Building the Learning Foundation: Goals, Objectives, and Topics
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The document outlines the foundational elements of educational activities within the Dartmouth-Hitchcock Medical Center, focusing on developing staff competencies through defined goals, objectives, and evaluation methods. It addresses adult learning principles and strategies to decrease nurse turnover, including coaching and behavioral performance evaluation. Additionally, it includes references to educational resources and methodologies used in staff development.
Building the Learning Foundation: Goals, Objectives, and Topics
- 1. Intellectual property of Dartmouth-Hitchcock Medical Center, all rights reserved C A T
- 2. Intellectual property of Dartmouth-Hitchcock Medical Center, all rights reserved 2 C A T
- 3. 3 1. Using student handouts, define the Intellectual property of Dartmouth-Hitchcock Medical Center, all rights reserved foundational items of an educational activity. 2. Based on a unit defined educational need, develop the foundation of an educational activity in accordance with the GOT Performance Evaluation Sheet. 3. Using student handouts, discuss the relationships between the foundational items of an educational activity. C A T
- 4. Intellectual property of Dartmouth-Hitchcock Medical Center, all rights reserved 4 LEARNING Goal Topic C A T Learner Objective Evaluation GAP
- 5. Intellectual property of Dartmouth-Hitchcock Medical Center, all rights reserved 5 Goal Topic C A T Learner Objective Evaluation
- 6. Intellectual property of Dartmouth-Hitchcock Medical Center, all rights reserved 6 Goal Topic C A T Learner Objective Evaluation
- 7. Intellectual property of Dartmouth-Hitchcock Medical Center, all rights reserved 7 Condition C A T Behavior Standard
- 8. Intellectual property of Dartmouth-Hitchcock Medical Center, all rights reserved 8 Goal Topic C A T Learner Objective Evaluation
- 9. Intellectual property of Dartmouth-Hitchcock Medical Center, all rights reserved 9 Goal Topic C A T Learner Objective Evaluation
- 10. Intellectual property of Dartmouth-Hitchcock Medical Center, all rights reserved 10 Remembering Knowledge Comprehension Understanding Application Applying C A T Analyzing Analysis Evaluating Synthesis Evaluation Creating
- 11. Intellectual property of Dartmouth-Hitchcock Medical Center, all rights reserved 11 Imitation Manipulation Precision C A T Articulation Naturalization
- 12. Intellectual property of Dartmouth-Hitchcock Medical Center, all rights reserved 12 Receiving Responding Valuing C A T Organizing Characterizing
- 13. 13 Goal Intellectual property of Dartmouth-Hitchcock Medical Center, all rights reserved To provide a foundation of adult learning principles for new staff, within a staff model adopted by D-H Nursing. Objective Topic Methods Evaluation After examining and • Management Coaching issues – Role play Tool: discussing difficult warning signs and red flags. End of staff behavior, describe • Coaching to identify strengths Small group program a coaching strategy to and weaknesses work reaction manage each selected • Methods of behavioral evaluation staff situation. correction form. • Guidelines for counseling session Category: • Principles of simulated learning Learner satisfaction C A T
- 14. Intellectual property of Dartmouth-Hitchcock Medical Center, all rights reserved 14 • Define a learning gap • Define a goal • Define an objective • Define a topic • Define an evaluation • Discuss domains and levels C A T
- 15. Intellectual property of Dartmouth-Hitchcock Medical Center, all rights reserved 15 C A T
- 16. 16 Learning Gap Goal Intellectual property of Dartmouth-Hitchcock Medical Center, all rights reserved Objective Topic Methods Evaluation GOAL OBJECTIVE C TOPIC A T EVALUATION OUTCOME
- 17. Intellectual property of Dartmouth-Hitchcock Medical Center, all rights reserved 17 C A T Sample
- 18. Intellectual property of Dartmouth-Hitchcock Medical Center, all rights reserved 18 C A T Sample
- 19. Intellectual property of Dartmouth-Hitchcock Medical Center, all rights reserved 19 C A T Sample
- 20. Intellectual property of Dartmouth-Hitchcock Medical Center, all rights reserved 20 C A T Sample
- 21. Intellectual property of Dartmouth-Hitchcock Medical Center, all rights reserved 21 C A T
- 22. 22 Goal Intellectual property of Dartmouth-Hitchcock Medical Center, all rights reserved Decrease nurse turnover in the first year of employment through a new staff precepting model. Objective Topic Methods Evaluation Given a simulated • Coaching issues Role play Tool: situation, employ • Warning signs Direct coaching strategies • Red flags Small group observation which will modify staff • Identifying individual strengths work behavior and weaknesses Category: • Methods of behavioral Change in correction Performance • Guidelines for counseling session C A T
- 23. Intellectual property of Dartmouth-Hitchcock Medical Center, all rights reserved 23 C A T
- 24. Intellectual property of Dartmouth-Hitchcock Medical Center, all rights reserved 24 C A T
- 25. 25 1. Using student handouts, define the Intellectual property of Dartmouth-Hitchcock Medical Center, all rights reserved foundational items of an educational activity. 2. Based on a unit defined educational need, develop the foundation of an educational activity in accordance with the GOT Performance Evaluation Sheet. 3. Using student handouts, discuss the relationships between the foundational items of an educational activity. C A T
- 26. 26 Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives. New Intellectual property of Dartmouth-Hitchcock Medical Center, all rights reserved York, NY: Longman. Bruce, S. L. (Ed.). (2009). Core Curriculum for Staff Development (3rd ed.). Pensacola, FL: National Nursing Staff Development Organization. Di Leonardi, B. C. (2008). Getting Started in Clinical and Nursing Staff Development (3rd ed.). Pensacola, FL: National Nursing Staff Development Organization. Estep, T. (Ed.). (2005). Instructional Systems Development. Alexandria, VA: ASTD Press. Keating, S. B. (2006). Curriculum Development and Evaluation in Nursing. Philadelphia, PA: Lippincott Williams & Wilkins. C A T
Editor's Notes
- #2: HousekeepingWelcome to our associates out there in cyberlandSign-in, complete evaluation, and credit claim formAttendance recorded in database ONLY after all forms receivedConflict of Interest
- #3: You want to build your dream house, would you start without a set of plans? What will it look like, what is your vision? (Picture window with view) What specialty areas are needed? (Foundation, Building, Landscaping) What pieces are needed in each specialty area? (where to put the foundation, what type of forms to use, how thick must the foundation be, etc.) What needs to be tested before moving in?By having a solid plan, we can build a solid foundation.Makes program design and development easier, and learner retention greater.
