Domains

INTRODUCTION----There are conflicting ideas about the aims or purposes of education. These disagreements have existed since early times, relative to philosophical stands, to specific contexts, and historical periods. For example, the purpose of education in the New England colonies was to prepare the child to read the bible in order to be able to seek salvation. The Compact Oxford English Dictionary and others interchangeably define the noun "objective" as, Objective: noun 1 a goal or aim. While the noun forms of the three words aim, objective, and goal are often used synonymously, among professionals in organized education, the words aim and objective are more narrowly defined and are distinct from each other. An objective is a measurable, observable behavior of less than a day's duration; a goal is the outcome of a series of successfully completed objectives, possibly measured over a series of days; while an aim is an expression of a long-term purpose, usually over the course of one or more years.

Personal Growth: To help students find self-fulfillment, personal AIM Aim is a predetermined goal,which inspires the individual to attain it through it through appropriate activities. As Education is a planned and purposeful activity,the aims are necessary in giving direction to the education. Need of educational aims Intellectual Achievement: To provide students with academic knowledge and skills in order to prepare them for post-secondary education or the workforce. This has been the most agreed upon aim of education. Most parents want their children to reach high standards in math, English, history, and science. Prosocial Values: To train students for responsible citizenship and prepare them for adulthood through socializing them in the norms and values of society. Teachers, who symbolize authority to the child, emphasize the values of a democratic society, such as patriotism, obedience, honesty, cooperation, competitiveness, and moral responsibility. Economic Competitiveness (social efficiency): To provide students with skills and knowledge needed to be competitive in a global economy; become an effective and efficient work force; and prepare workers with values and socialization needed in the workplace through developing attitudes such as punctuality, cooperation, and following rules.

relevance, clarification of personal values, communication and selfexpression skills, and development of effective learning styles. Student interests and feelings are emphasized. The curriculum is created collaboratively between teachers and students to help students reach their potential. Socialization and Culture: To impart culture to students through great ideas of western culture, such as works of art, literary classics, and basic skills so that they are literate and cultured citizens and can participate intelligently in American society. Schools are places where students from diverse language and cultural backgrounds learn English and learn about American traditions, holidays, historical figures, geography, and democracy. Social Change: To help students become productive citizens that are capable of changing the social order through emphasis on social issues and solving of social problems. Students are provided with the knowledge and skills to improve society and are given opportunities to see themselves as both individuals and contributing to the group and the larger society. They are encouraged to participate in community service or service learning, so that they become reflective and responsive about the needs and problems in their community. A purpose of education is to advance social mobility, rather than perpetuate the status quo. Equal Educational Opportunity: To ensure that all students have a free education, common curriculum, opportunities for diverse students to

attend the same school, and equality of financial expenditure in a given locality. There is clear evidence that certain groups in American society are denied equal opportunity economically, socially, and educationally. It is essential that all children, regardless of race, ethnic background, gender, religion, socioeconomic level, or language, receive a quality education. A balance between diversity and unity is needed in schools. Problem Solving: To teach students how to learn through the development of thinking, research, and study skills so that they become excellent problem solvers and creative thinkers who are capable of dealing with change. The rapidity of change today, technological advances, and the explosion of information require that students develop tools for lifelong learning.
ELEMENTS OF EDUCATIONAL AIMS

Timescales for Aims While teachers' aims are bound by the duration of the course, these aims are predicated on the needs and desires of learners, learners' families and society. The ultimate fulfilment of the aspirations of the learner and of stakeholders may come to fruition while the course is running, immediately after the end of the course or in the distant future depending on the course and on circumstances. A course may aim to bring immediate personal fulfilment to a learner, to enhance an activity that the learner will engage with over a lifetime or provide access to a profession on a specific date following course completion. Specificity of Aims Aims vary in degree of specificity from one course to another. Some aims are set knowing that it will be impossible or difficult to judge whether they have been achieved by each learner. A vocationalcourse may include very specific aims related to performance in a specific career. Another course may aim simply to provide entertainment and enjoyment to its learners. ...to enable students to appreciate the value of sociological inquiry and to enjoy studying the discipline This aim is very general and includes the concept of enjoyment which can be surveyed but not reliably quantified. The aim of this module is to firstly review the operating principles of data communications protocols and then to develop the basic theory and practice required for evaluating the performance of communications systems and data networks, using discrete-state mathematical and computer simulation modelling methods.[7] This aim is specific to how this course module fits within a complete programme of study. The verbs review and develop refer to the actions of the teachers whereas the verb evaluate refers to the learner. Teachers will review principles, develop theory and practice with a view to the students achieving the goal of being able to evaluate performance of certain systems. The latter is presumably a skill which will be required of a learner for progression in the programme of study and in employment when the programme is complete. Structure of Aims Aims can be aggregated and grouped in courses that are structured into modules. In these cases an audit process may be needed to ensure that the sum of the aims for course modules align with the overall programme aims. A programme aim may be addressed in a single module aim or may be addressed repeatedly by multiple course modules within program Achievement of Aims in quality assured education processes are put in place to evaluate the

