How to Write Learning Objectives with Blooms Taxonomy – YouTube   Blooms Taxonomy | Center for Teaching | Vanderbilt University  MUST USE TEMPLATE provided belowSequenci

Prior to this assignment, be sure to read Chapter 4 in Brown and Green (2020). In addition, view Peck (2021) and review Armstrong (2010). This assignment is an opportunity to apply your participation and learning from the Week 4 Developing Instructional Goals discussion. Prior to beginning work on this assignment, read the Week 4 Instructor Guidance page and review the Grading Rubric.

 

In your assignment,

· Use the  Sequencing and Developing Instruction Template  Download Sequencing and Developing Instruction Template to complete this assignment.

· State the goals you identified in the Week 4 Developing Instructional Goals discussion. You are encouraged to revise your goals based on available feedback from your instructor and classmates given in the discussion.

· For each goal, complete the following:

· Develop two or three instructional objectives that span at least two levels of the cognitive taxonomy (i.e., Knowledge, Comprehensive, Application, Analysis, Evaluation, Synthesis). Remember, the objective should be measurable and meaningful and contain three elements: Performance, Criteria, and Condition. Refer to Peck (2021) if needed.

· Explain why you chose the verbs you did (e.g., Knowledge, Comprehensive, etc.). Refer to Armstrong (2010).

· For each instructional objective, complete the following:

· Identify the tasks that must be completed by the learners to achieve the instructional objectives.

· Explain why each task will help learners to achieve the objective.

· Explain how the tasks will be sequenced. For example, is there an order that the tasks must be completed in?

· Be sure to use sources to support any claims, assertions, or conclusions.

 

The Sequencing and Developing Instruction paper

· Must be three to five double-spaced pages in length (not including title and references pages) and formatted according to APA Style as outlined in the Writing Center’s  APA Style Links to an external site.

· Must include a separate title page with the following:

· Title of paper

· Student’s name

· Course name and number

· Instructor’s name

· Date submitted

· For further assistance with the formatting and the title page, refer to  APA Formatting for Microsoft Word Links to an external site. .

· Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

· For assistance on writing  Introductions & Conclusions Links to an external site.  as well as  Writing a Thesis Statement Links to an external site. , refer to the Writing Center resources.

· Must use at least one scholarly source in addition to the course text.

· The  Scholarly, Peer Reviewed, and Other Credible Sources Links to an external site.  table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.

· Must document any information used from sources in APA Style as outlined in the Writing Center’s  APA: Citing Within Your Paper Links to an external site.  guide.

· Must include a separate references page that is formatted according to APA Style as outlined in the Writing Center. See the  APA: Formatting Your References List Links to an external site.  resource in the Writing Center for specifications.

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Week 4: Sequencing and Developing Instruction

Submitted By

Student’s Name

On

Date

To

Instructor’s Name

Instructional Goals

State your instructional goals here. Refer to this week’s discussion.

Instructional Objectives

Develop two or three instructional objectives that span at least three levels of the cognitive taxonomy (i.e. Knowledge, Comprehensive, Application, Analysis, Evaluation, Synthesis). Remember, the objective should be measurable and meaningful and contain three elements: Performance, Criteria, and Condition. Refer to Peck (Jan 6, 2021) if needed. Use the following table to complete this.

Goal and Objective Alignment

Goal	State Objective 1	State Objective 2
State Goal 1	State learning objective.	State learning objective.
State Goal 2	State learning objective.	State learning objective.

Note: Add additional column if needed.

Analysis of Objectives

Use the following table to explain why each objective is measurable and meaningful. In addition, identify which part of the objective is the performance, criteria, and condition

	State Objective 1	State Objective 2
Measurable	What makes this objective measurable?	What makes this objective measurable?
Meaningful	What makes this objective meaningful?	What makes this objective meaningful?
Performance	Which part of the objective is the performance?	Which part of the objective is the performance?
Criteria	Which part of the objective is the criteria?	Which part of the objective is the criteria?
Condition	Which part of the objective is the condition?	Which part of the objective is the condition?

Note: Add additional column for objectives if needed.

Bloom Taxonomy

Explain why you chose the verbs that you did (i.e., Knowledge, Comprehensive, etc.). Refer to Armstrong (2010).

Verb	Rationale for verb selection
List verbs used in objectives	Explain why you chose the verb.

Note: Add additional rows for verbs if needed.

Task Analysis

For each instructional objective, identify the tasks that must be completed by the learners to achieve the instructional objectives. Use the following table for this:

Objectives	Tasks
Objective 1	Task 1	Task 2	Task 3
Objective 2	Task 1	Task 2	Task 3
Objective 3	Task 1	Task 2	Task 3
Objective 4	Task 1	Task 2	Task 3

Note: Add additional rows or columns for objectives or tasks if needed.

Task Rational

Explain why the tasks that have been identified will help learners to achieve the objectives. In addition, explain how the task will be sequenced.

References

List reference using APA format.

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Running head: GUIDED IMAGERY AND PROGRESSIVE MUSCLE RELAXATION

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2

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:

I. Improve communication among healthcare team members to ensure accurate medication administration.

II. 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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