Download Learning Outcome vs. Learning Objective and more Slides Nursing in PDF only on Docsity!
Learning Outcome vs. Learning Objective
A learning outcome describes the overall purpose or goal from participation in an
educational activity. Courses should be planned with a measurable learning outcome
in mind. Objectives are used to organize specific topics or individual learning activities
to achieve the overall learning outcome. The learning outcome is identified from the gap
analysis. The learning outcome is a reflection of the desired state.
Current State
Desired State
Identified Gap
Gap due to knowledge, skill and/or practice
Methods used to Identify Professional Practice Gap
Learning Outcome
Method of Evaluation
What is currently happening?
What should be happening?
Difference between what is and what should be.
Why do you think the current state exists? What is the underlying or root cause?
What evidence do you have to validate the gap exists?
What do you want learners to be able to do as a result of participating in this activity?
How are you going to measure that change?
*See page 3 for examples of gap analyses with corresponding learning outcomes and evaluation methods.
Objective: Statements that define the expected goal(s) of an educational activity.
Learning objectives can be used to structure the content of an educational activity.
Objectives may include tasks such as "list", "discuss" or "state."
Outcome: A written statement that reflects what the learner will be able to do as a result
of participating in the educational activity. The outcome addresses the educational
needs (knowledge, skills, and/or practices) that contribute to the professional practice
gap and achieving the learning outcome results in narrowing or closing that gap. The
learning outcome can assess the overall impact of multiple objectives.
Learning Outcomes
- Are measurable and capable of being assessed
- Are an outcomes-based approach
- Are Learner-centric
- Are explicit descriptions of what a learner should know, be able to apply and/or be able to do as a result of participating in the educational activity - Must be based on the desired outcome of the educational activity - Frame the context for objectives (why is it important to ālistā, ādiscussā or āstateā information?) - Provide measurable evidence of progress in closing the practice gap
Learning outcomes connect the identified practice gap with the related
educational need, while objectives are written as tasks:
Learning
Outcome
Learning
Objective
Knowledge: Demonstrate knowledge of evidence- based treatment for hypertensive patients by passing post-test with score of ā„ 80%.
List 5 side effects of anti-hypertensive agents.
Competence/Skill: Correctly identify required actions to manage patients in hypertensive crisis by analyzing a case study.
Discuss risks associated with untreated hypertension.
Performance: Utilize an evidence-based protocol. State normal range for blood pressure.
The learning outcome demonstrates the behavior the learner will exhibit at the
conclusion of the educational activity:
Learning
Outcome
Learning
Objective
Knowledge: At conclusion of the educational activity, participants will self-report knowledge gain of effective communication styles using a 5 point Likert scale.
Describe characteristics of effective communication styles.
Competence/Skill: At conclusion of the educational activity, participants will self-report an intent to change practice by applying evidence-based communication strategies.
List 5 methods of creating a safe environment for holding a confidential conversation.
Performance: At 6 month post-program evaluation, participants will self-report using SBAR for safe patient hand-off communication.
Define the components of the SBAR patient hand- off tool.
Example 2
Current State Desired State Identified Gap
Gap due to
knowledge, skill
and/or practice
Methods used to
Identify
Professional
Practice Gap
Learning
Outcome
Method of
Evaluation
Pediatric patients in respiratory distress are placed on a non-rebreather facemask within 5 minutes of presentation to the Emergency Department 100% of the time, but frequently the facemask is not applied correctly.
Pediatric patients in respiratory distress are placed on a non-rebreather facemask applied correctly within 5 minutes of presentation to the Emergency Department 100% of the time.
Frequent inappropriate non- rebreather facemask application for pediatric patients in respiratory distress.
Lack of skill in correctly applying facemask to pediatric patients in respiratory distress.
Direct observation by Clinical Nurse Specialist; comments from respiratory therapist in ED; comments from ED medical staff
Registered Nurses in the Emergency Department will apply a non- rebreather facemask correctly to all pediatric patients in respiratory distress.
Successful return demonstration of application of a non- rebreather facemask for pediatric patients in respiratory distress.
Example 3
Current State Desired State Identified Gap
Gap due to
knowledge, skill
and/or practice
Methods used to
Identify
Professional
Practice Gap
Learning
Outcome
Method of
Evaluation
40% of patients 65 and older in our community health clinic are receiving the pneumococcal vaccine consistent with national guidelines.
100% of patients 65 and older in our community health clinic receive the pneumococcal vaccine consistent with national guidelines.
60% of patients 65 and older in our community health clinic are not receiving the pneumococcal vaccine consistent with national guidelines.
Knowledge ā unaware of updated guidelines.
Chart audit; 75% of nurses report they are not familiar with updated national guidelines and therefore were not providing information about the vaccine
Registered nurses will demonstrate they know the updated vaccine recommendations for all patients 65 and older
Complete post-test with passing rate of 80% or greater
Example 4
Current State Desired State Identified Gap
Gap due to
knowledge, skill
and/or practice
Methods used to
Identify
Professional
Practice Gap
Learning
Outcome
Method of
Evaluation
Nurses are unfamiliar with the process of scholarly publication.
Nurses are aware with the process of scholarly publication.
Nurses have not been educated about the steps for manuscript development and submission.
Knowledge- nurses do not know the steps for manuscript development and submission.
Skill- nurses do not know how to submit a manuscript to a journal for publication.
Needs assessment showed that 70% of nurses reported low levels of knowledge and confidence with writing and publication process; Number of nursing publications are below organizational target.
Nurses have increased knowledge and confidence of the publication process and submit manuscripts for publication.
Nurses will self-report increased knowledge and confidence of the publication process on post course evaluation.
References:
- 2015 ANCC Primary Accreditation Provider Application Manual.
- California Board of Registered Nursing, Title 16.
- Keating, S. (2011). Curriculum development and evaluation in nursing. New York, NY: Springer Publishing Company.