Course objectives/ EDUCATIONAL objectives Meaning of educational objectives: An objective is a (relatively) shorter term goal which successful learners will achieve within the scope of the course itself. Objectives are often worded in course documentation in a way that explains to learners what they should try to achieve as they learn. Some educational organisations design objectives which carefully match the SMART criteria borrowed from the business world. The use of objective as a noun and as an adjective is a source of potential confusion especially when the adjective objective is applied to assessment. The noun is used in the sense of goal while the adjective is used in the sense of independent of personal judgement. Thus objective assessment and assessment of objectives have entirely different meanings. Although the achievement of objectives is usually assessed this need not necessarily rely on objective assessment. Objectives can also be assessed via subjective assessment. Definition-objectives are `the behaviours to be displayed by a learner,aims are for the teacher and the achieve through the support and guidance of the teacher. Timescales for objectives Objectives are achieved while the course is in progress. Within a course, objectives may be spread out across sub-divisions of the course or may be assigned to the course as a whole. Generally a process of assessment is used to determine if learners have achieved objectives. That assessment may occur all at the end of the course or may occur at intervals during the course. When incourse assessment is used it occurs closer to the time when the learner should have met the objective. Specificity of objectives Objectives vary widely in their level of specificity but generally they are more specific than their related aims. Increased specificity may be required so that they are measurable and suitableassessments can be devised. Increased specificity often means that many objectives come under the umbrella of the

same aim. Some organisations prefer large numbers of highly specific objectives such that each one can map onto a single question within an examination whereas others prefer small number of objectives where each one can map onto an aspect of the marking criteria for a single assessment such as a thesis. A short categorical list of objectives may be presented in course documentation but is also split into more specific objectives for the purposes of the design of assessment. Structure of objectives

Sometimes the achievement of one objective is required as a prerequisite for the achievement of another objective. This may lead to quite complex structures of course objectives. Selection of Objectives In most courses objectives are set by teachers and apply to all learners who enrol on the course. Sometimes individual learners set their own objectives in collaboration with teachers. The objectives always relate to the same course aims but according to the individual's interpretation of those aims and how they relate to personal goals.
Components of complete statement of objectives 1.condition:behavior can be displayed under certain condition.the condition will favor the learner to display the desired behavior.it relates to the aspects of circumstances.Eg.a learner will be attending a workshop,then only he will be able to explain the concept of title of workshop. 2.behaviour: manifested in action,what the student must perform.an objective in behavioral terms indicated what behavior a learner should display after going through the unit.e.g.,after psychology(1yr) and psychiatry(3rd yr) classes,the learner will be able to distinguish normal and abnormal behavior.here the learner wil display hi s behavior by listing down the difference in a chart form

3.standard/criterian/level: acceptable level of performance expected from the students.it relates to the aspects donating the extent to which learning has taken place. IF THE ROLE OF NURSE REQUIRES WIDE RANGE OF BEHAVIORS THEN OBJECTIVES WILL NEED TO BE STATED FOR EACH OF THESE CATEGORIES OF ACTIVITY.IN Addition it is important that they do not require factual recall of information, since nursing involves the ability to apply theoretical knowledge to a practical situation and also to analyze,synthesize and evaluate information. In order to assist the teacher in formulating objectives at different levels and different kind of behaviors,Blooms(1956) developed a system of classification called taxonomy of educational objectives. The taxonomy classifies the objectives into three main spheres or domains and each of these is further categorized according to level of behavior,progressing from the most simple to highly complex. The levels are arraneged in herarchy,so that the behaviors at any given level will incorporate those of the levels below. The three domains are cognitive,which is concerned with knowledge and intellectual abilities. Affective ,which is concerned with attitude,values,interests and appreciations and psychomotor.concerned with motor skills. The taxonomy for the affective domain was published by Krathwohl Bloom and Masia(1964) and taxonomies. For psychomotor domain have been developed by Simpson(1972) and harrow(1972).

Cognitive: the most-used of the domains, refers to knowledge structures (although sheer knowing the facts is its bottom level). It can be viewed as a sequence of progressive contextualisation of the Thus in the Cognitive domain, training for technicians may cover knowledge, comprehension material. (Based on Bloom, 1956)

LEVELS OF EDUCATIONAL OBJECTIVES :COGNITIVE DOMAINS LEVEL:1 knowlegde at this most basic level, all that is required is the bringing of minds to such things as specified facts or terminology . typical verb used to indicate this level are: defines, describes,states,identifies, labels, names , states etc. however it is important to rememeber that it is in the context of the verb itself that will describe the level, as some verbs can be used at more than one level. LEVEL2: COMPREHENSION This refers to understanding ,which is usually demonstrated by the learner making limited use of the information.such activities are paraphrasing a communication whilst maintaining the intent of thr original would constitute translation.interpretation can be observed by learner summarizing or explaining information in her own words and extrapolation is involved when information is projected beyond the given data. Typical verbs used at this level are paraphrase,translate,convert,explain,give examples,etc.

