Chapter Five

Developing Objectives for Learning and

1
 Introduction
• What are learning objectives?

• Have you ever written

objectives?

• Easy to write?

• Look at Figure 5-1.

2
 Your Learning Objectives
• Identify and describe the components of a good
learning objective.
• Write course objectives
• Write supporting objectives
• Identify common pitfalls in writing learning
objectives

3 3
 Why are learning objectives important?
Learning objectives:
• Describe for the learner what s/he will
learn/do
• Determine assessment items and learning
activities
• Determine content selected for learning
• Help you to identify ‘need-to-know’ and
remove ‘nice-to-know’ material
• Help you to organize your course

4 4
 Learning Domains
• Knowledge: What we know (also known as
the cognitive learning domain)

• Skills: What we do or perform (also known as

the psychomotor learning domain)

• Attitudes: How we feel about what we know

and do (also known as the affective learning
domain)
5
 I. Course Objectives
• An objective—also known as a main objective,
primary objective, or course aim—that describes
in clear, measurable terms what students should
know and be able to do after completing the
entire course.

• A course may have one or several course

objectives.

6
 Parts of a Course Objective
• When to demonstrate the knowledge or
perform the skill (After completing this
course).

• Who will demonstrate competency (the

student).

• What will be demonstrated (action verbs

– assist, administer, insert).

7
 Write Course Objectives
• Course objectives relate directly to the core
competencies required for an academic
program.

• A course objective is fairly broad and may

encompass knowledge, skill, and
attitude components.

8
Course Objectives #2
Course objectives often
encompass knowledge,
skill, and attitude areas or
domains, and should
relate to one or more of
the core competencies for
the overall academic
program

9
 Sample Course Objectives
• After completing this course, the
student will be able to assess,
classify, and treat a sick child in an
effective and integrated manner

• After completion of this course the

medical student will have the
capacity to evaluate, diagnose,
prognosticate, and provide
appropriate care with preventive
methods for medical problems in
adults & adolescents
10
Sample Course Objective….
• At the end of the course,
the student will be able to
assess, screen, diagnose,
treat, manage or refer
pregnant women with
pregnancy related
problems.
• See the “when” – the
“who” – and the “what”?

11
Sample Course Objective….
After completing this
course, the student will be
able to assist with a
normal birth according to
the checklist for normal
childbirth.

12
 Objective Evaluation Component
• A description of how well the performance
must be demonstrated (the standard).

• This evaluation component is known as the

objective’s standard or criterion of
performance.

13
 II. Supporting Objectives
• An objective (also known as a secondary, specific,
instructional, or enabling objective) that
supports the main objective by describing the
specific knowledge, skills, and attitudes that
students must master to achieve the main
objective.

14
 Parts of a Supporting Objective
• Specific action to be taken/performance
• Condition
• Criterion

15
Why include condition, performance, and
criterion?
• Forces course designers to think critically
• Determines assessment method during design
phase
• Ensures a focus on performance or desired
behaviors
• Specifies the “given” or the context of desired
performance

16 16
 Sample Performance Action Verbs
Knowledge Skills Attitudes
Define, describe, Demonstrate, Assist, defend,
identify, label, discover, discuss, help,
list, match, manipulate, follow, form,
name, outline, operate, predict, initiate, invite,
select, state, prepare, join, justify,
interpret, produce, relate, propose, select,
explain solve, use, share, study,
organize, plan work, influence

17 17
 Never use these verbs!

• Understand
• Know
• Believe

18 18
 Sample Conditions
• “With a client,…”
• “In a simulation,…”
• “Presented with a case scenario,…”
• “During a community meeting,…”

19 19
 Organize Supporting Objectives
• Simple to
complex

• Performance
order

• Related
objectives

20
 Key Points
• Learning objectives are important for both
designers and learners:
– Keeps designers focused when developing
assessment items and learning activities,
selecting “need-to-know” content, and
organizing the course.
– Informs learner about what is expected of
them.
• Include performance, condition, and criterion.
• Choose action verbs related to desired
workplace performance. Use only verbs that
can be observed or measured.

2 21
9
 Summary
• What are the 3 learning domains?
• What are the 3 parts of a supporting objective?
• How can you order your supporting objectives?

22
02/24/2025 Nursing education and curriculum devel 23
opment
 Part Two

Teaching Methods

24
 Introduction
• Brainstorming:

– Worst teaching
presentation you
ever attended?

– The best?

