BEHAVIORAL OBJECTIVES AND -objectives must be achieve before the goals

TEACHING PLANS can be reached.

-It must be observable and measurable
TYPES OF OBJECTIVES: -Must be derived from goals and must be
EDUCATIONAL OBJECTIVES – Used to consistent with and related to that goal.
identify the intended outcomes of the
educational process, whether referring to an Example: A goal might be that a patient
aspect of a program or a total program of with heart failure will learn to manage
study that guide the design of curriculum his/her disease.
units. Objectives: diet, exercise, lifestyle
INSTRUCTIONAL OBJECTIVES – Describes modification, medication, fluid medication.
the teaching activities, specific content -Objectives and goals must be clearly
areas, and resources used to facilitate written, realistic and learner centered.
effective instruction. -Goals and objectives must be directed to
BEHAVIORAL OBJECTIVES/ LEARNING what the learner is expected to be able to
OBJECTIVES – What the learner will be do, not what the teacher is expected to
able to do following the learning situation. teach.
-This type of objective is action
oriented rather than content oriented. IMPORTANCE USE OF USING
-Short term focused rather than BEHAVIORAL OBJECTIVES
process focused. -Helps to keep educators’ thinking on target
and learner centered.
GOAL -Communicates to learners and healthcare
-Final outcome to be achieved at the end of team members what is planned for teaching
the teaching and learning process. and learning.
-Learning outcomes -Helps learners to understand what is
-Global and broad in nature. expected of them so they can keep track of
-Long term target for both learner and their progress.
teacher -Forces the educator to select and organize
-Realistically can be achieved in a few days, materials so they do not get lost in their
weeks, or months. content and forget the learner’s role in the
-Multidimensional process.
OBJECTIVE -Encourages educator to evaluate their own
-Specific, short term motives for teaching.
-Single -Tailor’s teaching to the learners unique
-Concrete needs.
-One dimensional behavior -Creates guidepost for teacher evaluation
-Short term and should be achieve after and documentation of success and failures.
several teaching session. -Focus attention on what the learner will
come away with once the teaching and
BEHAVIORAL OBJECTIVE: intended result learning process is completed, not on what is
of instruction. taught.
-Must describe precisely what the learner -Orient’s teacher and learner to the end
intended to do following health teaching. results of teaching process.
OBJECTIVES -Makes it easier for the learner to visualize
SUB-OBJECTIVE: specific statements of short- performing the required skills.
term behaviors that lead to the achievement
of the primary objective. WRITING BEHAVIORAL OBJECTIVES
3 CHARACTERISTICS (Mager, 1997)
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 1. PERFORMANCE – What should the BLOOM’s TAXONOMY
learner be able to do? -The taxonomy of Educational Objectives
2. CONDITION – Under which conditions -Tool for classifying educational objectives
should the learner be able to do it? into 3 categories:
3. CRITERION - How well the learner be able COGNITIVE – thinking domain
to do it? (knowledge)
AFFECTIVE – feeling domain
Who will do what under which condition (attitude)
and how much or when. PSYCHOMOTOR – doing or skills
domain (skills)
A – udience(who) -interdependent
B – behavior(what) -Can be experienced simulatenously
C – ondition(under which circumstances)
D – egree(how well, to what extent, within COGNITIVE DOMAIN
what time frame) -thinking domain
-Acquiring informations and addressing the
Example: development of the learner’s intellectual
After 20 mins of teaching session on abilities, mental capacities, understanding,
relaxation techniques (Condition), Mrs. and thinking process.
Cruz(Audience) will be able to
identify(Behavior) three techniques for 6 LEVELS OF BEHAVIORAL OBJECTIVES
lowering her stress level(Degree). >Knowledge
>Comprehension Level
>Application Level
>Analysis Level
>Synthesis Level
> Evaluation Level

>KNOWLEDGE LEVEL
-Ability to memorize, recall, define, recognize
specific information such as facts, rules,
principles, conditions and terms.
-Example: After 20 mins of teaching session,
the patient will be able to state with
accuracy definition of Chronic Obstructive
Pulmonary Disease (COPD)

