learning outcomes and kpis

Learning Outcomes and KPIs

Dr Greg MaffetDr Bothyna Zakaria Murshid

Umm Al Qura University31st March & 1st April 2012

1

Workshop’s Learning Outcomes

Attendees will:Attendees will:

1.Comprehend the nature and role of program and course learning outcomes in instruction,

2.Align an understanding of assessment of learning outcomes using KPIs and benchmarks,

3.Write out examples of learning outcomes with KPI assessment tools.

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4. Summarize the role of learning outcomes in instruction, in order to illustrate an understanding of assessment’s importance.• Why we are writing learning outcomes• The role of learning outcomes in assessment• Why it is important to assess student learning

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5. Recognize and use the National Qualifications Framework domains of learning; including the selection of verbs that map to measurable instructional objectives and learning outcomes.

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6. Construct learning outcomes from learning objectives, in order to develop assessable learning outcomes for proposals.– Learning outcomes formula– Characteristics of good learning outcomes– Example learning outcomes

7. Map learning outcomes5

First day sessions

First sessionSecond session Third Session

• General introduction to General introduction to Learning OutcomesLearning Outcomes

• The difference between The difference between Learning Outcomes Learning Outcomes

and Objectivesand Objectives• The importance of The importance of

Learning OutcomesLearning Outcomes

Characteristics of Characteristics of Learning OutcomesLearning Outcomes

National Qualifications Framework (NQF) Learning Domains and LOs

6

Introduction

• The Design phase of a typical curriculum development process (Analysis, Design, Development, Implementation, Evaluation) is largely concerned with developing clear learning outcomes and objectives.

• It is important to recognize during this phase that there is a direct relationship between objectives and students assessments.

7

Introduction

Set teaching content and skill objectives that are based on student and employer needs and the institutional mission statement

• Set student learning outcomes• Design learning activities teaching methods• Evaluate results assessment

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Learning Outcome are

• Learning outcomes are broad goals that that describe what the– learners are supposed to know or be able to do

and may be based upon:

• the needs of the learner

• the needs of society• what the learner should know about a

particular subject9


• What a STUDENT should learn as a result of a period of specified and supported study.

• The ACHIEVEMENTS of the learner rather then the intentions of the teacher.

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• Formal statements that articulate:

• What students are able to do after instruction

• Why students need to do this

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Learning Outcome are• Are concerned with the learning of the student

PERFORMANCEPERFORMANCE

• What the student will be able to doable to do

• What the student will know and doknow and do

• What the student will understand and dounderstand and do

• Must be measurable or observableMust be measurable or observable12


Learning Outcomes begin with the end in mind.Learning Outcomes begin with the end in mind.

A learning outcome, according to Mager, has 3 parts:

1. A measurable verb1. A measurable verb

2. The important condition (if any) under which the 2. The important condition (if any) under which the performance is to occur andperformance is to occur and

3. The criterion of acceptable performance3. The criterion of acceptable performance..13

Objectives vs. Outcomes

• The distinction between learning outcomes and learning objectives is not universally recognized.

• Many instructors may find that the term ‘learning outcomes’ describes what they have already understood by the term ‘learning objectives.’

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Objectives and L.O.

KnowledgeKnowledge and and SkillsSkills(Content)(Content)

AssessmentAssessment both both

LearningLearningOutcomesOutcomes

Teaching Teaching ObjectivesObjectives

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Objectives vs. Outcomes• Learning objectives, for example, may outline the

material the instructor intends to cover or the disciplinary questions the class will address.

• By contrast, learning outcomes should focus on what the student should know and realistically be able to do by the end of an assignment, activity, class, or course

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Objectives vs. Outcomes• learning outcomes, mean focusing on the

application and integration of the course content from the perspective of the student.

• learning outcomes can more explicitly and directly address expectations for student learning.

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Objectives vs. Outcomes

• Which dentist do you want working on your Which dentist do you want working on your teeth?teeth?

Student A:Student A: The student will know how to The student will know how to successfully drill cavities…successfully drill cavities…

Student B:Student B: The student earns 100% on the exam The student earns 100% on the exam for drilling cavities…. for drilling cavities….

Student C:Student C: The student who successfully drills out The student who successfully drills out cavities…cavities…1

8

What are the differences in knowledge and skill for learning?What is the same?

