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Goals, Objectives, Learning Strategies, Evaluation Methodology Connection

This presentation is developed for NSG535 - Curriculum Development for the Graduate degree in Master of Science in Nursing focus in nursing education. There was no conflict of interest.


on 1 December 2015

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Transcript of Goals, Objectives, Learning Strategies, Evaluation Methodology Connection

Records schedule
Das Schicksal einer Essgestörten Frau
Körperliche und psychische Auswirkungen einer Anorexie
Niedergeschlagenheit und Depressionenlearning objectives are descriptions of what a student should be like after successful completion of a learning experience (Mager, 1997). learning objectives are descriptions of what a student should be like after successful completion of a learning experience (Mager, 1997).
Psychische Auswirkungen
Keine sozialen Kontakte -> Einsamkeit
Konzentration und Denkvermögen lässt nach
A presentation about....
Goals, Objectives, Learning Strategies, Evaluation Methodology Connection

Educational Curriculum about...
"Mental Health: Communication Strategies and Patient Education"

First-year Second-entry Nursing Students
Presented by...

Gryan Garcia, BSN RN CPMHN(C)

Master of Science in Nursing/Nurse Education
University of Toronto – Lawrence S. Bloomberg Faculty of Nursing is committed to international leadership in research and education. Through the mentorship of outstanding and innovative faculty, our graduates excel in professional practice, lead in nursing research and scholarship, and improve health locally and globally.
University of Toronto – Lawrence S. Bloomberg Faculty of Nursing has a vision to shape nursing education, research and practice.
(University of Toronto, 2015)
University of Toronto
Lawrence S. Bloomberg Faculty of Nursing
The University of Toronto, Lawrence S. Bloomberg Faculty of Nursing’s full-time, two-year Bachelor of Science in Nursing (BScN) program opens the door to a long and rewarding career in health care. The Faculty of Nursing has a long history of educating nurses at the baccalaureate level and is renowned internationally for its educational programs and the quality of nursing research conducted by its faculty members.
(University of Toronto, 2015)
are student-focused, broad statements that described the educatonal destination to be reach by students (Olivia, 2009).
are descriptions of what a student should be like after successful completion of a learning experience (Mager, 1997).
are written statements of the professional abilities students are projected to attain as the result of an educational program (Kennedy, Hyland, & Ryan, 2007).
Why should Goals, Objectives, Learning Strategies and Evaluation Mentodologies be aligned?
Curriculum Development
"Mental Health: Communication Strategies and Patient Education"
Learning Goals
Learning Objectives
Learning Strategies
Evaluation Methodology
What are the most important concepts (ideas, methods, theories, approaches, perspectives, and other broad themes of your field, etc.) that students should be able to understand, identify, or define at the end of the course?
What do I want students to know how to do when they leave this course?
What kinds of activities in and out of class will reinforce my learning objectives and prepare students for assessments?
What kinds of tasks will reveal whether students have achieved the learning objectives I have identified?
Aligning Curriculum with Student Learning Outcomes (SLO)
Questions to ask at this point includes...
Are there learning outcomes that are not associated with any course?
Are there courses that do not contribute to the achievement of any SLO?
Do we have appropriate levels of the desired performance associated with each SLO with respect to 1) introducing the learning outcome, and 2) practicing the learning outcome before mastery is expected?
Do we have a place where we can measure mastery within the context of the program for each SLO?
If answers to the above are “no,” what changes do we need in our curriculum to achieve the desired results?
(California State University, 2015)
What is the importance of Organization's
Mission, Vision, Goal, Objectives, Learning Strategies
Evaluation Methodologies
in Curriculum design?
A mission that aims the student on what they will become after being educated, and a goal that tends to set the intents of those things to be accomplished.
In human life, a goal should be created in order to have the person guide on how her/his life supposed to be or how s/he wants it to be. A curriculum should be in the same status.
An objective is needed in order to direct the change in behaviour of the students which is the aim of learning, to change a person to a better citizen.
A curriculum should entail this, and in order to create a path for a certain objective, they need to create a vision that redirects the institutions would be like to be in the future.
Capstone Project
GOAL #1: At the end of the educational session, the participants will be able to identify factors to establish effective communication strategies such as in every Mental Status Examination and Suicide Risk Assessment.
GOAL #2: At the end of the educational session, the participants will be able to identify and explain the importance of patient education during medication administration in their clinical practice.
GOAL #3: At the end of the clinical practicum, the participants were able to successfully demonstrate entry-to-practice competencies for nursing, the ability to deal with mental health patients during acute psychosis up to rehabilitative discharge, and were able to incorporate into practice the importance of patient teaching during the phases of the nurse-patient therapeutic relationship.
Curriculum Goals
Capstone Project
Curriculum Objectives
After students have attended the educational session about
Mental Health: Communication Strategies and Patient Education
, students will be able to:
1. Apply concepts of leadership, quality and safety to improve health care outcomes in a cost-effective, safe and caring organizational environment.
2. Demonstrate critical thinking in evaluating and integrating evidence and inter-professional perspectives to improve health care outcomes (e.g. Medication Administration, reporting of red flags in a timely manner).
3. Use patient care technologies, information systems and communication systems to facilitate safe, efficient and effective nursing practice (e.g. Developing therapeutic relationship)
4. Demonstrate professional behaviors that encompass accountability, responsibility, adherence to standards of moral, ethical and legal conduct and the pursuit of life long learning.
5. Possess the knowledge, skills and attitudes to provide nursing care in a psychiatric and mental health unit with a diverse group of patients of all ages, cultures, genders and religious backgrounds.
An educator can use (University of New Mexico, 2015):

