Educational Objectives
Educational Objectives
Educational Objectives
CLASS PRESENTATION ON
FORMULATION OF
PHILOSOPHY,
OBJECTIVES,SELECTION AND
ORGANIZATION OF LEARNING
EXPERIENCES
SUBMITTED TO
SUBMITTED BY
DR. RAMACHANDRA
MS.
MADHURIMA KUNDU
ADDL. PROFESSOR & HOD
M.SC. IN PSYCHIATRIC NURSING
DEPT. OF
1
NURSING
STUDENT NIMHANS
NIMHANS
FIRST YEAR
Why do I teach?
What does good teaching mean to me?
What does effective learning mean to me?
Do I have a particular teaching style or approach? If so, how would
I describe it?
What makes me unique as a teacher?
What do I expect from my students?
What can my students expect from me?
What do I do to continue to improve?
The standard length of a teaching and learning philosophy is 250-750 words but,
ideally, one should aim to develop a version that can fit on a single page. Keeping in
mind that one of the purposes of creating a statement of teaching and learning
philosophy is to explain oneself to a prospective employer; it makes sense to have
an iteration of the statement that adheres to the same basic rules as the standard
resume (1 or 2 pages, depending on your degree of specialization or expertise). It is
therefore fairly common for aspiring teachers to create two versions of their
philosophies:
There is no style that suits everyone, but there is almost certainly one that will
make one more comfortable.
EDUCATIONAL OBJECTIVES:
o
Definition
The result sought by the learner at the end of educational programme. i.e. what
the students should be able to do at the end of a learning period, that they could
not do beforehand.
JJ Guilbert.
The statements of those changes in behavior which are desired as a result of
specific learner and teacher activity which is a two way process.
Taxonomy of educational objectives
Qualities
Relevant: It should be free of any superfluous material but cover every point
relating to the aim in view.
Unequivocal: "Loaded words" (words open to a wide range of
interpretations) should not be used, to avoid any possibility of
misunderstandings. For example,
Many Interpretations
Interpretations
Fewer
To know.
To write.
To discuss.
To identify.
To understand.
differentiate.
To
To appreciate.
To list.
To believe.
To compare.
To contrast.
Student's Viewpoint
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Elements
To act / task.
The content.
The condition.
Criteria
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7. Learning experiences should be planned and organised in such a way that the
student gets meaning out of each experience and the student should see the
relationship between past and present experiences and focus on the future needs.
8. Learning is enhanced by utilizing a wide variety of teaching-learning methods.
9. Students will learn effectively, if the experiences are satisfactory to them.
10. Learning experience should consider the students' ability to undergo the desired
changes in behavior.
11. Learning experiences selected should not be beyond the particular stage of
development of the students.
12. Learning experiences selected should be according to the needs of the students
and every student should be given similar learning experiences.
Characteristics of Good Learning Experience
Characteristics of good Learning Experience are
After selecting the learning experiences, we have to organize them with an intention
to provide optimum experience to the students. The practice of grouping learning
experience under subject headings is the most preferred method of organizing the
learning experiences. In nursing educational programs, subject matter can be
grouped into humanities, behavioral sciences, nursing sciences, medicine and the
like.
Preparation of master plan will guide the teachers in the placement of subject
matter and clinical experience. This will give a clear picture as to how, in which year
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and in what stage is the subject matter going to be taught and the relevant clinical
experiences to be offered. Master plan should be prepared in accordance with the
requirements prescribed by the statutory bodies like Indian Nursing Council and
universities-The master plan should also spell out the hours of planned instructions
and required hours of clinical experience per week or per month of the year.
Invariably, the master plan explains the following:
Total duration of the program, for example, three years for diploma program
and four years for graduate program.
o Explanation of different courses of study with special reference to theory and
practical, for example, theory and practical experience meant for medical
surgical nursing, mental health nursing, etc.
o Total allotted hours in terms of theory and practical for each course. Course
plan of each course with details like total units, hours and objectives for each
unit. Guidelines for providing practical experiences, master rotation plan, etc.
Specific mention about the core content of the curriculum, i.e., the most
important content in each course, for example, the nursing process approach
of giving patient care is emphasised in all courses
o d) Teaching-learning methods.
o Scheme of evaluation.
o f) Details of student activities like co-curricular activities, health check up,
vacation, etc.
Placement of Learning Experiences in the Total Curriculum
o
All elements of the curriculum should be related to one another. The learning
experiences should he so organized that they continuously reinforce each other and
broaden and deepen the understanding and skills of the learner. Following the
principle of sequence, integration and correlation will help organize the learning
experience in an effective manner.
Preparation of correlation chart will help identify the extent of correlation achieved
in the total curriculum in relation to the different courses of study and the various
subjects and clinical experience offered in the program.
Clinical experience is the vital clement in the curriculum of any nursing educational
program. How well the students develop nursing expertise will be determined by the
volume and quality of clinical experience they receive. Students achieve speed and
accuracy in carrying out the nursing procedures only through a well planned and
organized clinical experience. Considering the importance of clinical experience, a
separate session is devoted for it in the coming pages.
Teaching System
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Teaching of venous subjects can be organised in different ways like complete block
or teaching block, partial block, study block. In the teaching block, the classroom
reaching and clinical postings are divided into specific blocks. Certain blocks are
devoted for theoretical instruction while some other blocks are meant for specific
clinical experience. In partial block system, the theoretical instruction as well as the
clinical experience goes hand in hand. The student may attend the classes in the
afternoon and go for postings in the morning or vice versa depending when the
experience would be varied and rich in accordance with the fulfillment of objectives.
In study day system, one day or more per week is completely kept for raking classes
and the other days students will be in the clinical areas. Usually a combination of
these systems is followed. Teaching block is preferred in the beginning of academic
year, especially in the case of first year students. Since all students cannot be
withdrawn from the clinics for teaching block at a time, academic year of senior
students usually starts with partial block. For first year students, partial block begins
after a few weeks of full day postings in the
Bibliography
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