Order ID 6463784949 Type Essay Writer Level Masters Style APA/MLA/Harvard/Chicago Sources/References 6 Number of Pages 5-10 Pages Description/Paper Instructions Planning Guide: I am in Group D (Focus: Community Health Medical Center
Week 7: Learning Objectives and Learning Outcomes
Imagine you are developing a curriculum for educating staff nurses in a hospital or a clinic. You have an innovative idea for a staff development program, so you get to work designing activities to teach the content. But, halfway through your development, you share your plans with a few trusted colleagues, who find the curriculum disjointed and unfocused. Their questions make you pause: What should the nurse learners know when they have completed the program? What is the major learning in each activity supposed to be? How does it all tie together? Lacking answers, you consider how to respond to those concerns and bring coherence to your curriculum.What could you have done differently to prevent this issue? Defining what learners should be able to know, understand, and do following a learning activity, lesson, or course is the connective tissue that guides the creation of learning activities, as well as individual learning. Learning objectives provide a compass that points to desired outcomes, and learning experiences are then designed to reach those outcomes.
This week, you will explore learning objectives, learning outcomes, and the relationship between them. In addition, you will practice writing outcomes and objectives for a Discussion scenario and the curriculum in your Course Project.
Learning Objectives
Students will:Analyze the impact of end-of-program learning outcomes and learning objectives on courses
Develop end-of-program outcomes*
Develop end-of-course/learning experience outcomes*
Develop learning objectives*
Develop learning activities based on learning outcomes and learning objectives
*Objective introduced this week and assessed in Week 8.Learning Resources
Required Readings (click to expand/reduce)Oermann, M. & Gaberson, K. (2016). Assessment and the education process. In Evaluation and testing in nursing education (5th ed., pp. 3–22). New York, NY: Springer Publishing Company, LLC.
Credit Line: Evaluation and testing in nursing education New York, NY: Springer Publishing Company, 5th Edition by Oermann, M., & Gaberson, K. Copyright 2016 by Springer Publishing Company. Reprinted by permission of Springer Publishing Company via the Copyright Clearance Center.
Bjerke, M. B., & Renger, R. (2017). Being smart about writing SMART objectives. Evaluation and Program Planning (61), 125–127.
Herrmann, T., & Leggett, T. (2019). Curriculum mapping: Aligning content and design. Radiologic Technology, 90(5), 530–533.
Schutte, K., Line, D., & McCullick, C. (2018). Using curriculum mapping and visualization to maximize effective change. Administrative Issues Journal: Education, Practice & Research, 8(2), 81–93.
Arkansas State University. (n.d.). Bloom’s revised taxonomy: Cognitive, affective, and psychomotor. Retrieved from https://www.astate.edu/dotAsset/7a3b152c-b73a-45d6-b8a3-7ecf7f786f6a.pdf
(Previously read in Weeks 2, 3, and 7)
Future Learn. (n.d.). Introduction to educational design in higher education: Constructive alignment example. Retrieved from https://www.futurelearn.com/courses/educational-design/0/steps/26419
(Previously reviewed in Week 6)
Note: As you review this web resource, scroll down to the graphic, “Mapping PLOs and CLOs” and select “Click to expand”. Once you expand the graphic, you will be able to visualize a mapping of the relationship between the Program Learning Outcomes (PLOs) and the Course Learning Outcomes (CLOs). Consider how this example might help you as you create your graphic of your program of study for Part 3 of your Course Project.
Document: Learning Objective Verbs at Each Bloom’s Taxonomy Level (PDF document)
Document: Part 3 Planning Guide: Curriculum Design Home Care or Public Health Agency (Word document)
Document: Part 3 Planning Guide: Curriculum Design College or University (Word document)
Document: Part 3 Planning Guide: Curriculum Design Medical/Health Center (Word document)
Document: Part 3 Planning Guide: Curriculum Design Other Settings (Clinic, etc.) (Word document)
Required Media (click to expand/reduce)
Curriculum Design
Course Expert Wendy Ostendorf explains the curriculum design process, including practical examples of learning outcomes and learning objectives. She explains the Audience – Behavior – Condition – Degree approach to developing SMART (specific, measurable, attainable, realistic, timely) objectives and outcomes. (6m)
Accessible player
Discussion: The Art of Crafting Meaningful, Measurable Learning Objectives and Learning Outcomes
What is a learning objective? What is a learning outcome? While often used interchangeably, these two terms are quite different. Consider this example for clues to those differences. Suppose that you are developing a nursing course on evidence-based practice. A learning outcome might set the goal of utilizing evidence to provide safe, cost-effective patient care. An objective for such an outcome could be locating scholarly literature pertaining to improving care.In this Discussion, you will further investigate the relationship between learning outcomes and learning objectives and develop both types of objectives for a scenario.
Photo Credit: Getty Images/iStockphoto
Note: Remember that your Instructor assigned you to a specific Discussion Group A, B, C, or D in Week 2. You will remain in the same group and respond from the perspective of your Discussion group setting.
To Prepare:
Reflect on the Learning Resources in Weeks 6 and 7. Pay specific attention to alignment between learning activities and learning objectives.
Review the media program in this week’s Learning Resources to examine effective approaches to writing meaningful, measurable learning objectives.
Review the following scenarios and select the one scenario that would apply most directly to your Discussion group setting.
A: Home Care or Public Health Agency
You are a home care nurse in a public health setting and are developing a learning experience for new staff nurses on providing wound care education to their patient population.B: College or University
You are a nursing faculty member at a university and are developing a new course for an introduction to medical-surgical nursing.
C: Medical/Health Center
You are a diabetes educator in a hospital and are developing a learning experience for newly diagnosed diabetic adult patients who need to understand their insulin needs and how to handle an insulin syringe.
D: Other Setting (Clinic, etc.)
You are a nurse for an outpatient clinic and are developing a learning experience for patients receiving the flu vaccine.
To guide your development of your Discussion post, consider the following questions:
What is the overarching learning need illustrated in the scenario? How could this overarching need be expressed in one or more learning outcomes?
What learning needs to be addressed in order to achieve those outcomes?
What meaningful learning objectives could you develop to represent the learning needs you have identified?
How could you use the learning objectives to create an educational, learner-centered activity designed to meet the objectives?
How can you use the learning objectives to measure whether learning has taken place?
Using your answers to the previous questions, for your scenario, develop two learning outcomes, two learning objectives aligned to those outcomes, and a learning activity keyed to the objectives applicable to the scenario.
Posting Directions: When creating your post, use the title: “Learning activity for Scenario _____.”By Day 3 of Week 7
In your Group Discussion area, post the following:Describe the 2 learning outcomes, 2 learning objectives, and 1 learning activity that you developed for the scenario for your Discussion group setting.
Explain the differences between learning outcomes and learning objectives.
Explain how the learning outcomes and learning objectives for your activity adhere to these differences.
Explain how these differences would impact other learning in your Discussion group setting.GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
CLICK ON THE LINK HERE: https://www.perfectacademic.com/orders/ordernow
You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME] and Have It Done by Our PhD Qualified Writers!!