What are the different teaching methods required?

What different assessment methods are required?

Student BStudent BStudent A

Student CStudent C

Divide into student groups A, B, and C. Each group will answer these 3 questions and present their answers.1.What kind of knowledge is required?2.What teaching methods are required?3.What assessment methods are required?

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Objectives are…Objectives are…The primary building blocks of good curriculum The primary building blocks of good curriculum

design:design:They support the learning outcome They support the learning outcome in that each is a small step in arriving in that each is a small step in arriving

at at what the learner is supposed to know or be able to do.what the learner is supposed to know or be able to do.

Objectives Objectives 1. 1. Define specific outcomes or competenciesDefine specific outcomes or competencies to be achieved in to be achieved in

terms of skills, content mastery, attitudes, or valuesterms of skills, content mastery, attitudes, or values

2. 2. Form the basisForm the basis upon which to select or design instruction upon which to select or design instruction materials, content, or techniquesmaterials, content, or techniques

3. 3. Provide the basisProvide the basis for determining or assessing when the for determining or assessing when the instruction purpose has been accomplishedinstruction purpose has been accomplished

4. 4. Provide a frameworkProvide a framework within which a learner can organize his within which a learner can organize his efforts to complete the learning tasksefforts to complete the learning tasks

The importance of LOs

• It builds evidence for accountability, accreditation and improvement.

– Show evidence of how well our students learn.

– Use evidence for continuous improvement.

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• Know what you are doing

• Know why you are doing it

• Know what students are learning as a result

• Changing because of that information

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• Shifting from:• Teaching to learning

• Teaching effectiveness to learning results

• Private affair to community property

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Start Start

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Some benefits of learning Some benefits of learning outcomesoutcomes

11. Select learning content objectives and skills

2. Development of instructional strategies that align with specific learning outcomes

3. Develop and select instructional materials that align with specific learning outcomes

4. Construct evaluation instruments for assessing student performance based on the learning outcomes.

5. Improve overall program and as a faculty.25

Benefits of L.O.Benefits of L.O.

StudentStudentNeedsNeeds

EmploymentEmploymentNeedsNeeds

Institutional Institutional MissionMission

Program Program OutcomesOutcomes

CourseCourseOutcomesOutcomes

Teacher Teacher ObjectivesObjectives

Student Student Learning Learning

OutcomesOutcomes

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Characteristics of Learning OutcomesCharacteristics of Learning Outcomes

Session 2Session 2

NCAAANCAAA

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CHEA says….CHEA says….

Learning OutcomeLearning Outcome knowledge, skills, and abilities that the STUDENT attainsSTUDENT attains as a result of a learning experience, activity, or teaching.

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Characteristics of GoodCharacteristics of Good Learning Outcomes Learning Outcomes

1. Measurable/Assessable2. Clear to the student & instructor2. Clear to the student & instructor3. Integrated, developmental, transferable3. Integrated, developmental, transferable4. Use discipline-specific competencies or

standards as a basis, not an end5. Similar scope and scale5. Similar scope and scale6. “In order to” gets to the uniqueness and 6. “In order to” gets to the uniqueness and

real world application of the learningreal world application of the learning7. Use a variety of learning domains7. Use a variety of learning domains

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OBE OBE Outcome-Based Education Outcome-Based Education

Outcome-based education Outcome-based education is a method of is a method of teaching that focuses on what students can teaching that focuses on what students can actually do after they are taught. actually do after they are taught.

All curriculum and teaching decisions are All curriculum and teaching decisions are made based on how best to facilitate the made based on how best to facilitate the desired outcome. desired outcome.

This leads to a planning process in reverse of This leads to a planning process in reverse of traditional educational planning. traditional educational planning.

The desired outcome is selected first and the The desired outcome is selected first and the curriculum is created to support the intended curriculum is created to support the intended outcome.outcome.3

0

Learning Outcome AlignmentLearning Outcome Alignment

AlignmentAlignment

At At ALL ALL LevelsLevels

Mission & Mission &

Student NeedsStudent Needs

Flow to HighlyFlow to Highly

Specified Specified

Knowledge &Knowledge &

SkillsSkills

UniversityUniversity

College College ProgramsPrograms

DEPARTMENTDEPARTMENTS S

CLASSCLASS

COURSESCOURSES

STUDENTSSTUDENTS

ASSESSMEASSESSME

NTNTL

earn

ing

L

earn

ing

O

utc

om

es

Ou

tcom

es

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Elements of the Program Specification

Process informed by:

Aims of the ProgramWhat’s the purpose of the program?

