BY: ELIAS B.

(Bsc,Msc/Maternity)
 Learning objectives
After completing this lesson, students will be able to:-
Define objective

Explain types of objectives

Describes learning domains

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 Introduction #1
Objective is statement of what the learner will know, or

be able to do as a result of engaging in a learning activity.

Well-written learning objectives are essential to building

a strong foundation in the development of training

materials(E.g. Curriculum).
Are written for students.
 Are written once the scope of the overall training
package have been defined.
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 Introduction #2
Critical step in the training development process.

Well-constructed learning objectives enable:

Trainers know what they will teach,

 Participants know what they will learn, and

Supporting organizations and funders to know what

will be accomplished in the training programs.

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 Learning objectives Vs. Goals
Goals define the overall purpose of the training in broad,

general terms and do not usually provide guidance on how to

achieve them.
Learning objectives are predictive statements describing the

specific outcomes that a trainer is intended to achieve;

Learning objectives are a benchmark by which to measure

progress towards the achievement of larger goals.

Learning objectives are learner-centered, and are written for
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an individual unit of study or module.
Objectives Vs. Goals#3
Example of a training goal: “Increase awareness of the

importance of providing voluntary counseling and testing

(VCT) services to pregnant women.”
Example of a learning objective: “By the end of this

training session, participants will be able to list three

barriers to implementing effective voluntary counseling
and testing (VCT) services in antenatal clinics.”

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 purpose of learning objectives

Guide the development of appropriate content, methods, and

materials by the curriculum

Provide clarity about the purpose of the course.

Establish accountability between the learner and the

instructor.
Help trainers articulate exactly what they want participants to

do by the end of the training.

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 Course Vs. supporting objectives
Objectives are written in two levels:-course & supporting
objectives

1. Course objectives #1
Known as a main objective, primary objective, or course aim.

Describes in clear, measurable terms what students should

know and be able to do after completing the entire course.

A course may have one or several course objectives.

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 Course objectives #2
Can be achieved after meeting a series of supporting

objectives.
Should relate to one or more of the core competencies for the

overall academic program.

Is fairly broad and may encompass knowledge, skill, and

attitude components.

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Components of course objectives
Includes: audience, behavior, standard, and condition.
1. Audience: Specify the intended audience.
2. Behavior (observable action verb): Choose an action
verb that best describes the type of behavior that the
participant needs to display after the training.
3. Standard: Determine to what standards the task must be
performed(Optional).
4. Condition: Determine under what conditions the task
must be performed. E.g. By the end of the work.

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Sample course objective

After completing this course, the

student will be able to assess,
classify and treat a sick child in
effective and integrated manner.

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2. Supporting objectives
Are brief, clear, specific statements that describe what the
learner is expected to achieve as a result of instruction.
Also known as a secondary, specific, instructional, or

enabling objective.
Describing the specific knowledge, skills, and attitudes

that students must master to achieve the main objective.

Are similar to lesson/session objectives

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Examples
Label a diagram with the organs of the male and female

reproductive systems
List the signs of correct positioning and attachment for

breastfeeding
Describe how to counsel an adolescent about STIs

Demonstrate how to put a condom on a penis model

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 Characteristics of supporting
objectives
1. Specific: accurately states what the student is expected to
achieve
2. Measurable: open to assessment which accurately
assesses whether or not the outcome has been achieved
3. Achievable: should be within the range of abilities of the
student
4. Relevant: should be relatable to the key aims of the
programme
5. Time scaled: must be achievable within the duration of
the study-unit/programme

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Checklist for writing supporting
objectives
 Use only one action verb per learning outcome and target

one specific aspect of expected performance

Avoid vague verbs such as appreciate, know, learn,
master, and understand.
 Write in terms of what the learner will do, not what the

instructor will do.

 Specify appropriate conditions for performance

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 Examples of smart objectives
 Following this session (time-bound), participants will

describe (action-oriented) four factors (specific,

measurable, reasonable) that increase the risk of HIV
transmission in women.
 After attending the lecture and studying the assigned

handouts (time-bound, reasonable), participants will

explain (action-oriented) three types of tests (specific,
measurable) to detect HIV.
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 Learning domains
Learning outcomes are sorted into three groups, called
domains:

1. Cognitive domain: – encompasses intellectual or thinking

skills.

2. Psychomotor domain: – encompasses physical skills

3. Affective domain: – encompasses attitudes.

Commonly known as “knowledge,” “attitudes,” and

“practice(KAP)

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A. Knowledge: what we know (also known as the
cognitive learning domain)
COGNITIVE
DOMAIN

EVALUATION
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE

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 B. Skill: What we do or perform
PSYCHOMOTOR
DOMAIN ORGANIZATION

ADAPTATION
COMPLEX
OVERT
RESPONSE

MECHANISM
GUIDED
RESPONSE

SET

PERCEPTION

Demonstrate the insertion of IUCD

Example: -
-Perform a full antenatal examination on 20
pregnant women.
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C. Attitude: how we feel about what we know and do
(known as affective learning domain)

AFFECTIVE
DOMAIN

CHARACTERIZATION

ORGANIZATION

VALUING

RESPONDING

RECEIVING

Example: Counsel patients about sexual risk 22

reduction using non judgmental language (both
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 Organization of supporting
objectives
Simple to complex

Performance order

Combine related objectives-E.G. Describe the correct

procedures of counseling & f/p administration

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 Steps to develop objectives
Gap/need

Identify the core competencies

Identify the title of the course

Write course objectives

For each course objective write a series of supporting

objectives
Sequence the objectives

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Sample objectives
1. Core competency(BSc Nurse)

 Midwifery provide comprehensive, high quality,

culturally sensitive family planning service.

2. Course objectives; After completing this course, students

will be able to counsel patients about F/P methods and
reduction of risk for STI; Assess , screen and educate
patients regarding f/p usage; and provide temporary
methods such as condoms, injectables and manage
complications.
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3. Supporting objectives:
 Use effective communication techniques when counseling
patients
 Counsel patients about STI risk reduction
 Explain about F/P methods
 Counsel patients in using F/P
 Conduct pelvic examination
 Use standard infection prevention procedures
 Provide combined contraceptive methods
 Provide follow up management
 continue………………….

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 Summary questions quiz2
What are the 3 learning domains?

What are the 2 levels of objectives we are using?

What are the 4 components of a course objective?

What are the characteristic of a supporting objective?

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Goal= program objective

Competency =graduate proficiency

Course objective=general objective-Use more than two

action verbs & more than two targets

Supporting objective=lesson objective=specific

objectives.-use single action verb & &target

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