NURSING EDUATION

LESSON PLAN ON
OBJECTIVES AND THEIR
CLASSIFICATION
SUBMITTED TO, SUBMITTED BY,

SUBMITTED ON,
 IDENTIFICATION DATA

 Name of the student teacher :Ms.Suchita arun palte.

 Course :FirstYear M.Sc.Nursing
 Subject : Nursing Educaion
 Unit : II
 Topic : Objectives and their classification
 Date : / 02 /2024
 Venue : 1st m.sc nursing MES college of nursing, lote
 Time :
 Number of students 07
 Methodofteaching :Lecture cum discussion
 A.V.Aids :Blackboard,powerpoint,chart,palmplates.
 Previous knowledge of students :A group having less knowledge regarding Objectives and their classification
 GENERAL OBJECTIVES
After completion of this lesson plan students will be able to learn about Objectives and their classification in-detailed.

SPECIFICOBJECTIVES
After completion of this lesson plan students will be able to;
 Introduc ethecholecystitis.
 Definecholecystitis.
 Enlistthetypesofthecholecystitis.
 Knowtheincidenceofcholecystitis.
 Explaintheaetiologyofcholecystitis.
 Enlistthesignsandsymptomsofcholecystitis.
 Explainthepathophysiologyofcholecystitis.
 Describethediagnosticevaluationofcholecystitis.
 Explainmedicalmanagementofcholecystitis.
 Knowthesurgicalmanagementofcholecystitis.
 Explainthenursingmanagementofcholecystitis.
 Describethecomplicationsofcholecystitis.
 TEACHING
TIME SPECIFIC CONTENT AND AVAIDS EVALUATION
OBJECTIVE LEARNING
ACTIVITY
2min Introducethe  INTRODUCTION:
topic
"Goals are not only necessary to motivate us, they are
essential to keep us alive"
Educational objectives tell us what the learner should be able
to do after undertaking an educational programme. It explains what
the learner should be able to do after successful completion of the
educational programme

2min Define
 DEFINITION: Lecturecum Palmplate Define
cholecystitis
discussion cholecystitis?
According to JJ Guilbert:

“The result sought by the learner at the end of the educational

program that is what the student should be able to do at the end of a
learning period that they could not do beforehand".
Enlist the chart
Lecturecum What are the
5min types of
- "Educational objectives are the desirable outcomes of intended discussion types of
cholecystitis
actions through the mode of action". cholecystitis?
- "Educational objectives are the learner centered or behaviour
centered and subject centered"

TYPES OF EDUCATIONAL OBJECTIVES:-

1. Central Objectives

2. Intermediate Objectives

3. Specific Objectives
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OBJECTIVE LEARNING
ACTIVITY

1. CENTRAL OBJECTIVES
- It is also known as Institutional Objectives.
- It corresponds to the aim of a particular education program.
- The nursing student in the institution will be prepared to function
in variety of setting.
Central objectives nature-
• Clear
• Comprehensive
• Broad

eg: After successful completion of the B.Sc. Nursing degree course,

the student would be able to provide preventive & curative care to
individual, community in health and in sickness.

2. INTERMEDIATE OBJECTIVES
- It is also called as departmental objectives.
- Arrives from breaking down of the professional functions into
components and activities.
- It derives from institutional objectives.
- One institutional objective may give rise to many intermediate
objectives.
For e.g.: After completion of the course in child health nursing, the
student would be able to provide preventive and curative care to
children.