Learning Outcomes of the Program

NCAAA NQF (domains of learning)Level DescriptorsWhat should

students know and be able to do on completion?

Subject Benchmarks

Professional Body Requirementsincluding:

Knowledge & understandingKnowledge & understandingCognitive SkillsCognitive Skills

Interpersonal Skills and Interpersonal Skills and ResponsibilityResponsibility

Communication, IT & Numerical Communication, IT & Numerical SkillsSkills

Psychomotor SkillsPsychomotor SkillsOutcomes for level attained through:

Attainment verified by:

Grades awarded according to:

Program learning outcomes broken down by level to ensure incremental attainment over duration of course

Course learning outcomes

Course assessment

Assessment criteria

Learning Outcome ProcessLearning Outcome Process

Start

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Holders of a bachelor degree should have demonstrateddemonstrated::

KnowledgeKnowledge of a comprehensive, coherent and systematic body of knowledge in a field of enquiry;

The abilityability to investigate complex problems and develop creative solutions with limited guidance;

The abilityability to use appropriate statistical techniques in the analysis and resolution of complex issues, and select and use the most appropriate mechanisms for communicating the results to a variety of audiences;

Capacity Capacity to provide leadership and willingness to cooperate fully with others in joint projects and initiatives;

In the case of a professional program the full range of knowledge and skill required for effective practice skill required for effective practice in the profession concerned.

Characteristics of a Graduate Are:Characteristics of a Graduate Are:

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be written in the future tensebe written in the future tense identify important learning requirementsidentify important learning requirements be achievable and assessablebe achievable and assessable use clear language use clear language easily understandable to studentseasily understandable to students

When writing outcomesWhen writing outcomes, it may be useful to use the , it may be useful to use the following expression: following expression: At the end of this program or At the end of this program or course the student should be able to…….course the student should be able to…….

Then follow with a verb. Useful verbs are:Analyse; appraise; apply; calculate; choose; Analyse; appraise; apply; calculate; choose;

compare; contrast; create; criticise; demonstrate; compare; contrast; create; criticise; demonstrate; derive; describe; design; develop; differentiate; derive; describe; design; develop; differentiate; discuss; explain; evaluate; extrapolate; formulate; discuss; explain; evaluate; extrapolate; formulate; identify; list; measure; name; plan; plot; postulate; identify; list; measure; name; plan; plot; postulate; predict; present; propose; recall; recognise; use; predict; present; propose; recall; recognise; use; utilise; and WRITEutilise; and WRITE

Learning Outcomes….Learning Outcomes….

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Use a verb that indicates Use a verb that indicates what what the learner is the learner is expected to be able to do at the end of the expected to be able to do at the end of the period of learning; period of learning; measurablemeasurable or or observableobservable. .

Word(s) that indicate Word(s) that indicate on whaton what oror with whatwith what the the learner is acting. If the outcome is about learner is acting. If the outcome is about skills then the word(s) may describe the way skills then the word(s) may describe the way the skill is performed. the skill is performed.

Word(s) that indicate the nature (in context or Word(s) that indicate the nature (in context or in terms of standard) of the performance in terms of standard) of the performance required as required as evidence that the learning was evidence that the learning was achieved. achieved.

Well written L.O. are….Well written L.O. are….

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ActiveActive it describes what students can do it describes what students can do Attractive Attractive students want to achieve it students want to achieve it Comprehensible Comprehensible students know what it students know what it

meansmeans AppropriateAppropriate to the student’s current to the student’s current

goals and career plansgoals and career plans Attainable Attainable most students will mostly most students will mostly

meet it, with due effortmeet it, with due effort

A good L.O. is….A good L.O. is….

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A Good L.O. is …. A Good L.O. is ….