25
“The successful teacher is
no longer on a height,
pumping knowledge at
high pressure into
passive receptacles . . .
he is a senior student
anxious to help his
juniors.”
William Osler (18491919)

26
 Objectives
• Plan a presentation
• Use effective presentation skills
• Use questioning techniques
during a presentation
• Select, plan, and facilitate group
learning activities
• Create and facilitate a role play
• Create and facilitate a case
study
• Create and facilitate a clinical
simulation
3
• Facilitate a brainstorming 27
4
 Presentation Plan Includes:
• Learning objectives

• Outline of key points

• Questions to involve students

• Reminders of any planned activities

• Summary questions, comments, or

activities
28
 Purpose of the Introduction
• Captures the interest of the entire group and
prepare students for the information to follow

• Makes students aware of the objectives and

expectations

• Helps to create a positive learning climate

29
 Introduction Techniques #1
• Review the objectives

• Relate the topic to previously covered

content

• Share a personal experience

• Relate the topic to the student’s

experiences

• Use a case study or problem-solving 30

 Introduction Techniques #2
• Give a classroom demonstration

• Use a content expert

• Use a game, role play or simulation

• Relate the topic to future work

experiences

31
 Effective Presentation Skills #1
• Follow a plan and use an outline

• Communicate in a way that is easy to

understand

• Interact with students

• Display enthusiasm

32
 Effective Presentation Skills #2
• Use appropriate visual aids

• Provide positive feedback

• Provide smooth transitions between topics

– Brief summary
– Series of questions
– Relating content to practice or use an
application exercise

33
 Use Questioning Techniques
#1
• Ask a question of the entire group

• State the question, pause, and then direct the

question to a specific student

• Target the question to one student by

using that person’s name before asking
the question

34
 Use Questioning Techniques
#2
• Use student names

• Repeat a student’s correct response

• Provide positive reinforcement for

responses

• Respond to partially correct answers

(compliment and then correct or redirect)

35
 Use Questioning Techniques #3
• Restate the question when the
answer is incorrect (non-critical
response)

• Redirect the question to another

student when a student does not
respond (after restating the
question)

36
 Use Questioning Techniques
#4
• When students ask you questions, respond
in one of the following ways:
– Answer the question

– Respond with another question

– Refer to a later section in course

when the question will be answered

37
 Use Questioning Techniques
#5
• Two final questioning cautions:

– When you are unable to answer a

question, admit this and then find the
answer before the next session

– Avoid letting student questions get you off

of the topic

38
 Summarize a Presentation

• Ask students if they have

questions

• Ask students questions

• Administer a practice exercise or

test

• Use a game to review main

points
39
 Presentation Skills
Checklist
• Let’s look at the presentation skills checklist
on Page 6-11.

• How can you use this to plan presentations?

• How can an observer use this

during your presentation?

• How can you use this after your

presentation?
40
 Summary

• Proper prior planning prevents

poor presentations!

• What questions do you have

regarding effective presentation
skills?

41
Individual Exercise: Preparing for
Delivering an Interactive
Presentation
• Select a topic
• Start preparing for an interactive presentation
– Prepare session plan
• Presentation will be on ?? (10 minute only!)
• See checklist

42
 Facilitate Group Learning

02/24/2025 Nursing education and curriculum devel 43

opment
 Introduction
• Why do students enjoy
working in small groups?

• What kinds of small-

group exercises can you
use in your teaching?

44
 Objectives
• Select, plan, and facilitate group learning
activities
• Create and facilitate a role play
• Create and facilitate a case study
• Create and facilitate a clinical simulation
• Facilitate a brainstorming session
• Facilitate a discussion

45
Group Learning Examples
• Prepare a role play
• React to a case study
• Respond to a clinical
simulation
• Brainstorm
• Discuss

46
Advantages of Group Learning Activities #1

• Involve all students

• Allow students to interact, ask questions, and

learn from one another

• Give students opportunities to identify,

analyze, and solve problems

47
Advantages of Group Learning Activities #2

• Permit students to express their thoughts,

opinions, and concerns

• Provide opportunities for practice in

presenting information to a large group

• Help students explore and change

attitudes
48
 Plan Group Learning Activities
• Activities should be challenging, interesting and
relevant

• Make sure the activities support the objectives

• Describe the activity on paper, list the supplies

you will need and consider the number of
students and the space available
49
 Facilitating Group Learning Activities #1

• Describe the activity before dividing the

students into small groups

• Explain how the group should record its

decisions

• Suggest how each group will report back to the

larger group

50
 Facilitating Group Learning Activities #2
• Instructions to the group (orally and on a
flipchart, handout or transparency) usually
include:

– The activity description

– What the students will do

– Time limit

51
 Facilitating Group Learning Activities #3
• Reporting options include:
– Oral reports from each group

– Responses to questions about the activity

– Role plays developed and presented by students in

the small groups

– Recommendations from each group

52
 Role Play
A role play is a learning
activity in which students
play out roles in a simulated
situation that relates to one
or more learning objectives.

