Three types of knowledge
- Affective - values, attitudes, emotions, understanding importance
- Cognitive - facts, "book learning"
- Psychomotor - actions - involves utilizing hand-eye coordination
FOR Example ON Learning Domain: Teaching a New Diabetic
Affective: understanding the importance of maintaining a steady blood glucose. Affective learning is often the hardest to measure or evaluate!
Cognitive: listing the symptoms of low blood glucose; selecting glycemic-appropriate food items.
Psychomotor: drawing up insulin from a vial; operating the glucometer
Setting the Goal(s)/Outcome(s) (we use these words interchangeably)
- What is the expected outcome of the planned learning experience?
- Expressed as an outcome seen or measured in the learner - not the nurse.
- Can be short- and/or long-term
Attributes of a Goal/Outcome
Focuses on single behavior, Prescribed time limit, Mutually agreeable and Attainable
SMART Attributes of a Goal/Outcome
Specific (who & what)
- Action verb reflects domain; use only one
- Cognitive: "list," "name," "identify"
- Affective: "state the importance of . . ."
- Psychomotor: "demonstrate"
- Avoid vague verbs such as: know, be familiar with, understand, have knowledge of, etc.
Measurable (how much change is expected)
Achievable
- Attainable within the given time frame and with the available resources
Realistic
- Address the scope of the problem
Time-phased
- When the objective will be measured or a time by which the objective will be met.