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In planning effective curriculum, the
objectives of different courses of study are to
be clearly defined and laid down, so that
courses are well guided
Before formulating the objectives of nursing
educational program, the needs of learners,
organization, society, community and nation
to be considered
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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
Desired end results or goals are expected or
anticipated end results
The statement of those changes in behavior
which are desired as a result of specific
learner and teacher activity which is a two
way process.
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To prepare the nurses for rendering
community services through primary health
To prepare nurses for providing care at
institutional level
To prepare nurse educators to handle
teaching learning situations in all clinical
areas
Cognitive
(knowledge)
Conative
(practical
skills)
Affective
(communication skill)
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Recall of facts
Interpretation of data
Problem solving
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Imitation
Control
Automatism
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Receptivity or attention
Response
internalization
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The 5 levels of Bloom's taxonomy are:
Knowledge and Comprehension
This is the lowest level on Bloom's cognitive
domain. It is associated with the recall of
information, knowledge of subject matter as
well as understanding basic facts.
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Application
Application relates to the using and
applying of information.
 Problem solving methods are utilized
and information is recorded, reported and
manipulated.
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Analysis
Analysis specifically refers to the
identification of patterns and the
organization of ideas.
 It is strongly linked to the recognition of
meaning. There is an emphasis towards
examination, classification, investigation
and comparison of ideas.
 Synthesis
Synthesis focuses strongly on the
creation of new ideas and the concept of
invention, imagining, prediction,
estimating, modifying, inferential
thinking and hypothesizing. Ideas are
combined and new concepts emerge.
Evaluation
Evaluation is the highest order of thinking on the
taxonomy. It involves the assessing of theories, the
use of higher order reasoning skills and the
comparison, judgment and evaluation of ideas.
By using Bloom's Taxonomy as a guide, one is
assured of an upward movement from lower level
recall of information (Knowledge and
Comprehension) to higher level synthesis and
evaluation.
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Level 1 - Knowledge (Memory)
This level includes definitions, terms, categories, and "boomerang-back"
information.
Level 2 - Comprehension
This level includes interpretation, putting ideas in one's own words.
Level 3 - Application
This level involves using knowledge to solve problems when no
directions or methods are specified.
Level 4 - Analysis
This level involves the ability to outline major points, to break down
material into its component parts.
Level 5 - Synthesis
This level involves putting together the parts to form something that is
new.
Level 6 - Evaluation
This level involves the ability to make a judgment based on criteria.
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Verbs using levels of understanding for use in
formulating questions for oral or written use
or for stating learning objectives arranged
according to Bloom's Taxonomy of the
Cognitive Domain.
KNOWLEDGE
The student recalls or recognizes
information.
define, name, memorize
repeat, label, record
list, recall, relate
COMPREHENSION
 The student changes information into a
different symbolic form/language.
 restate, report, express
 describe, tell, locate
 explain, discuss, review
 identify, recognize
 translate, interpret
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APPLICATION
The student solves a problem by using the
knowledge and appropriate generalizations.
apply, show, illustrate
use, demonstrate, schedule
practice, dramatize, employ
operate
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ANALYSIS
The student separate information into
component parts.
distinguish, debate, compare
differentiate, question, diagram
calculate, solve, inspect
test, analyze, inventory
contract, appraise, relate
criticize, experiment, examine
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SYNTHESIS
The student solves a problem by putting
information together that requires original,
creative thinking.
compose, set up, collect
propose, manage, create
formulate, plan, organize
assemble, design, prepare
construct, arrange
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EVALUATION
The student makes qualitative and
quantitative judgments according to set
standards.
estimate, value, measure
evaluate, predict, select/choose
compare, appraise, assess
score, rate
condition
Behavior
Criterian/level
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Health needs/ demands of society
Services to the patient
Services to the community
The profession itself
The students
Progress in sciences
Scientific methods
Statement of school’s philosophy
Levels of professional competencies to be
attained
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Student’s background, level of education
Statutory minimum requirements
Teaching, physical and clinical resources
available
Future demands on nursing
Expected responsibilities for different nursing
positions
General
Intermediate
Educational
objectives
Specific/
insructional
institutional
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Correspond to the functioning of the types of
health personnel trained in an establishment
The course objectives must be in harmony
with general curriculum objectives of
program of school
Eg: providing preventive and curative care to
the individual and the community in health
and sickness
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It is made possible by breaking down general
objectives into components, which together
indicate the nature of those functions
Eg: planning and carrying out blood sampling
session for a group of adults in community
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The graduate of nursing program will be
prepared to function as generalist with
beginning competencies in a specialized area
of nursing
Eg: the graduate will be prepared to function
in a variety of settings and be able to obtain
health histories and make health assessments
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Instructional objectives are descriptions of
performance the instruction is expected to
produce
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Relevant
Logical
Unequivocal
Feasible
Observable
measurable
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Behavioral terms
Reflect the condition
Reflect the standard
Reasonable in number of behavioral changes
expected
Consistent with unit theme
Relation to each other and unit
Approximately of some level of generality and
specificity
Distinctive and discriptive