- #4: My objective is to provide you with the information necessary to make the design process of any educational activity easier.
- #5: A “learning gap” is the difference between individual or group current level of performance and organizational standards. A “learning gap” may not be educational, but if it is, you must develop an educational activity to bring the individual up to standard.The elements of the foundation are… Goal Objective Topic EvaluationAll centered around the learner
- #6: A goal is defined as an overarching statement of your expectations, the product to achieve. A goal is what YOU want to see changed; what is the eventual outcome YOU wish as an end result. A goal may or may not be measurable. (Business vs Education) A goal should relate to a unit, department, or organizational goal. A goal should be clearly written and achievable.To Review, a goal: Iswhat you want to see changed Has a sense of measurement Is relate to organizational initiatives Is clearly written Is achievable
- #7: An objective describes the conditions in which the LEARNER will be assessed, the behavior the LEARNER will demonstrate, and the standard the LEARNER will need to meet to demonstrate mastery. Enabling (parts) versus Terminal (whole) Objectives Condition; what you give or take away Behavior; what learner must do (use of action verbs) Standard; minimal acceptable performance (sometimes) “each objective should include only one expected behavior” (NCNA, 2007) Based on the correct domain and levelTo Review, an objective: Learner focused Contains a Condition, One Behavior, Standard (sometimes) Uses action verbs Appropriate domain and level
- #8: Ask participants to provide a condition, behavior, and standard. Write this in the appropriate box.Have others state if this is appropriate, how would you change it if you do not agree?
- #9: What knowledge or skills YOU provide the LEARNER, so the LEARNER can obtain and retain the necessary knowledge, skill, or behavior needed for mastery. What you present What the learner gains Must rely on adult learning principles (logical format, relevant, application, etc.) Must augment the method of instruction
- #10: The evaluation assesses the learners mastery of knowledge, skills, or behavior presented. Evaluation also assesses effectiveness of the learning activity and the instructor’s presentation. To review: congruent with objective and topic assesses if objective was met
- #11: Benjamin S. Bloom (1913 – 1999), initially focused on the Cognitive Domain which was published in 1956. Cognitive Domain: refers to knowledge structures Knowledge Comprehension Application Analysis Synthesis EvaluationAnderson and Krathwohl (2001) made significant modifications which appear to be more action oriented and learner focused. However, there is some controversy on the use of the word “understanding.” Argument = understanding is of a “higher contextual level which only comes after you have tried to create something.” Remembering Understanding Applying Analyzing Evaluating Creating
- #12: Various individuals suggested the Psychomotor Domain (R.H. Dave in 1967 & 1970; E. J. Simpson in 1966 & 1972; and A. J. Harrow in 1972).Psychomotor Domain: skill development
- #13: Dr. Bloom did not publish his findings on the Affective Domain until 1964.Affective Domain: values and value issues
- #14: Looking at this sample:Is this goal appropriate? If it is not appropriate, how would you make it better?Is this objective appropriate? Does the objective match the goal? Does the objective match the methods?
- #15: Using student handouts, define the foundational items of an educational activity. Define a learning gap Define a goal Define an objective Define a topic Define an evaluation Discuss domains and levels
- #16: At this point I want you to relax! Take a deep breath, and think about a learning need on your unit.We will now…Read GOT Performance Instructions
- #17: Based on the learning gap (which you would want to do in a more quantitative manner than we are doing)… Where do you want the (insert topic here) to be in (insert time-frame here) Remember: this is where YOU want to be Is it measurable/observable Is it clear
- #18: Remember the objective is: Learner focused Contains a Condition, One Behavior, Standard (sometimes) Uses action verbs Appropriate domain and level
- #19: What knowledge or skills YOU provide the LEARNER, so the LEARNER can obtain and retain the necessary knowledge, skill, or behavior needed for mastery. What you present What the learner gains Must rely on adult learning principles (logical format, relevant, application, etc.) Must augment the method of instruction
- #20: The evaluation assesses the learners mastery of knowledge, skills, or behavior presented. Evaluation also assesses effectiveness of the learning activity and the instructor’s presentation. To review: congruent with objective and topic assesses if objective was met
- #21: The outcome of a good foundation to your educational activity is providing the learner with consistent knowledge, skill, or behavior which results in a well trained “independent” employee.
- #22: Remember this?Here is a sample of how we may change this.
- #23: Our purpose in developing any learning activity is to bridge the learning gap. Assisting the learner to reach the organizational standard.
- #24: Any misstep or mismatched congruence can cause significant roadblocks to the learner reaching the “other side.”
- #25: Using student handouts, define the foundational items of an educational activity.Based on a unit defined educational need, develop the foundation of an educational activity in accordance with the GOT Performance Evaluation Sheet.Using student handouts, discuss the relationships between the foundational items of an educational activity.By having a solid foundation, you can easily build a learning activity that meets both your goals and the learning objectives.