Assessable Assessable we can verify if it has we can verify if it has been achievedbeen achieved

VisibleVisible observable and stated in observable and stated in the course booklet and on the Webbthe course booklet and on the Webb

Good learning outcomes are Good learning outcomes are scaffolding on which you scaffolding on which you

and your students build their and your students build their studies and their learningstudies and their learning

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AvoidAvoid learning outcomes which are too broad in scope learning outcomes which are too broad in scope, such as ‘Recall the fundamental concepts of Structural, Mechanical and Electrical Engineering.’

AvoidAvoid learning outcomes which are too narrow in scope learning outcomes which are too narrow in scope, such as ‘State the six categories in Bloom’s Taxonomy.’

AvoidAvoid overloading your modules with too much ‘content’; overloading your modules with too much ‘content’; knowledge and understanding outcomes emphasize what your students will be able to comprehend and explain, but this isn’t as important as being able to use the information important as being able to use the information through application, analysis, synthesis and evaluationthrough application, analysis, synthesis and evaluation.

Things to avoid…Things to avoid…

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Scaffolding Examples

……student will write a speechstudent will write a speech

……student will give a speechstudent will give a speech

……student will give a persuasive speechstudent will give a persuasive speech

Course Learning Course Learning OutcomesOutcomes

Describe the differences compare and contrast.What teaching methods and assessments?What teaching methods and assessments?

What KPIs can be written for each of them??What KPIs can be written for each of them??39

Learning OUTCOMES

…….are “.are “performanceperformance of knowledge, of knowledge, skills, and skills, and attitudesattitudes embedded embedded within them.”within them.”

Attitudes???Attitudes???

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ATTITUDES

Why do we teach ATTITUDESATTITUDES?

What are the ATTITUDESATTITUDES that student performance outcomes expect?

How do you teach How do you teach attitudesattitudes??41

Bubble Map +

In the center circle write an attitudeattitude; a student needstudent need for for a teacher course or a nursing course.

In the connected circles write In the connected circles write learning learning outcomesoutcomes you want performed. you want performed.

On the lines outside each learning outcome circle write how to teach and write how to teach and asess this attitude for each learning asess this attitude for each learning outcomeoutcome

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Job Satisfaction Job Satisfaction Learning Outcomes Learning Outcomes

Outcomes that are implied in both program or course specifications

….are things like employmentemployment, career career mobilitymobility, enhanced income, improved lifestyle, opportunityopportunity, or fulfilled lifefulfilled life.

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Venn Diagram Activity


vsvs

Job Satisfaction Job Satisfaction OutcomesOutcomes

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Venn DiagramVenn Diagram

How do learning outcomes align How do learning outcomes align with job satisfaction outcomes? with job satisfaction outcomes?

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Reporting Learning Outcomes Reporting Learning Outcomes Program, Program, Course, & Field Experience Specifications Course, & Field Experience Specifications

5. Development of Learning Outcomes in Domains of Learning5. Development of Learning Outcomes in Domains of Learning

For each of the domains of learning shown below indicate:For each of the domains of learning shown below indicate:

• The knowledge or skill The knowledge or skill the program is intended to develop the program is intended to develop and the level of that knowledge and skill. (as a guide see and the level of that knowledge and skill. (as a guide see general descriptions of knowledge and skills in the National general descriptions of knowledge and skills in the National Qualifications Framework for the qualification level of this Qualifications Framework for the qualification level of this program;program;

• The teaching strategies The teaching strategies to be used in courses in the to be used in courses in the program to develop that knowledge and those skills. (This program to develop that knowledge and those skills. (This should be a general description of the approaches taken should be a general description of the approaches taken throughout the program but if particular responsibility is to be throughout the program but if particular responsibility is to be assigned to certain courses this should be indicated.);assigned to certain courses this should be indicated.);

• The methods of student assessment The methods of student assessment to be used in to be used in courses in the program to evaluate learning courses in the program to evaluate learning outcomes in the domain concerned.outcomes in the domain concerned.4

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Program and Course Specifications:Program and Course Specifications:Five NQF Domains of LearningFive NQF Domains of Learning

1.1. Knowledge (Content)Knowledge (Content)

2.2. Cognitive SkillsCognitive Skills

3.3. Interpersonal Skill and ResponsibilityInterpersonal Skill and Responsibility

4.4. Communication, Information Communication, Information Technology and Numerical SkillsTechnology and Numerical Skills

5.5. Psychomotor SkillsPsychomotor Skills(presented in Session 3)(presented in Session 3)

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Learning OutcomesLearning OutcomesCoursesCourses