3. SPECIFIC OBJECTIVES
 TEACHING
TIME SPECIFIC CONTENT AND
TEACHING AVAIDS EVALUATION
TIME OBJECTIVE
SPECIFIC CONTENT LEARNING
AND AVAIDS EVALUATION
OBJECTIVE ACTIVITY
LEARNING
ACTIVITY
2min Know the 1.6 Evaluation Lecturecum Power What is the
incidence of 2.1 RECIEVING discussion point incidence of
cholecystitis - Ability to judge the value of material cholecystitis?
- - ItUse of lowest
is the definitelevel
criteria for judgments
of learning outcome.it can be quantitative or
qualitative
- Student's judgment.to attend to particular phenomena or
willingness
- stimuli
Value judgments
(classroombased on clearly
activities, defined
textbook, criteria
music, etc.).
- Use of cognitive and affective thinking together
- Evaluation is the ability to judge, check and even critique the
Awareness
4min Explain the value of material
( Conscious given for given
recognition purpose.
of existing phenomenon.) Lecturecum Black What are the
etiology of discussion board causes of
cholecystitis E.g. a businessman selects the most efficient way of selling products.
Willingness cholecystitis?
(Ability to acknowledge the object, event.)
ACTION VERB: estimate, choose, decide, compare, evaluate,
measure Controlled or selected attention
( Learner selecting or choosing to pay attention to the situation).
2. AFFECTIVE DOMAIN
VERBS: asks, chooses, describes, locates, names.
- It includes feelings, emotions, behavior( attitude, feel).
2.2- -RESPONDING
Krathwohl affective domain taxonomy is perhaps the best
known affective taxonomies.
- Learner attends and react to a particular phenomenon.
- - Active
Principle of internalization.
participation is seen.
- Emotional aspect
- Emphasize acquiescence of educational objectives.
in responding (readsPertains
beyondto changes
assignments).
in interest, attitudes, values & Development of appreciation &
- Willingness & Satisfaction in responding (reads for pleasure or
adequate adjustment.
enjoyment.
- Each affective behavior has a corresponding cognitive behavior.
E.g. Participates in class discussion, Completes laboratory work,
Volunteers for special tasks

VERBS: answers, assists, discusses, labels. Practices, reads.

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OBJECTIVE LEARNING
ACTIVITY

2.3- VALUING
- It is concerned with the worth or value a student attaches to a
particular object, phenomenon, or behavior.
- This ranges in degree from the simple acceptance of a value
(desires to improve group skills) to the more complex level of
commitment (assumes responsibility for the effective functioning
of the group).
- Valuing is based on the internalization of a set of specified values
and these values are Expressed in the learners overt behavior.
E.g. Appreciates good literature, Appreciates the role of science in
3min Enlist the everyday life, Shows concern for the welfare of others Lecturecum Power Enlist the signs
signs and discussion point andsymptomsof
VERBS: demonstrate, explains, differentiates, follows, justifies.
symptomsof cholecystitis?
cholecystitis 2.4- ORGANISATION
- It is concerned with bringing together values, resolving conflicts
between them, and beginning the building of an internally
consistent value system.
- Thus the emphasis is on comparing, relating, and synthesizing
values.
- Learning outcomes may be concerned with the conceptualization
of a value (recognizes the responsibility of each individual for
improving human relations) or with the organization of a value
system (develops a vocational plan that satisfies his need for both
economic security and social service).

E.g. accepts professional ethical standards.,Accepts responsibility for

one's behavior.
VERBS: alters, formulates, combines, compares, explains, organizes.
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OBJECTIVE LEARNIN
G
TEACHIN
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6min Explain the Lecturecu Power Explain the
OBJECTIVE LEARNIN
pathophysiologyof 2.5 CHARACTERIZATION BY A VALUE m point pathophysiology
G
cholecystitis discussion
ACTIVITY of cholecystitis?
- The individual acts consistently in accordance with such values,
beliefs or ideals that comprise his total philosophy or view of
3.1- IMITATION
life.
- Tends to act on mental impulses, which is concern with the perception of
- The behavior
sensory isguide
cues, that pervasive,
actions consistent, andawareness
and ranges from predictable.
of stimuli.
-- Learning outcomesand
It involves observing atcopying
this level coverelse.
someone a broad range of
activities, but the major emphasis is on the fact that the
- The student indicates a readiness to learn a certain complex skill. Imitation
behavior is typical
includes repeating or that
an act characteristic of the student.
has been Demonstrated or explained.
E.g. Accepts
VERBS: assembles,responsibility
copy, duplicate, for own behavior,
reproduce, carryout. Understands and
accepts own strengths and weaknesses. Formulates a life plan in
harmony with his abilities, interests, and beliefs.
3 .2- MANIPULATION
VERBS: acts, discriminates, displays, modifies, and performs.
- Guided via instruction to perform a skill.
3. PSYCHOMOTOR DOMAIN
- At this level the learner is capable of performing an act according to
instruction rather than only by observation.
-- The psychomotor
This level domain
is called guided development of the body and skill.
response.
Involves
- The student continues to practice the skill until it becomes habitual and be
performed by some confidence.
- These are concerened with the physically encoding of
VERBS: acquire, conduct,
information, withexecute, operate, perform.
movements.
3.3- PRECISION
-- It
Atuses gross
this level skilland fine muscles
is carried for interpreting
out smoothly information.
within reasonable timeframe to
- Taxonomy developed by Dave
achieve coordination.
- Accuracy, proportion and exactness exist in the skill performance without
- Dave (1970)developed this taxonomy of psychomotor domain
the presence of the original source.
which involve five parts as follows :-
- The student attains the skill and proficiency is indicated by a quick, smooth,
accurate performance.

