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EDUCATIONAL AIMS AND OBJECTIVES, TYPES, DOMAINS,

LEVELS, ELEMENTS AND WRITING OF OBJECTIVES

EDUCATIONAL AIMS
INTRODUCTION
AIM is a predetermined goal, which inspires individual to attain it through
appropriate activities. As education is a planned and purposeful activity, the aims are
necessary in giving direction to the education.

FACTORS DETERMINIG EDUCATIONAL AIMS

1. Philosophy of life:- education is the best means for propagation of

philosophy
2. Elements of human nature:- unfolding of divine in man( idealists)
3. Religious factors
4. Political ideologies
5. Socio economic factors and problems of the country
6. Cultural factors
7. Exploration of knowledge

GENERAL AIMS OF EDUCATION

 Vocational efficiency – education should prepare the child to earn his

livelihood and make him self – sufficient and efficient economically and
socially.
 Knowledge – it is essential for intellectual growth, good interpersonal
relationship, healthy adjustment in life, modification of behavior. Knowledge
is power, attainment of knowledge is an important aim of education.
 Complete living – education acquaints the person with activities of complete
living
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 Harmonious personality development – harmonious cultivation of the

physical intellectual, emotional, mental, moral character, and spiritual
aspects of human development.
 Self realization – education
 Cultural development – every individual has to become cultured and civilized
through education.
 Citizenship – the child has be educated to become a good citizen
 Leisure – educate the child to utilize leisure time in creative and useful
manner.
 Development of leadership – education should train the youth to assume
leadership responsibilities in various fields like social, political, industrial and
cultural fields
 Education for increased productivity
 Social and national integration – education should inculcate the feeling of
oneness and belongingness
 Education for modernization
 Education for social, moral and spiritual values.
 Education for equality.
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AIMS OF EDUCATION

COMPLEX HARMONIOUS
LIVING DEVELOPMEN
NT
KNOWLEDGE
MENTAL
AND
EMOTIONAL
DEVELOPME
NT
VOCATION
MORAL
DEVELOMENT

WISE USE OF
PHYSICAL
LEISURE
DEVELOPME
NT

INDIIDUAL
CHARACTE
AND SOCIAL
R BUILDING
DEVELOPME
NT

CITIZENSHIP SELF
REALIZATION

CULTURAL
DEVELOPMENT
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INDIVIDUAL AND SOCIAL AIMS OF EDUCATION

EDUCATORS WHO EMPHASIZE INDIVIDUAL AIM OF EDUCATION

 Rig veda; education is something which makes a man self – reliant

and selfless
 M Gandhi: by education, is an all round drawing of the best in a child
and men – body, mind and spirit.
 Aristotle: education is the creation of sound mind in a sound body.

IMPORTANCE OF INDIVIDUAL AIM

 The biologists support to individual aim of education : according to

Prof. Thompson – “education is for the individual, its function is to
enable the individual to survive and live out its complete life”
therefore individual not the society should be the virtue of all
educational efforts and activites.
 The naturalists support to the aim : the naturalists like Rousseau
and TP Nunn told that “the central aim of education is the
autonomous development of the individual” . it is therefore that
education should be according to nature which would make an
individual what he ought to be.
 The psychologists support to the aim: the psychologists are of the
opinion that education is an individual process. The work of
education should be to find out the individual child’s innate powers
and possibilities and to provide the means by which he may enable
to realize the highest of them.
 The spiritualists support to education : the spiritualists are of the
view that every individual is a separate entity and is responsible for
his own action. Swamy Vivekannada says, “ man is potentially
divine. The goal is to manifest this potentiality by controlling nature
external and internal through education”
 The progressinists support: according to their opinion, the progress
and advancement of mankind is due to great individuals born in
different periods of history. Perry Nunn says “ nothing good enters
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the human. World except in end through the free activities of the
individual men and women and that educational practices must be
shaped to accord the truth.

LIMITATIONS OF INDIVIDUAL AIM

 It makes an individual self – centered and indiscipline. He can be vain and

only interested in his personal development and achievements.
 It ignores rich heritage – great individuals have no doubt contributed much
to advancement and progress of mankind. But they could do so only after
assimilating the rich heritage of thought and wisdom provided by society in
the form of religion, tradition, arts and science.

