Initial Discussion: Writing Learning Outcomes and Learning Objectives for Education

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Respond  to your colleagues by determining the following:

  • Whether the outcome addresses the stated learning gap; if it does not appropriately address the learning gap, rewrite the outcome to address the gap or learning need.
  • Whether the objectives address the stated domain; if the objective does not address the stated domain, identify the domain that it addresses as written and rewrite the objective for the stated domain. this discussion post the GAP (problem) is the increased incidence of hospitalization in post-operative patients with catheter acquired urinary tract infections. Urinary retention is also common after anesthesia and can increase the likelihood of a UTI. Due to this high incidence, estimated $451 million spent annually in the United States to manage these infections (Whitlock J., 2020). As educators, how do we begin to teach our students using effective learning skills and objectives?

Educators know that learning objectives according to bloom’s taxonomy are based on six structured steps from simple to difficult levels of learning. The order of skills include remembering, understanding, applying, analyzing, evaluating, and creating. Bloom’s taxonomy was created in 1946 by Dr. Benjamin Bloom and serves as the backbone for the teaching philosophy, it is broken down in three domains. These domains are the cognitive domain, effective domain, and psychomotor domain. (Arkansas State University, n.d.).  This formula is also used by educators to write learning objectives and outcome statement. According to the author Dickerson, writing an outcome statement is about critical thinking and analysis and this means that a person cannot just sit down and write.

In the cognitive domain taxonomy begins with the least complex level of knowledge, (the ability to remember), next comprehension (understanding with the ability to retain the information) and lastly application (putting knowledge and comprehension into practice). One video presentation gave an excellent breakdown of the bloom taxonomy stating “Before you can understand a concept, you must remember it. To apply a concept, you must first understand it. To evaluate a concept, you must have analyzed it. To create an accurate conclusion, you must have completed a thorough evaluation.”  (Course design on a shoestring budget, 2014).

To address the GAP educators should first identify the problem and then reflect on the complexity of the content. Next, they should determine the clinicians, and patients learning level before considering the plan to address the GAP in patients with Post-operative CAUTI.

Learning outcome

  1. Improve patient safety and hospital readmission by improving clinicians’ culture of safety by identifying evidence-based practices used to implement into care.

 Learning objectives  

  1. To reduce CAUTIs improve patient safety.
  2. Identify the strategies to overcome barriers associated with CAUTI intervention. (cognitive function, psychomotor skills).

The facility determined that they were learning objectives that needed to be designed to decrease the risk of CAUTI. Once the problem was identified, learning objectives and outcomes were designed based on the patient/nurse’s education level. Lastly to assess the comprehension of the nurses and patient’s knowledge, the learning objectives had to be achievable. The learning outcome was measured by the decreased number of post-operative catheter acquired urinary tract infections.  

 

References

Arkansas State University (n.d.) Bloom’s revised taxonomy: cognitive, affective, and psychomotor. https://www.astate.edu/dotAsset/7a3b152c-b73a-45d6-b8a3-7ecf7f786f6a.pdf

Course design on a shoestring budget (2014). How to Write learning Objectives Using Bloom’s Taxonomy. https://ep.jhu.edu/blooms.

Dickerson

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