53
 Role Play Advantages #1
• Role plays encourage student participation
and stimulate thinking.

• They motivate students by involving them in a

realistic situation.

• Role plays help students understand another

person’s perspective or situation.

54
 Role Play Advantages #2
• Role plays can inform, assess, and improve a
variety of students’ skills and attitudes
(communication and interpersonal skills
needed
to interview, counsel, and treat patients)

• Role plays give students opportunities to receive

feedback on their performance in a safe setting

55
 Create a Role Play #1
• Decide what the students should learn (the
objective)

• Select an appropriate situation

• Identify the roles

56
 Create a Role Play #2
• Determine if the role play will be:

– Informal – acting it out with little or no preparation

time

– Formal – planned in advance with instructions

– Clinical demonstration – working with anatomic

models and simulated patients

57
 Create a Role Play #3
• Determine if the students will report the results
of their discussion of the role play in writing or
orally to the entire group.

• In some cases, the role plays are done only in

small groups. Then one or more groups may
present theirs to the large group and/or the
teacher will facilitate a discussion focusing on the
role plays.

58
 Facilitate a Role Play #1

• Explain the nature and purpose of the exercise

(the objectives).

• Define the setting and situation of the role

play.

• Brief the participants on their roles.

59
 Facilitate a Role Play #2
• Explain what the other students should observe
and what kind of feedback they should give.

• Provide the students with questions or activities

that will help them to focus on the main concepts
being presented.

• Keep the role play brief and to the point.

60
 Facilitate a Role Play #3
• Engage students in a follow up discussion.

• Provide feedback, both positive and

suggestions for improvement.

• Summarize what happened in the session, what

was learned, and how it applies to the skill
being learned.

61
Sample Role Play

Let’s look at Sample

7-1.

62
 Case Study
• A case study is a learning activity that uses
realistic scenarios focusing on a specific issue,
topic, or problem.

• Students typically read, study, and react to the

case study individually or in small groups.

63
 Possible Case Study Activities #1
• Define the problem in the case study and
develop suggestions for solutions.

• Respond to a clinical situation by suggesting

appropriate interventions and discussing
them.

• Evaluate clinical decisions and the process

used to make the decision in the case study.
64
 Possible Case Study Activities #2
• Identify the possible impact of choices or
decisions made in the case study.

• Analyze the causes of a problem.

• Identify attitudes that may influence the

healthcare providers’ behaviors described in
the case study.

65
 Why Case Studies?
• Focus on real-life problems or situations
• Develop problem-solving and decision-making
skills
• Strengthen students’ ability to apply
information
• Clarify and expand students’
knowledge
• Explore and change attitudes

66
 Case Study Advantages
• Actively involves students and encourages
interaction.

• React to realistic and relevant cases that relate

directly to the course and often to future
work.

• Reactions often provide different perspectives

and different solutions to problems.
67
 Create a Case Study #1

• Decide which objective the case study will

help address, and decide what the students
should learn from the case study.

• Identify the topic, issue, or problem on which

the students will focus.

• Ensure that the case study presents a real

situation.
68
 Create a Case Study #2
• Determine whether the case study will be
completed by individuals or in small groups.

• Provide students with reaction activities that

will guide them in completing the case study.

• Decide whether students will report the

results of their work on the case study in
writing or orally to the entire group.

69
 Facilitating a Case Study
• Provide clear directions, including how to
complete the case study, how to present the
answers, and the time limit or due date.

• If the students are working in groups, suggest

that each group select someone to act as
the recorder.

70
 Typical Reaction Exercises
• Analysis of the problem
• Responses to case study questions
• Problem solutions
• Discussion of the responses
• Summary of the key points

71
 Sample Case Study

Let’s look at Sample

7-2 on Page 7-11.

72
Clinical Simulation

A clinical simulation
presents the learner with a
carefully planned, simulated
patient management
situation.

73
 Types of Simulations
• Written simulations
• Role play simulations
• Mediated simulations
• Physical simulators
• Live simulated patients

74
 Why Clinical Simulations?
• Help students practice responding to
emergency situations.

• Help students develop critical

thinking skills.