SOCIAL AIMS

As against the individual aim, there is the social aim of education. The individual is
endowed with a social nature, he is social by instinct. An individual seems everywhere and
always to be caught up in intricate web of social relations. The individual being a social
animal will develop through special contact.

According to ROSS – individuality is of no value and personality a meaningless term apart

from the social environment in which they are developed and made manifest.

According to JOHN DEWEY – social aim in education should make such individual to
understand and appreciate the environment which he lives.

The social aim of education has been stressed upon the following:
1. Education means the culture which every generation
purposefully gives to its successor in order to qualify, to keep
and to improve the level attained – BROWN FJ
2. The teacher’s aim is not to educate his pupils in the abstract,
but for life in any existing society – BRUEBAKER JS
3. Education is the process of reconstruction of experience, gives
more socialized value through the medium of increased social
efficiency – DEWEY
4. True education involves three things:
- A sincere appreciation of one’s own country
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- A readiness to recognize its weakness frankly and

to wish for their tradition
- An earnest resolve to serve it to the best of one’s
ability, harmonizing and sub ordinating individual
interests to broader national interests.

AIMS OF NURSING EDUCATION

 Nursing man power development: well – qualified, competent nurses

are needed to meet the needs of people in the society.
 Nursing education should impart scientific up- to date knowledge in the
area of medical, social, behavioral and biological sciences.
 Inculcate the appropriate nursing skills and the right attitude to the
students.
 Nursing education should prepare nurses as good leaders to provide
qualitative care.
 Nurses have to implement health care programes and health care
services in community.
 To improve professional development of each nurse and their
profession
 Nursing should prepare nurses in participating in scientific nursing
research investigations
 Nursing education should inculcate democratic values, e.g. respect to
individuality, equality, toleration, and cooperative living.

EDUCATIONAL OBJECTIVES
Education is a process, the chief goal of which is to bring about change in human
behavior. Thus the objectives are desirable outcomes of intended actions through the mode
of education
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PURPOSES

TO PREPARE NURSES TO PREPARE NURSE

FOR RENDERING EDUCATORS TO
SERVICES THROUGH HANDLE TEACHING -
PRIMARY HEALTH LEARNING
SITUATIONS IN
CLINICAL AREAS

TO PREPARE
NURSES FOR
PROVIDING CARE
AT INSTITUTIONAL
LEVEL

NURSING EDUCATION

EDUCATIONAL
OBJECTIVES
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DEFINITION

“The result sought by the learner at the end of the educational programe, i.e. what
students should be able to do at the end of a learning period, that they could not do before
hand” – JJ Guilbert.

Objectives are the behaviors to be displayed by the learner. Aims are for the teacher and
objectives are for the learners to achieve through the support and guidance of the teacher.

TAXONOMY OF EDUCATIONAL OBJECTIVES

A systematic organization of objectives i.e. Taxonomy into three domains to help teachers
in precise formulation and evaluates the results of a system of education

1. Categories in the cognitive domain

( intellectual skills and knowledge)
Mc Guire (1963) described the levels in cognitive domain
I. RECALL OF FACTS: remembering the facts, principles, processes,
patterns, methods – necessary for efficient performance of a professional
task.
II. INTERPRETATION OF DATA: the process of application or use of ideas,
principles, methods to deal with a new phenomenon or situation.
III. PROBLEM SOLVING: relating to diagnosis, organization, treatment etc, it
includes finding solutions for a problem arising from new situations. It will
serve as a guide.

BLOOMS TAXONOMY OF EDUCATIONAL OBJECTIVES

OBJECTIVES MENTAL PROCESS OR ABILITIES

1. Knowledge 1. Recall
2. Recognize

2. Comprehension 1. See relationships

2. Cite examples
3. Discriminate
4. Classify
5. Interest
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6. Verify
7. Generalize
3. Application 1. Reason
2. Formulate
3. Establish
4. Infer
5. Predict
4. Analysis Analyse

5. Synthesis Synthesize

6. Evaluation Evaluate

2. Pyschomotor skills or domain of practical skill

This deals with the routine actions carried out by the student. The student is able to
perform a practical automatically and with a high degree of precision and efficiency,
having effective control over the practical skill.
Three levels included are :
I. IMITATION : the student, exposed to an observable action makes an
attempt to copy it step by step, guided by an impulse to imitate, he needs a
model.
II. CONTROL: the student is able to demonstrate a skill according to
instructions and not merely on the basis of observation. He also begins to
differentiate between one set of skills and another and to be able to
choose the one required, he starts to adapt at handling instruments.
III. AUTOMATISM: a high degree of proficiency is attained in using the skill,
which now requires only a minimum of energy.

