Learning Activity 5 Instructions Topic: Learner Objectives In this learning acti
ID: 122152 • Letter: L
Question
Learning Activity 5 Instructions
Topic: Learner Objectives
In this learning activity, you will write good learner objectives. Well-written educational (learner) objectives are the heart of your program intervention. Use the “Tool for Developing Educational Objectives” attachment to develop 1 learner objective to address a secondary or contributing risk factor that you identified in the “Risk Relationship Chart” you prepared about the health determinant you chose. I need 1 learner objective that’s 2-3 sentences on Secondary or Contributing Risk Factors.
RISK RELATIONSHIP CHART
Health Determinant
Primary Risk Factors
Secondary Risk Factors
Contributing Risk Factors
Write the name of the health concern to be addressed. Add an epidemiologic description of the problem, citing evidence in terms of person, place, and period.
Obesity – the condition of being grossly fat or overweight.
The U.S. obesity epidemic continues to worsen: Overall, 38 percent of U.S. adults are obese and 17 percent of teenagers. (1)
Name and describe 2 primary risk factors for the health concern to the left.
High Cholesterol - Cholesterol is a waxy substance that's found in the fats (lipids) in our blood. While our body needs cholesterol to build healthy cells, high cholesterol can increase your risk of heart disease and cause a stroke. (2)
Coronary Heart Disease
Age
Sex
Family History
Lack of Exercise
Sedentary Job
Diabetes
Depression
Poor Diet
Food Allergies
Socioeconomic Status
Eating Disorders
Hypertension – abnormally high blood pressure
*a state of great psychological stress. (3)
Smoking
Social Characteristics (Parent or Sibling influence)
Stress
Low-Income Families
Stroke
Race and Ethnicity
Brain Aneurysms
Smoking
Stress/Anxiety
Loss of a loved one
Low Self-Esteem
Trauma
References
America's obesity epidemic hits a new high. CNBC. 2017. Available at: http://www.cnbc.com/2016/06/07/americas-obesity-epidemic-hits-a-new-high.html. Accessed July 21, 2017.
High cholesterol - Overview. Mayo Clinic. 2017. Available at: http://www.mayoclinic.org/diseases-conditions/high-blood-cholesterol/home/ovc-20181871. Accessed July 21, 2017.
High blood pressure (hypertension): Controlling this common health problem. Mayo Clinic. 2017. Available at: http://www.mayoclinic.org/diseases-conditions/high-blood-pressure/basics/definition/con-20019580. Accessed July 21, 2017.
A Tool for Developing Educational (Learner) Objectives
Objectives are specific, measurable statements of what you wish to accomplish through your intervention by a given point in time; they are targeted outcomes focused on units of solution; they should be “SMART.”
S pecific: states exactly what is to be accomplished
M easurable: can be quantified; based on a standard
A ttainable: feasible; achievable
R elative: matched to needs and interests of the priority population
T ime-framed: stated in specific time limits
Types of objectives
Programmatic (administrative): written from the manager’s perspective [We will not use this type in this exercise.]
Quantitative (how many; how much)
Qualitative (how efficient)
Educational (behavioral): written from the learner’s perspective
· Cognitive (knowledge based)
· Affective (attitude/values based)
· Psychomotor (behavior/skill based)
The ABCs of Good Educational (Behavioral/Learner) Objective Writing
There is nothing more critical to public health intervention planning than a well-written objective. It is the heart of the program, at once directing the instruction and guiding the evaluation. When writing it, remember the problem is undesirable, but the objective is desirable. State all objectives in terms of positive, measurable, future targets. A good objective includes all of the following elements:
A udience: Who will do the desired action?
B ehavior: What is the desired action (knowledge, attitude, or behavior)?
C onditions: How will the objective be evaluated?
D egree: How many and how much is required (criteria for success)?
E nd point: When will the objective be measured (time frame)?