Course Code andCourse Code and NumberNumber

Knowledge Knowledge Facts Concepts, theories ProceduresCognitive SkillsCognitive Skills Apply skills Creative thinking and problem solving

Interpersonal Skills Interpersonal Skills and Responsibilityand Responsibility

Responsibility for own learning Group participation and leadership Act responsibly- personal and professional situations Ethical standards of behavior

Communication IT Communication IT and Numerical Skillsand Numerical Skills Oral and written

communication

Use of IT

Basic maths and statistics

Psychomotor Skills

Allocation of Responsibilities for Learning Outcomes to Courses √ Major Responsibility x Minor Responsibility√ Major Responsibility x Minor Responsibility

(Note: Add additional sheets if necessary to provide for all required courses in the program (Note: Add additional sheets if necessary to provide for all required courses in the program including any courses offered by other departments)including any courses offered by other departments)

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Allocation of Responsibilities for Learning Outcomes to Courses√ Major Responsibility x Minor Responsibility 4

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Curriculum

Mapping and

Learning

Outcomes

L.O. Curriculum MappingL.O. Curriculum Mapping

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National Qualifications FrameworkNational Qualifications Framework

Learning DomainsLearning Domains

And And

Student Learning OutcomesStudent Learning Outcomes

Session 3Session 3

NCAAANCAAA

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NQF

The principal elements in the framework are:• Levels: numbered and linked to qualification titles to

describe the increasing intellectual demand and complexity of learning expected as students progress to higher academic awards.

• Credits Points: allocated to describe the amount of work or volume of learning expected for an academic award or units or other components of a program.

• Domains of Learning: The broad categories of types of learning outcomes that a program is intended to develop.5

2

LD and LOs

Learning objectives can be written as teacher or Learning objectives can be written as teacher or curriculum centered content or they can be re-curriculum centered content or they can be re-written as student-centered learning outcomes.written as student-centered learning outcomes.

The teacher will... OR The teacher will... OR

The student will….The student will….

Both learning objectives and outcomes must be measurable or observable.

One assessment is for a One assessment is for a teacher’s teachingteacher’s teaching and and another assessment is for a another assessment is for a student’s learningstudent’s learning..

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NQF NQF Domains of Domains of LearningLearning Outcomes Outcomes

Learning OutcomesLearning Outcomes are aligned with are aligned with

the five the five domains of learning domains of learning provided in the provided in the National Qualification National Qualification FrameworkFramework.

Domains of learning apply to both Domains of learning apply to both ProgramProgram and and CourseCourse learning learning outcomesoutcomes

Keep in mind both Program & Course L.O.sKeep in mind both Program & Course L.O.s54

Five Learning Domains, NQF

• Knowledge

• Cognitive skills

• interpersonal skills and responsibility

• Communication, information technology and numerical skills

• Psychomotor skillsNCAAA NCAAA Must use with Program, Course, Must use with Program, Course,

and Field Experience Specifications and Field Experience Specifications templatestemplates5

5

Knowledge

Knowledge: the ability to recall, understand, and present information, including:

• knowledge of specific facts,• knowledge of concepts, principles and theories• Answers may be memorized or closely paraphrased

from assigned material.• Define, list, name, recall• knowledge of procedures.

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Cognitive Skills

Cognitive skills: the ability to:

• apply conceptual understanding of concepts, principles, and theories

• apply procedures involved in critical thinking and creative problem solving, both when asked to do so, and when faced with unanticipated new situations,

• Investigate issues and problems in a field of study using a range of sources and draw valid conclusions.

• Ability to comprehend the meaning of material.

• Answers must be in the student’s own words while still using terminology appropriate to the course material.

• Explain, summarize, distinguish between, restate57

Interpersonal Skills and Responsibility

Including the ability to:• Take responsibility for their own learning and

continuing personal and professional development,• Work effectively in groups and exercise leadership

when appropriate,• Act responsibly in personal and professional

relationships,• Act ethically and consistently with high moral

standards in personal and public forums.58

Communication, Information Technology and Numerical Skills

Including the ability to:

• Communicate effectively in oral and written form,

• Use information and communications technology, and

• Use basic mathematical and statistical techniques.5

9

Psychomotor skills

Psychomotor skills involving manual dexterity are a fifth domain that applies only in some programs.

