may be a pert of the observation process.
The first steps in learning a skill. The learner
Attempted copying of a is observed and given direction and feedback
Imitating
physical behavior. on performance. Movement is not automatic
or smooth.
Practicing Trying a specific physical The skill is repeated over and over. The entire
sequence is performed repeatedly. Movement
activity over and over. is moving towards becoming automatic and
smooth.
Fine tuning. Making minor The skill is perfected. A mentor or a coach is
adjustments in the often needed to provide an outside
Adapting
physical activity in order perspective on how to improve or adjust as
to perfect it. needed for the situation.
COMPONENTS OF OBJECTIVE
Heinich, Molenda, and Russell (1989) wrote that there are four components of every
objective:
Participation In Educational
activities
Audience — who is the target of this objective, and what are the learner's
characteristics. In the ISD process, this is normally covered in the Entry Behaviors
section.
Behavior — what behavior is expected from the learner to show that he or she has
learned the material. Words like “learn,” “appreciate,” and “know” are vague. Instead,
use action verbs like “identify,” “demonstrate,” and “list”.
Conditions — under what conditions will the learner be expected to demonstrate her
knowledge. Will the learner be given graphs, illustrations, reference material, or must
she perform from memory?
Degree —the standard by which acceptable performance will be judged.
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