(78) How to Write Learning Objectives with Blooms Taxonomy – YouTube
Bloom’s Taxonomy | Center for Teaching | Vanderbilt University
After reading the information in the above resources, what action verb in your goal statement reflects measurability?
· Respond in a few sentences to the question that your peer posed to you in their response.
PEERS QUESTION:
Hi Ronda,
We learned about the importance of the goal statements to be measurable; to ensure that we can measure student learning.
In our Course Resources, we were provided with information regarding Bloom’s Taxonomy (a guide to ensure the goals we write our measurable).
·
How to write learning objectives with Blooms taxonomy
Links to an external site.
[Video]. YouTube. https://youtu.be/QXGOjzcQdhQ
·
Bloom’s taxonomy
After reading the information in the above resources, what action verb in your goal statement reflects measurability?
Instructor Renae
References:
Peck, D. [Devlin Peck]. (2021, January 6).
How to write learning objectives with Blooms taxonomy
Links to an external site.
[Video]. YouTube. https://youtu.be/QXGOjzcQdhQ
Armstrong, P. (2010).
Bloom’s taxonomy
MY POST:
Developing Instructional Goals
As an instructional designer for Healthfirst, a healthcare organization, I have identified the need to reduce medication errors made by nurses (Ramanujam et al., 2017). These errors are due to poor communication, lack of knowledge, and inadequate training. They can lead to harm, disability, or even death in patients. A training program must get implemented to equip nurses with the necessary knowledge and skills to prevent medication errors and promote patient safety.
Developing clear goals is crucial in instructional design because it guides the focus of instruction and ensures that the training program aligns with the organization’s objectives (Morrison, Ross, and Kemp, 2019). Goals differ from objectives in that goals provide a broad, overarching statement of intent, while objectives are specific, measurable, and targeted outcomes (Morrison, Ross, and Kemp, 2019). In this context, the training program aims to improve patient safety by reducing medication errors made by nurses.
Nurses’ mistakes in dispensing medications may have serious implications for patients, including injury, paralysis, and even death. A comprehensive training program must get created to help nurses acquire the expertise they need to safeguard their patients against adverse drug reactions and other pharmaceutical issues (Institute of Medicine, 2006). Nursing medication errors are one potential source of patient harm. Thus, this training program is designed to eliminate such mistakes. Patient outcomes and healthcare costs will be improved by eliminating medical mistakes and raising the bar for care quality. Training for nurses will focus on enhancing their capacity for effective communication, expanding their understanding of medication administration and drug interactions, and equipping them with tools to reduce the likelihood of medical errors.
It is important to differentiate between goals and objectives to develop effective training goals. Goals are broad statements that describe the desired outcome of the training program, while objectives are specific, measurable, and time-bound steps that must be taken to achieve the goals.
Two goals that could guide the focus of the instruction are:
1. Improve communication among healthcare team members to ensure accurate medication administration.
2. Increase nurses’ knowledge and skills in medication administration to prevent medication errors.
Both goals adhere to the elements of a SMART goal. They are Specific, Measurable, Attainable, Relevant, and Time-Based.
Goal I. Improve communication among healthcare team members to ensure accurate medication administration.
S: The goal is specific because it aims to increase nurses’ knowledge of medication administration practices, which is crucial to prevent medication errors.
M: The goal is measurable because the increase in nurses’ knowledge can get assessed through pre-and post-tests.
A: The goal is attainable because the training program will be designed to meet the learning needs of the nurses and will be based on evidence-based best practices.
R: The goal is relevant because it directly addresses the need to reduce medication errors made by nurses and improve patient safety.
T: The goal is time-based because the training program will be completed within a specified period, after which the nurses’ knowledge will be reassessed.
Goal 2: II. Increase nurses’ knowledge and skills in medication administration to prevent medication errors.
S: The goal is specific because it aims to enhance nurses’ communication skills, which is a contributing factor to medication errors.
M: The goal is measurable because enhancing nurses’ communication skills can be assessed through role-playing exercises and feedback.
A: The goal is attainable because the training program will use evidence-based communication strategies and provide practice and feedback opportunities.
R: The goal is relevant because communication breakdowns are a common cause of medication errors, and enhancing communication skills can prevent such errors and improve patient safety.
T: The goal is time-based because the training program will be completed within a specified period, after which the nurses’ communication skills will be reassessed.
In conclusion, developing effective training goals is an essential step in reducing medication errors made by nurses and improving patient safety. By setting specific, measurable, attainable, relevant, and time-bound goals, nurses can have the necessary knowledge and skills to prevent medication errors and promote patient safety.
References
Institute of Medicine. (2006). Preventing Medication Errors. Washington, DC: The National Academies Press.
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2019). Designing effective instruction. John Wiley & Sons.
Ramanujam, R., Parmar, S., Byju, N., Loh, K., Tan, J., & Liu, W. (2017). Reducing Medication Errors in Hospital Pharmacies: Impact of a Comprehensive Pharmacy Technician Training Program. Journal of Patient Safety, 13(4), 202–207. https://doi.org/10.1097/PTS.0000000000000160
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