3.APPLICATION This level learner required to apply rules,principles,concepts,ect.to real situations.These should be sufficiently unfamiliar to avoid the mere recall of previous behaviors. Typical verbs used at this level aredemonstrate,discover,prepares,produces,relates,uses,solves,shows,etc.

4.ANALYSIS This involves ability to breakdown information into its component parts,which may be elements of information,relationship between elements,or organization and structure of information. Its purpose is to separate the important aspects of information from the less important,thus clarifying the meaning.Typical verbs used at this level are-differentiate,discriminates,distinguishes,etc. 5.SYNTHESIS At this level the learner is required to combine various parts into a new kind of whole.creativity is present because the learner produces something unique,such as plan or design.typical verbs used are:complies,composes,creates,devices,plans,ect. 6.EVALUATION This implies the ability to make judgements regarding the value of material and involve the use of criteria.typical verbs used are compares,contrasts,criticizes,justifies,appraises,judges,etc.

levels OF EDUCATIONAL OBJECTIVES :AFFECTIVE DOMAINS 1.Receiving(attending)-it include following categories Awareness,Willingness to receive and Controlled or selected attention at this level the learner is sensitive to the existence of something and progress from awareness to controlled or selected attention.it is difficult to tell when a receiving or attending to something,to the best

indicator is verbal behavior.typical verbs are: asks,chooses,selects,replies ,etc. 2.Responding- categories-acquiescence in responding,Willingness to respond ,Satisfaction in response This is concerned wit active response by the learner,although commitment is yet not demonstrated.the range is from reacting to a suggestion through to experiencing a feeling of satisfactionin responding.typical verbs areanswers,assists,complies,conforms,helps,ect.

3.Valuing- categories-Acceptance of a value,Preference of a value ,commitment Objectives at this level indicate acceptance and internalization of the value or attitude in question. She acts out these in her everyday life in a consistent way.typical verbs are-initiates,invites,joins,justifies,etc. 4.Organization- conceptualization of a value ,organization of a value system Having internalized the value,the learner will encounter situations in which more than one value is relevant.this level is concerned with the ability to organize values and to arrange them in appropriate order.typical verbs are:acts,discriminates,listens 5.Characterization by a value of value complex-- generalized set ,characterization 6.Generalization

nursing objectives at all levels for the affective domain Level-1) receiving(attending) Indicates an awareness of the value``consideration for others``by contributing to a discussion on the subject Level-2) Responding Demonstrate interest in the value``consideration for others`` by reading the assigned literature for the topic. Level-3) Valuing Showa a high degree of commitment to the value``consideration for others``by actively encouraging colleagues to display consideration for other Level-4) Organization Demonstrate organization of the values `consideration for others and personal autonomy by writing an essay which requires interaction of these two values. Level-5) Characterization Indicates characterization of the value``considerationfor others by consistently approaching others in a considerate way. meaning and definition of psycho-motor DOMAIN Psycho-Motor domain Bloom never completed work on this domain, and there have been several attempts to complete it. One of the

simplest versions has been suggested by Dave (1975): it fits with the model of developing skill put forward by Reynolds (1965), and it also draws attention to the fundamental role of imitation in skill acquisition. Taxonomies in this domain hace been developed by Harrow(1972),the latter having more application to the type of skilled performance involved in nursing

Levels OF EDUCATIONAL OBJECTIVES :psycho motor DOMAINS Level 1.PERCEPTION this basic level is concerned with perception of sensory dues that guide actions and ranges from awareness of stimuli to translate into action. Typical verbschooses,differentiates,diatinguishes,identifies,detects,etc. Level 2.SET This is concerned with cognitive,affective and psychomotor readiness to act. Typical verbs are:begins,moves,reacts,shows,starts,etc.

Level 3.Guided response THE se objectives refer to the early stage in skills acquisition where skills are performed following

demonstration by the teacher.typical verbs-carries out,makes,performs,calculates,ect. Level 4.mechanism At this level the performance has become habitual,but the movement are not complex as the next higher level.typical verbs are- carries out,makes,performs,calculates,ect. Level5. Complex overt response This level typified the skilled performance and involve economy of effort,smoothness of action,accuracy,and efficiency,ect .typical verbs-carries out,makes,performs,calculates,ect Level 6.adaption Here the skills are internalized to such an extent,that the nurse can adapt them to cater for specific circumstances.typical verbs are:adapts,alerts,modifies,reorganizes,etc. Level 7.origination This is the higher level and concerns the origination of new movement patterns to suit particular circumstances.typical verbs are composes,creats,designs,originates.