3. Domain of attitudes or affective domain

(communication skills)
Behavior representative of feelings or conviction. An objective dealing with
emotions or feelings indicated by words, e.g. interest, appreciation, enthusiasm,
motivation and attitudes. Three levels are identified:
I. RECEPTIVITY OR ATTENTION : sensitivity to the existence of a certain
phenomenon; willingness to receive.
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II. RESPONSE : sufficient interest in the phenomenon noticed to do

something about it.
III. INTERNALISATION: perception of a phenomenon affecting values. This
enables you to adapt your attitude to another person as if you were
experiencing the same phenomenon yourself.

TYPES OF EDUCATIONAL OBJECTIVES

1. GENERAL OBJECTIVES OR PROFESSIONAL FUCNTIONS:
Corresponding to the functioning of the types of health personnel trained in
an establishment. The graduate will be prepared to function in a variety of settings
and be able to :
 Obtain health histories and make general health assessments
 Provide safe and competent care in emergency situations and acute
illnesses.
 Provide supportive care to persons with chronic or terminal health
problems.
 Provide health teaching, guidance and counseling
 Assist persons to maintain optimal health status
 Provide leadership responsibility for planning and evaluating nursing
care.
2. INTERMEDIATE OBJECTIVES OR PROFESSIONAL ACTIVITES
Arrived at by breaking down professional functions into components
(activities) which together indicate the nature of those functions. Eg. Planning and
carrying out blood sampling session for a group of adults, in the community.
These components are professional activities which in turn can be
broken down into more specific acts that are called professional tasks as long as
they can be measured against a given criteria.
Institutional objectives- the graduate will be prepared to function in a variety of
settings and be able to :
 Obtain health histories and make health assessments
 Provide safe and competent care in emergency situations
and acute illnesses
3. SPECIFIC OR INSTRUCTIONAL OBJECTIVES
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Corresponding to precise professional tasks whose results are observable

and measureable against given criteria
QUALITIES
 Relevant
 Logical
 Feasible
 Observable
 measurable

DATA NECCESARY FOR FORMULATION OF EDUCATIONAL

OBJECTIVES
 Health needs, demands and resources of society.
 Services to the patient
 Services to the community
 The profession itself
 The students
 Progress in science
 Scientific methods
 Statement of schools philosophy
 Level of professional competence to be attained
 The students background, level of education
 Statutory minimum requirements
 The teaching, physical and clinical resources available
 Future demands on nursing in terms of advanced technology and increased use of
them in therapeutic services
 Expected responsibilities of different nursing positions
 The essential quality is their relevance to the professional tasks of the personnel to
be trained.
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Computer Assisted Learning (CAL)

The term Computer Assisted Learning (CAL) covers a range of computer-based packages,
which aim to provide interactive instruction usually in a specific subject area, and many
predate the Internet. These can range from sophisticated and expensive commercial
packages to applications developed by projects in other educational institutions or national
initiatives to simple solutions developed by individuals with no funding or support to tackle a
very local problem. The amount of time and money invested in development is high and
partly because of the very subject specific nature of the education market as well as the
very personalised nature of the teaching process - particularly at FE and HE level - means
that commercial success is difficult to achieve and work done in one subject area rarely
transfers to others subject areas.

In general, the use of computers in education through CAL has been sporadic a great deal
of effort was expended with little general impact. Many of those academics that took part in
that earlier crusade are now cynical about the effectiveness of computers in teaching.

