For this assignment, you are asked to write a simulation outcome and create 2-3 objectives for your simulation. First, think about who your participants will be (i.e., learners). Although the simulation needs to be healthcare related, the learner can be anyone – from a nursing student to a patient to a simulation operations technician. You can think outside of the box here!
Next, develop an overall outcome for the simulation. Then, refer to Bloom’s (2001) Taxonomy (be sure to use revised version) to write for assistance in writing the objectives and keep them simple. Post your outcome, objectives, and a brief synopsis of the simulation for your peers (including the target audience [learners/participants]). Be sure to label your objectives with the correct domain (cognitive, affective, and/or psychomotor; may be a combination) and source (reference) of the domain(s) chosen. The reference here should be the source/sources used to determine the domain(s).
Outcome – Learner will “Demonstrate knowledge and skills of a first semester Baccalaureate of Science in Nursing (BSN) nursing student.”
Objectives –
You should begin with something such as, “By the end of the simulation, the learner will:” then:
Start with your Bloom’s verb – make a SMART objective (give domain/s) (Reference domains).
Start with your next Bloom’s verb – following same rules.
Note: There is a difference between an objective and a critical element. For instance, developing an objective such as, “By the end of the simulation, the learner will: “Demonstrate appropriate care for a post-operative client” is a broad objective… within the broad objective, you may have critical elements such as: The student will (meet 2/3 critical objectives):
Perform hand hygiene (may even further specify what this means [wash hands with soap and water for X seconds, etc.]) (site source of where you got your critical elements).
Perform respiratory assessment (may even further specify what this means including listening to lungs bilaterally in at least 5 locations both anteriorly and posteriorly, etc.) (site source of where you got your critical elements).
Assess wound site by inspecting the dressing (spell this out) (site source of where you got your critical elements).
By meeting these individual critical elements, the objective can be met. Likewise, the broad objective can be provided to the student without fear of “divulging too much.”
Once your objectives are developed, list your critical elements under each objective. Cite the source/sources you used for the information (for example, if you were listing signs/symptoms of bronchiolitis).
In your peer response this week, challenge each other’s objectives. Are they specific, measurable, etc.? Do they meet the Healthcare Simulation Standards of Best PracticeTM?