Clearly defining desired learning outcomes is the first step in obtaining a good learning experience.

Clearly defining desired learning outcomes is the first step in obtaining a good learning experience.

Objectives give direction, thus help you to use your time to receive maximum benefit.

Objectives may be viewed as end results of your learning.

Objectives are commonly categorized into the areas of cognitive, affective, and psychomotor.

Objectives vary on continuums, e.g., general-specific; tangible-intangible; and long term-immediate.

The general (course) objectives for NU 540 are broad. Student clinical objectives are more specific and are derived from overall course objectives.

Cognitive and psychomotor objectives are most easily measured.

Affective objectives, e.g., attitudes, appreciations, and interests are important; however, they are least tangible and most difficult to measure.

Objectives should be written broad enough to cover your learning goals, yet specific enough to measure, e.g., who what, when, where, and how.

Evaluate your objectives by using the following questions.

Do my objectives:

Fit within the overall objectives of the course?
Contain enough specifics that another student could follow through with them?
Cover the three domains, e.g., cognitive, psychomotor, affective?
Reflect my area of interest?
Support my professional goals?