>COMPREHENSION
-Ability of the learner to demonstrate an
TAXONOMY OF OBJECTIVES ACCORDING understanding of what is being
TO LEARNING DOMAINS communicated by recognizing it in a
translated form, such as grasping an idea by
TAXONOMY defining it in his or her own words.
-The way to categorize things according to (knowledge is a prerequisite behavior)
how they are related to one another.
-Ex. Biologist use taxonomy to classify plants >APPLICATION
and animals based on their natural -Ability of the leaner to use ideas, principles,
characteristics. abstraction or theories in specific situations
such as figuring, writing, reading, or handling
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 equipment (knowledge and comprehension attitudes, values, and appreciation.
are prerequisite behavior) -It includes emotional and social
development goals
>ANALYSIS LEVEL -Educators use affective domain to help
-Ability of the learner to recognize and learners to realize their own attitudes and
structure information by breaking it down values.
into its separate parts and specifying the
relationship between the parts (knowledge, BELIEFS – when an individual perceives as
comprehension and application are reality
prerequisite behaviors) ATTITUDES – represent feelings about an
-After reading handouts provided by the object, person, or event.
nurse educators, the family member will VALUES – Operational standards that guide
calculate the correct number of total grams actions and way of living.
of protein included on average per day in the
family date. LEVELS OF BEHAVIORAL OBJECTIVES
a. Receiving level
>SYNTHESIS LEVEL b. Responding Level
-Ability of the learner to put together parts c. Valuing Level
into unified whole by creating unique product d. Organization Level
that is written, oral, or in picture form e. Characterization Level
(knowledge, comprehension, application and
analysis are prerequisite behavior) a. RECEIVING LEVEL
-Ability of the learner to show awareness of
>EVALUATION an idea or fact or a consciousness of a
-Ability to judge the value of something by situation or even in the environment.
applying appropriate criteria(knowledge, -Example: During a group discussion session,
comprehension, application, analysis and the patient will admit to any fears he may
synthesis are prerequisite behavior) have about needing to undergo a repeat
-After three teaching sessions, the learner angioplasty
will assess his readiness to function
independently in his home setting. b. RESPONDING LEVEL
-Ability of the learner to respond to an
TEACHING METHOD AND TEACHING experience, at first obediently and later
TOOLS willingly and with satisfaction.
TEACHING METHOD: -Example: At the end of one instruction, the
-Lecture child will verbalize feelings of confidence in
-Group discussion managing her asthma using the peak-low
-One on one instruction tracking chart.
-Self instruction activities
-Computer assisted instruction c. ORGANIZATION LEVEL
TEACHING TOOL: -Ability to organize, classify and prioritize
-Verbal values by integrating a new value into a
-Written general set of values; to determine
-Visual Tools interrelationships of values, and to establish
some values as dominant or pervasive.
AFECTIVE DOMAIN
-FEELING DOMAIN d. CHARACTERIZATION LEVEL
-Learning involves an increasing -Ability to display adherence to a total
internalization of commitment to feelings philosophy or word view, showing firm
expressed as emotions, interest, beliefs, commitment to the values by generalizing
certain experiences into a value system.
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 -Example: Following a sense of teaching 2. SET LEVEL
sessions, the learner will display consistent -Ability to exhibit readiness to take certain
interest in maintaining good hand washing kind of actions as evidenced by expression of
technique to control the spread of infection willingness, sensory attending, or body
to patients, family members, and friends. language favorable to performing a motor
act
TEACHING METHODS -Example: Following a demonstration of how
-Role Models to do proper wound care, the patient will
-Role play express willingness to participate changing
-Simulation the dressing on his leg using correct
-Gaming procedural steps.
-Questioning
-Case studies 3.GUIDED RESPONSE LEVEL
-Group discussion Sessions -Ability to exert extra effort via overt actions
under the guidance of an instructor to
3 LEVELS: imitate an observed behavior with conscious
-INTERPERSONAL LEVEL – personal awareness of effort.
perceptions of one’s own self, such as self -Example: After a 15 min video on the
concept, self awareness, and self procedure for self examination on breast, the
acceptance. patient will perform the exam on a model
-INTRAPERSONAL – Perspective of self in with 100% accuracy.
relation to other individual.
-EXTRAPERSONAL – perception of others as 4. MECHANISM LEVEL
established groups. -Ability to repeatedly perform steps of
desired skill with a certain degree of
PSYCHOMOTOR DOMAIN confidence indicating mastery to the extent
-SKILLS DOMAIN that some or all aspects of the process
-involves acquiring fine and motor abilities become habitual.
such as walking, handwriting, manipulating -Example: After 20 min teaching session, the
equipment, or a performing procedure. patient will demonstrate the proper use of
LEVEL OF BEHAVIORAL OBJECTIVES crutches while repeatedly applying the
1. Perception level correct three-point gait technique.
2. Set level 5. COMPLEX OVERT LEVEL
3. Guided Response Level -Ability to automatically perform a complex
4. Mechanism Level motor act with independence and high
5. Complex overt response level degree of skill, without hesitation and with
6.Adaptation level minimum expenditure of time and energy.
7. Origination Level -Example: After three 20 min teaching
1.PERCEPTION LEVEL sessions, the patient will demonstrate the
-Ability to show sensory awareness of objects correct use of crutches while accurately
and cues associated with some task to be performing different task such as going
performed. upstairs, getting in and out of the car, and
-After 10 min teaching session on aspiration using the toilet.
precauitions, the family caregivwer will 6. ADAPTATION LEVEL
describe the best position to place the -Ability of the learner to modify or adapt a
patient in during mealtimes to prevent motor process to suit the individual or
choking. various situations, indicating mastery of
highly developed movements that can be
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 suited to a variety of conditions.
-Example: After reading handouts on healthy
food choices, the patient will replace
unhealthy food items she normally chisses to
eat at hime with healthy alternatives.

7. ORIGINATION LEVEL
-Ability to create new motor acts, such as
novel ways of manipulating objects or
materials, as a result of an understanding a
skill and a developed ability to perfor skill.
-Example: After simulation training, the
parents will respond correctly to a series of
scenarios that demonstrate skill in
recognizing respiratory distress in their child
with asthma.

METHOD OF TEACHING
>Demonstration
>Return demonstration
>Simulation
>Self instruction
>Instructional materials such as:
-DVD, CD
-Models and diagrams
-Posters

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