Chapter 10 of Bastable is predicated on Behavioral Objectives and Teaching Plans.
Ten objectives are identified for this chapter. The first is that learners will be able to
differentiate between goals and objectives.  This objective prepares the mind of the student to
learn something new about goals and objectives. The student knows from the onset that goals
and objectives are not synonymous. Another objective is that students will know that opinions
are not the same on using behavioral objectives for teaching and learning. The third objective
is that learners will be able to use the four components of condition, performance, criterion,
and who will do the performing to write the behavioral objectives accurately and concisely.
This objective prepares the mindof the learner to get ready about the application of four
components when writing behavioral objectives.  Learners will be able to discuss common
errors in writing objectives. Objective number four is about distinguishing between cognitive,
effective, and psychomotor domains of learning.  This objective announces to the learner that
there are three domains of learning and that the learner will be able to distinguish them.
Objective number six gives hints to the student that there are teaching methods that are
appropriate for teaching in each domain of learning and that the student will be able to explain
them.  Objective number 7 indicates that students will be able to develop teaching plans that
reflect internal consistency between elements.  Objective number 8 indicates that students will
be able describe the roles of the nurse educator in developing objectives for planning,
implementing, and evaluating teaching and learning.  The ability of learners to be able to
describe the importance of learning contracts as an alternative approach to structuring
learning experience is the 9 th  objective.  The 10 th  objective is that learners will be able to
determine the potential application of the learning curve concept to the development of
psychomotor skills.   Behavioral Objectives and Teaching Plans

Writing Objectives

Teaching objectives must be written free of ambiguities. Well-written behavioral objectives
must give learners very clear statements of what is expected of them (Douglas & Mackenzie,

2017).  The four components of audience, behavior, condition, and degree must be clearly
stated (Bastable, 2019). For example a nurse educator teaching Sleep Hygiene may write this
objective. After attending a one hour lecture and reading the handout, patients will be able to
enumerate five out of the six factors leading to inadequate sleep. Condition here is after
attending a one hour lecture and reading the handout. Audience is the patients.  Behavior is
the ability to enumerate. The degree is five out of six.
Objective and Goals

Objective and goals are not synonymous. A goal is the outcome to be achieved at the end of
the learning process (Bastable, 2019).  An objective is a single short term concrete, one
dimensional thing to be achieved at the end of the learning process (Bastable, 2019). For
example, the goal of the above written objective on Sleep Hygiene could be, that ‘patients will
engage in adequate sleep’.

Use APA