Important Tips on Writing Good Objectives for this Learning Activity
Address a secondary or contributing risk factor. Limiting the scope of your program and its supporting objectives is an important step in making them realistic and attainable. While your ultimate goal may be to reduce or even eliminate the undesired problem stated in the health determinate, your focus is on addressing its causes or risk factors.
Focus on immediate results. Write objectives that will measure short-term impact of your intervention rather than long-range outcomes. Think of measuring your objectives immediately after your intervention ends.
Write from a learner’s perspective. State what your program participants must know or believe or feel or do in order to successfully achieve the objective. Include only 1 action for each objective—no “and’s” allowed.
Include measurable criteria for success for the degree. Commonly used criteria may be based on any of the following:
arbitrary standards – apparently picked out of the air
science – empirical research as reported in the scientific literature
history – temporal trends or past experience
norms – experiences or results in related areas or similar programs
consensus – derived from compromise and endorsement
Begin with the end in mind. It often helps to state right at the front of the objective when it is to be accomplished, and therefore measured. Sometimes a series of related objectives are introduced by a common time statement such as, “By the end of the program participants will…”
End with the evaluation in hand. Stating the conditions under which the objective will be measured is a helpful way to prepare it for use in evaluations of program effectiveness.
Sample Learner Objectives – Except for the specifics, here is what your objective should look like:
By the end of the program, 75% of participants will have recognized the times during the day that they eat between meals, as measured by a 7-day food diary.
By January 2013, 25% of current cigarette smokers in Lynchburg, VA will have expressed a willingness to consider quitting smoking, as measured by calls to the regional Tobacco QuitLine.
By the end of the program, 80% of the student’s in Ms. Jones’ fourth grade class will be able to wash their hands well enough to remove all signs of visible dirt, as measured by physical inspection.
Now it’s your turn…
@ Write one educational (learner) objective to address a secondary or contributing risk factor for your target health determinant.
Æ Check your objective for completeness and correctness:
___ Is it stated as a complete, declarative sentence?
___ Does it contain all the ABCDE (who/whom, what, how, how much, & when) elements?
___ Does it describe a desired future state, rather than an activity or process?
___ Does it describe a situation acceptable to (“owned” by) stakeholders in the priority population?
___ Have you identified appropriate standards or criteria for success? Are the targets attainable? Will they measure what you want them to?
RISK RELATIONSHIP CHART
Health Determinant
Primary Risk Factors
Secondary Risk Factors
Contributing Risk Factors
Write the name of the health concern to be addressed. Add an epidemiologic description of the problem, citing evidence in terms of person, place, and period.
Obesity – the condition of being grossly fat or overweight.
The U.S. obesity epidemic continues to worsen: Overall, 38 percent of U.S. adults are obese and 17 percent of teenagers. (1)
Name and describe 2 primary risk factors for the health concern to the left.
High Cholesterol - Cholesterol is a waxy substance that's found in the fats (lipids) in our blood. While our body needs cholesterol to build healthy cells, high cholesterol can increase your risk of heart disease and cause a stroke. (2)
Coronary Heart Disease
Age
Sex
Family History
Lack of Exercise
Sedentary Job
Diabetes
Depression
Poor Diet
Food Allergies
Socioeconomic Status
Eating Disorders
Hypertension – abnormally high blood pressure
*a state of great psychological stress. (3)
Smoking
Social Characteristics (Parent or Sibling influence)
Stress
Low-Income Families
Stroke
Race and Ethnicity
Brain Aneurysms
Smoking
Stress/Anxiety
Loss of a loved one
Low Self-Esteem
Trauma
Explanation / Answer
LEARNING OBJECTIVES : SECONDARY RISK FACTORS OF CORONARY HEART DISEASE:
EXAMPLE FOR LEARNING OBJECTIVES:
Goals:
Delinate the aspects of coronary artery disease risk , clinical presentation,diagnosis,treatment and outcomes for womens as compared to men.
Risk factors and predictive tools:
clinical presentation, diagnosis and testing for disease:
Behavior change:
Attitudinal issues:
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