Case Study
- This widely used teaching strategy usually depicts an actual or fictitious patient in a clinical situation, thus allowing students to learn concepts and diagnostic reasoning in a clinical context.
Concept Map
- This is an excellent critical thinking teaching strategy because it requires reasoning skills, analysis of multiple relationships, and consideration of multiple perspectives.
Problem-based Learning
- A teaching strategy that involves group problem solving with real-life situations (case or scenario) that stimulates critical thinking.
- This strategy allows the learner to experience “real world” patient situations without risk. Learners are required to assess and interpret the situation, and make decisions based on information provided.
***Role Playing
- a type of simulation activity, is a dramatization of an event or situation – the situation usually represents a problem or a difference between two or more individuals, or a situation that is anxiety provoking.
Safe, Ethical and Competent Practice
• indicates understanding of the relationship of broader determinants of mental health to the construction of identity and an ability to apply this knowledge to care
Scholarship and Critical Inquiry
• provides evidence of a deepened, evidence based understanding of knowledge related to conditions and related therapies, along with the experience of individuals and family members coping with mental illness
Interdisciplinarity and Collaboration
• explores the role of professionals in many group settings, including therapeutic groups
• demonstrates an awareness of professional behavior in terms of responsibility and accountability as a professional
• demonstrates a personal awareness of professional behavior in terms of responsibility and accountability in the student role
• demonstrate growth in negotiating and advocacy skills
Active Global Citizenship
• shows evidence of nursing practice which attends to the situational factors that influence identity and the meaning of illness

• demonstrates understanding of the political context of health care, the relevance of social justice and equity, and the role of nursing
Centrality of Relationship
• develops facilitative, supportive, collaborative, and professional relationships with clients, families, community members and colleagues from a range of disciplines

• understands the components of the nurse/client relationship in the context of mental health care

• indicates deepened understanding of factors influencing one's own identity and definition of health, along with an ability to identify one’s own positionality and its impact in relations with others
Evaluation Methodologies
The mental health rotation is a 7-week long clinical practicum that the students need to complete. On the student's 6th week in practice, they are required to complete a student evaluation through
The following are the clinical guidelines topic questions to assists student in meeting their goals and objectives.
• examines, critiques and utilizes a range of approaches to treating and caring for individuals diagnosed with mental illness
• provides evidence of knowledge in group process and the development of skills which facilitate group learning
University of Toronto. (2015).
Mission, Vision and Values
. Retrieved from https://bloomberg.nursing.utoronto.ca/about/vision-mission-values
Peter F. Olivia. (2013).
Instructional Goals and Objectives
[PowerPoint slides]. Retrieved from http://www.slideshare.net/GrigsbyB/developing-the-curriculum-chapter-10.
Mager, R.F. (1997).
Preparing Instructional Objectives: A Critical Tool in the Development of Effective Instruction
(3rd ed.). Atlanta, GA: The Center for Effective Performance Inc.
Kennedy, D. Hyland, A., and Ryan, N. 2007.
Writing and Using Learning Outcomes: a Practical Guide. In the Bologna Handbook
. Accessed Online: http://www.bologna.msmt.cz/files/learning-outcomes.pdf
California State University. (2015).
Student's Learning Outcomes.
Retrieved from http://teachingcommons.cdl.edu/learningoutcomes/
University of New Mexico. (2015).
Teaching and Learning Strategies
. Retrieved from http://nursing.unm.edu/resources/teaching-and-learning-strategies.html
Graduate of the program will be:
Prepare to practice nursing safely, competently and ethically.
Able to effectively collaborate within an interprofessional team to provide nursing care.
Able to incorporate principles of equity and social justice in practice.
Able to promote the health of individuals, groups and communities.
Able to establish effective interpersonal and therapeutic relationships with clients.
Able to critically examine, synthesize and evaluate knowledge to provide effective nursing care.
learning objectives are descriptions of what a student should be like after successful completion of a learning experience (Mager, 1997).
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