• Assess students’ ability to integrate

knowledge, skills, and attitudes into providing
healthcare in a simulated setting.
75
 Clinical Simulation Advantages
• The same clinical simulation can be used
repeatedly until the students master
the situation it presents.

• Time can be shortened or lengthened in a

clinical simulation.

• Clinical simulations can be tailored to specific

instructional objectives.
76
 Creating a Clinical Simulation
• Define the objective of the clinical simulation and the
expected outcome.
• Based on your objectives, prepare a case from your
past experience that relates to the learning
objectives.
• Create a patient scenario that includes the problem,
the related lab and diagnostic results, and possible
outcomes for different interventions.

77
 Present the Case #1
• Ask two or three students to prepare a case
for presentation from their clinical experience.

• When it is time to present, have the students

share the presenting complaint.

• Stop them, ask other students what they think

the problem or diagnosis could be, and tell
them to explain their answers.
78
 Present the Case #2
• Allow students to present additional relevant
data.

• Stop, ask if they have changed their views, or

what their next steps would be, and why.

• Continue this process of allowing information

to be revealed in steps, and asking and
responding to students’ answers.
79
 Conduct a Simulation with Models #1
• Set up the area as realistically as possible.

• Present the initial information about the

patient or the situation.

• A student then responds to that information

and identifies what other information is
needed.

80
 Conduct a Simulation with Models #2
• Continue to provide pieces of information and
ask questions of the students. “What would
you do next?” “What information would you
need now?” “Why did you make that
decision?”

• Provide the student or students with feedback

on their responses.

81
 Sample Clinical Simulation

Let’s look at the

Sample 7-4 on Page
7-22.

82
Brainstorming

Brainstorming is
generating a list of ideas,
thoughts, or alternative
solutions that focus on a
specific topic or problem.

83
 Why Brainstorming?
• Stimulate interest in a topic

• Encourage broad or creative thinking

84
 Advantages of Brainstorming
• Allows students to share their ideas without
criticism

• Allows for creative thinking

• Generates ideas

• Allows for expressing opinions

85
 Facilitating Brainstorming #1
• Share the objective of the brainstorming
session.

• Explain the ground rules before beginning the

session.
– All ideas will be accepted
– Discussions of suggestions are delayed until after
the activity
– No criticism of suggestions is allowed.

86
 Facilitating Brainstorming #2
• State the topic or problem. Clearly state the
focus of the brainstorming session.
• Maintain a written record on a flipchart or
writing board of the ideas and suggestions.
• Provide opportunities for anonymous
brainstorming by giving the students cards on
which they can write their comments or
questions.
87
 Facilitating Brainstorming #3
• Involve all of the students and provide positive
feedback in order to encourage more input.

• Review written ideas and suggestions

periodically to stimulate additional ideas.

• Conclude brainstorming by summarizing and

reviewing all of the suggestions.
88
 Discussion
• A discussion is an opportunity for students to
share their ideas, thoughts, questions, and
answers in a group setting with a facilitator.

89
 Discussions Support Other Methods
• Conclude a presentation
• Summarize the main points of a videotape
• Check students’ understanding of a clinical
demonstration
• Examine alternative solutions to a case
study
• Explore attitudes exhibited during a role
play
• Analyze the results of a brainstorming
session 90
 Discussion Advantages
• Provide a forum to discuss attitudes

• Emphasize key points

• Create interest and stimulate thinking about a

topic

• Encourage active participation

91
 Types of Discussions
• Group discussion that focuses on the learning
objectives (planned in advance).

• General discussion that addresses students’

questions about a learning topic.

• Panel discussion.

92
 Planning A Discussion
• Objectives of this discussion? How long should
it last?
• Students have some knowledge/experience
with topic?
• Is there enough time available?

• Are you prepared to direct or control the

discussion?

93
 Facilitating A Discussion #1
• State the topic as part of the introduction.

• Shift the conversation to the students.

• Allow the group to direct the discussion; act as

a referee and intercede only when necessary.

• Summarize the key points of the discussion

periodically.

94
 Facilitating A Discussion #2
• Ensure that the discussion stays on the topic.

• Use the contributions of each student and

provide positive reinforcement.

• Encourage all students to get involved.

• Ensure that no one student dominates the

discussion.

95
 Summary
• What questions do you have regarding the use
of case studies, role plays, clinical
simulations, brainstorming and
discussions?

• How can these teaching methods be used

where there are large numbers of students?

96
 Group Exercise: Role Play and Case
Study
• Work in groups
• Some groups will create role play while others
develop case study on a subject they teach (60
minutes)
• Reporting: Facilitation of role play and using
case study for teaching in the plenary

97