There are still good reasons to use CAL rather than Internet based technologies. CAL is run
either straight from a CD or floppy disk drive, or over a local network so the constraint of the
internet - slow download times for multimedia materials may not apply. This, coupled with
the fact that CAL technology has been around a bit longer, means that CAL packages have
the potential to offer more advanced, interactive, multimedia learning experiences than it is
currently reasonable to expect from the Web. This has been changing as Web technologies
develop and bandwidths improve but there are currently many things that can only be
achieved with CAL rather than the Web and CAL has been an integral part of the curriculum
in many departments at Warwick for some time.

Computer-assisted learning (CAL) is a powerful solution to many of the issues that confront
teachers in higher education--the need to innovate in course delivery and to accommodate
increasing numbers of students, sometimes at physically distant sites, without an associated
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increase in resources. On-line, interactive CAL, delivered via the World Wide Web (WWW),
is a dynamic open learning resource that has many advantages over pre-authored, fixed
platform CAL packages. In addition to their advantages for students, such systems also
provide powerful and flexible tools for course administration.

Computer-assisted learning (CAL) provides perhaps the best opportunity for student self-
guided learning. It is self-paced and self-planned, with the students themselves choosing
their own paths through the mass of information encompassed by the package. Successful
use of such packages will not only increase students' knowledge, but will require them to
develop other important skills, including self-assessment and planning of studies,
information technology skills, creativity, and self-motivation.

Interactive computer-based courseware represents a move towards active learning (i.e.,

student self-guided teaching) and can be used as a constantly available learning resource
for students. The particular virtues of this type of courseware are as follows:

 Availability outside normal class hours, limited only by necessary security

arrangements. Documents are constantly available to students anywhere on any
computer platform. However, access to any document or set of documents can be
easily controlled as required (e.g., unrestricted worldwide access, local access only)
and password protected (e.g., sensitive clinical materials).
 Self-administered learning/revision/assessment. Students can set their own pace,
with no direct staff involvement, resulting in a considerable efficiency gain.
 Use of visual images. This system can provide a high quality mix of line diagrams,
full color images and text, with interaction by means of hypertext indicators. Visual
images are an important element in many subject areas; computer based systems
allow a degree of interaction not possible by conventional methods (lectures).
Recent upgrades to browser technology (e.g., Netscape 3.0 plug-ins, Internet
Explorer) extend this capability to in-line video and 3D VRML animations, without
imposing any additional training burden on users.
 Selectivity. Hypertext enables individual students either to concentrate on a
particular topic or to browse more widely through the subject. The student chooses
which topics are to be investigated.
 Adaptability. Unlike expensive CD ROM materials, which are platform-restricted and
liable to become rapidly outdated, new CAL material can be easily incorporated or
present materials can be updated.
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Integration into course structures is the most important aspect of CAL in the long term. This
is clearly demonstrated by the positive response to CAL in modules/courses where it forms
a central element of

 teaching resources
 course administration
 assessment

contrasted with the negative response in modules/courses where CAL is perceived by

students to be a peripheral addition.

Recent studies at Leicester University indicate that thoughtfully and appropriately applied,
CAL packages offer modest improvements in student academic achievement but significant
resource savings for academic institutions (MacDonald, Z. personal communication). On-
line interactive CAL maximizes the potential gains both for students and for teaching staff.
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BIBILIOGRAPHY
1. K.P.Neeraja; TEXT BOOK OF NURSING EDUCATION; 2003;Dehli; japee brothers
publications; pp 159-165
2. nna@le.ac.uk.
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INDEX

SL NO CONTENT PAGE NO
Educational aims

- introduction 1
-
factors determining educational aims 1
-
general aims 1-3
-
individual and social aims 4-6
-
nursing education 6

Educational objectives
-
definition 7
-
domains and levels 7-10
-
types 10-11
-
writing objectives 11

Computer assisted learning 12-14

bibiliography 15
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Smt. Nagarathnamma college of nursing

ASSIGNMENT IN NURSING EDUCATION

ON EDUCATIONAL AIMS AND
OBJECTIVES-TYPES,DOMAINS,LEVELS
AND WRITING OF OBJECTIVES AND
COMPUTER ASSISSTED LEARNING

Submitted to:
Mrs. Devi Nanjappan
H.O.D. MSN(N)
Smt Nagarathnamma
College of nursing Submitted by:
Ms.Linda Rose.J
M.Sc(N),1ST Year
Smt.Nagarathnamma
College of nursing
Submitted On:21/1/10