VERBS: achieves, excel, master, refine, accomplish.

 TEACHING
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SPECIFIC CONTENT
CONTENT AND AVAIDS
AVAIDS EVALUATION
EVALUATION
AND
OBJECTIVE
OBJECTIVE LEARNING
LEARNING
ACTIVITY
ACTIVITY
5min Describe the Lecturecum Power What is the
diagnostic VARIOUS LEVEL OF EDUCATIONAL OBJECTIVES discussion point diagnostic
3.4- ARTICULATION
evaluationof evaluation of
cholecystitis Educational objectives can be specified at various levels. These levels cholecystitis?
are: -Two or more skills combined, sequenced, and performed
consistently.
At the national
-Higher levellevel:
of precision is achieved
- -The
it includes policy
skill is well statements of what education should be
developed.
achieve for the nation.
-Student can adapt the skills accordingly to different
- Broad outlines reflecting national interest, values, goals.
requirements.
E.g. National policy of education.
VERBS: adapt, change, rearrange, alter, reorganize.
At the institutional level:
3.5- NATURALISATION
- Intermediate objectives level as they are related to both the one
5min Explain the at the national level and the one at the instructional level. Lecturecum Power What is the
-Two or more skills combined, sequenced, and performed
medical discussion point medical
management consistently and
At the instructional with ease.
level: managementof
of -This performance is automatic with little physical or mental cholecystitis?
cholecystitis - Schools are institutions consciously, created to ensure desirable
exertion.
changes
-The studentin is
human
able tobehavior towards
experiment ultimate
and crea.. newrealization of the
ways of using
national goal.
the skills.
- Educational objectives in class are instructional objectives.
VERBS: arrange, compose, refine, create, design, originate.
- Instructional objectives are stated in behavioral terms with the use
of action verb to specify desirable behavior change.
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5min Know the Lecturecum Power Explain the

surgical discussion point surgical
management managementof
of cholecystitis?
cholecystitis
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6min Explain the Lecturecum Palmplate What is the

nursing discussion nursing
management managementof
of cholecystitis?
cholecystitis
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OBJECTIVE LEARNING
ACTIVITY
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OBJECTIVE LEARNING
ACTIVITY
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3min Describe the Lecturecum Handout What are the

complications discussion complicationsof
of cholecystitis?
cholecystitis
 TEACHING
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OBJECTIVE LEARNING
ACTIVITY
2min Summarised SUMMARY
the topic
cholecystitis In this lesson plan we have discussed, regarding definition of
educational objective ,types,causes,incidenceofcholecystitis,
pathophysiology, signs and symptoms, diagnostic evaluation and in
management, medical management, surgical management and nursing
management of cholecystitis and their complications.

2min
CONCLUSION

Afterthislessonplan,Ihaveconcludedthatcholecystitisis the
inflammation of gallbladder due to the obstruction from existing bile.
This can beprevented bymodifying thelifestyle. Itcan beeasyto
diagnose and easy to manage. If diagnosed early then it is cured by
medicines.
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OBJECTIVE LEARNING
ACTIVITY