Practicum: Planning Learning Objectives

Practicum: Planning Learning Objectives

The practicum experience allows you to develop and expand your advanced nursing knowledge and skills at the aggregate, organizational, or policy level. During week 1 you will submit two to three individual learning objectives that you wish to achieve during this practicum experience. You should prepare a set of measurable learning objectives, using Bloom’s Taxonomy. Your practicum objectives should reflect your interest in expanding knowledge. They are not to include activities related to your DNP project. These objectives will be identified during your mentoring course (NURS 8700P, 8700, 8701). Practice experiences should be designed achieve specific learning objectives related to the DNP Essentials and specialty competencies (AACN, 2006).

Your practicum objectives should include the following:

Two to three learning objectives using Bloom’s Taxonomy.
Description of how these objectives will expand your advanced nursing knowledge and skills at the aggregate, organizational, or policy level.
Relationship of the learning objectives to the DNP Essentials.
NOTE: Learning objectives must be submitted using APA style. Points may be deducted for lack of references, writing style, and APA format.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.Practicum: Planning Learning Objectives

 

MORE INFO 

Planning Learning Objectives

Introduction

Learning objectives are a great way to focus your teaching and help students succeed. But before you start adding them, it’s important to know exactly what they mean. We’ll cover that here!

Evaluate

Evaluate, as a verb, means to assess the value of something. Therefore, evaluate is a learning objective in itself and can be used as an outcome or measure for your lesson plan.

When evaluating your students’ performance during class, you may want to ask them questions such as: “What did you learn today?” or “How do you think this project will help us prepare for upcoming assessments?” These types of questions will help you determine whether or not students are understanding what they’re being taught.

Calculate

• Defining the problem before starting on a solution is essential. This will allow you to decide exactly what you want to achieve, and it will also help you avoid wasting time on any solutions that are not relevant or realistic.

• Set goals that are ambitious but achievable. If your goal is “I want to be able to run 3 miles in under 20 minutes,” then aim for something more along the lines of “I’d like to be able to run 2 miles (or less) in under 15 minutes.” You can always increase your distance as time goes on and improve your running technique, but this would take too long if all else were equal–you need a goal that gives you enough room for improvement while still being challenging enough so as not feel like a waste of time or effort.

• Don’t worry too much about others’ goals; they may have different objectives than yours! If someone else says they want their kids learning Spanish in 6 months instead of English because they’re planning their trip abroad soon after graduation (which is why I’m writing this article), don’t take it personally! They probably mean well by doing things differently than how we do things here at [company name] Inc., especially since these types of situations tend toward being less productive than working together collaboratively towards common goals rather than competing against each other directly.”

Propose

As you develop your learning objectives, it’s important to keep in mind that they should be written as a series of questions. These questions can be asked in the form of statements or statements followed by a question mark. If you’re using statements, such as “What are some reasons for this?” or “How do we know if our hypothesis is correct?,” then write them out in bullet points. Then, add a question mark at the end and repeat with another statement until you’ve covered all aspects of your hypothesis.

When writing questions like these:

• State clearly what problem(s) needs solving

• Describe possible solutions (hypotheses) that might solve those problems

Observe

Observe and record:

• Observe what you see and hear, taking note of your surroundings. You can also use this opportunity to begin to make inferences about the situation. For example, if you are walking down an empty street at night and see a couple arguing outside their house, you might guess that they have been married for many years and may be having problems in their relationship.

• Observe how other people act in the same situation; for example, if there is someone who walks up to another person carrying something heavy on his shoulder and offers help without saying anything first (this could be seen as rude), then he probably has low social skills or is not very friendly towards others. You might want to consider whether this was intentional or not by checking out his/her behavior over time using a journaling tool like pen & paper or a smartphone app like Keep track of things (which I’ll talk more about later).

Plan

Planning involves setting goals, making a plan to achieve them and then executing it. It’s the process of thinking ahead and determining how you want things to be at some point in time. Planning is critical for success in any business because it enables you to take action on your ideas and dream big without getting bogged down by details or logistics.

Planning is about brainstorming, researching, creating tasks lists and prioritizing them based on their importance (or lack thereof). Once this process has been completed there should be no doubt as to what needs doing next–it will simply happen!

Synthesize

Synthesis is the process of combining separate elements into a unified whole. It’s also a fancy word for “putting together.” When you synthesize your learning objectives, you’re taking all the things you want to learn and putting them together into one big picture. The result is that your students will have learned so much more than they would have if they had just read through each chapter independently!

Design

Designing learning objectives is an important part of any design process. Learning objectives are the goals you want your students to achieve, and they should be both clear and specific. A good learning objective will help you clarify what it is that you want your students to learn, how they should go about doing so, and even how long it will take them (or not).

A good way to think about designing learning objectives is by thinking about them as a journey: As you write down each step along this journey, ask yourself: “What can I expect at each point?” This will help ensure that each step has enough detail so that there’s no room for confusion or confusion later on down the line when someone might get lost trying to find their way back home after leaving town unexpectedly early in their trip!

Discuss

Discussing is a form of communication. It’s a way to share information, develop understanding, build relationships and learn. You can use it in many different ways:

• To learn more about something you don’t know or understand well enough right now (e.g., reading a book)

• To discuss ideas with someone else so they can help you think about them differently or see things from different perspectives (e.g., having a conversation without talking directly at each other)

Locate

Locate

The first step to this process is locating the object.

Find the location of the object in your room, garden or any other space you may have available for learning.

Have students locate their own personal belongings (including shoes) and write down where they are located on a piece of paper or inside their notebooks/diary books.

Share the vision or goal

When you’re sharing your vision or goal, make sure it is clear, concise and meaningful. You don’t want anyone to walk away feeling as though they did not understand what was being asked of them. If possible, ask someone from the team who has some experience in this area to speak on behalf of everyone involved and make sure everyone understands exactly what needs to happen for success.

If possible, share your vision or goal with a wide variety of stakeholders–including students, supervisors and partners (if applicable).

Explain

The word “objective” is used in a number of different ways. It can be used as a noun and have the meaning of something that is objective, such as an object or event. It can also be used as an adjective and mean “inherent,” which doesn’t really fit here but it’s worth mentioning anyway!

An objective can also be defined as a goal, task or requirement–all three terms sound similar but there are subtle differences between them. A goal (also called outcome) is what you want to achieve; whereas a task involves doing something specific in order to reach your goal (e.g., writing my thesis proposal). Finally, both objectives and requirements involve judging whether something meets certain standards; thus requiring someone else’s input before moving forward with this project/task/mission would be an example of requiring feedback from others before starting work on something new..

Define

• Define the problem before starting on a solution.

• Setting goals is important, but don’t worry about what other people’s goals are.

• Be ambitious, but stay realistic with your learning objectives and how long it will take you to achieve them.

Learning objectives are most useful if they focus on specific skills and they can be measured.

Learning objectives should be specific, measurable and realistic.

They should also be time-bound.

If you can’t measure your learning objectives, then they aren’t worth much.

Conclusion

Learning objectives are useful to help you plan learning activities and they can be used in a variety of ways. They can be used as a guide when developing lesson plans, creating learning materials, or assessing student achievement. They also act as a reminder for students themselves so that they know what’s expected from them when it comes time for test preparation!