• They are extremely important in some fields of study. For example very high levels of psychomotor skills are required for a surgeon, an artist, or a musician.

• Since these psychomotor skills apply only to certain fields, and their nature varies widely, learning outcomes in this domain have not been described in the learning outcomes for each level in the Qualifications Framework for Higher Education.

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Program LO for NQFProgram LO for NQFDomains of Domains of LearningLearning

Knowledge for DentistryKnowledge for Dentistry,

Clinical techniques and procedures relative to the practice of dentistry

• Principles of recording oral conditions and evaluating data

• Infection control in the dental clinic

• Prevention of oral diseases

• Medical & therapeutics

• Surgical approaches in the treatment of oral diseases

• Restorative care

Patient investigations in dental care

• How to take a history

• How to use special tests

• How to make a diagnosis

• How to develop treatment plans

Cognitive SkillsCognitive Skills.61


Cognitive Skills for BusinessCognitive Skills for Business.

• Business and management degrees are strongly related to practice. Business and management degrees are strongly related to practice. There should be a strong link between the development of skills and the employabilityemployability of graduates at appropriate levels. It is important that there are effective strategies for the development of work-related skills work-related skills and that teaching staff are equipped to deliver them.

• Graduates should be able to demonstrate a range of cognitive skills together

with techniques specific to business and management. Graduates should be able to identify and use appropriate cognitive skills to deal with anticipated cognitive skills to deal with anticipated and unanticipated issues and problems in the business environmentand unanticipated issues and problems in the business environment.

• Skills of critical thinking, analysis and synthesis applying the knowledge Skills of critical thinking, analysis and synthesis applying the knowledge

and understanding of concepts and theories described in the knowledge category above to business problems This includes the capability to identify capability to identify assumptions, evaluate statements by reference to relevant evidence, to assumptions, evaluate statements by reference to relevant evidence, to detect false logic or reasoning, to identify implicit values, to utilize terms detect false logic or reasoning, to identify implicit values, to utilize terms correctly and to generalize appropriatelycorrectly and to generalize appropriately6

2


• Effective problem solving and decision-making using appropriate decision-making using appropriate quantitative and qualitative skillsquantitative and qualitative skills and applying the knowledge described above including identifying, formulating and solving business problems The ability to create, evaluate and assess a range of options together with the capacity to apply ideas and knowledge to a range of business situations

• ability to apply numeracy and quantitative skills ability to apply numeracy and quantitative skills including data analysis, interpretation and extrapolation to issues and problems in business

• use of models to analyze business problems and phenomena• ability to conduct research into business and management issuesability to conduct research into business and management issues, either

individually or as part of a team for projects, investigations and presentations. This requires familiarity with and an evaluative approach to a range of business data, sources of information and appropriate methodologies, and for this to inform the overall investigating, reporting and learning process

• ability to interpret accounting, business and economic data ability to interpret accounting, business and economic data including material published in the business and financial press, in periodicals and on websites

• ability to anticipate the impact of information and communication ability to anticipate the impact of information and communication technologies technologies on business performance, and the ability to recognize and exploit the potential of new technologies6

3


Interpersonal Skills & Responsibility for Interpersonal Skills & Responsibility for Teacher EducationTeacher Education

• Have high expectations and a commitment Have high expectations and a commitment that learners can achieve their full educational potential

• Cooperate and contribute as constructive members of teams in Cooperate and contribute as constructive members of teams in schools, applying these skills to improve the educational outcomes schools, applying these skills to improve the educational outcomes for all studentsfor all students

• Create a learning environment for students Create a learning environment for students that encourages them to be involved in social and positive interaction, and become active and self-motivated learners

• Possess the leadership and classroom management skills classroom management skills to maintain a cooperative and constructive learning environment

• Have the interpersonal skills required Have the interpersonal skills required to develop the confidence and trust of their students when providing advice and support6

4


Interpersonal Skills & Responsibility for Interpersonal Skills & Responsibility for Teacher EducationTeacher Education

• Seek and use evidence based research Seek and use evidence based research in order to resolve difficulties and issues in their work as teachers

• Show initiative Show initiative in identifying issues that may contribute to the further development of the school and work as an individual or on a team basis to address them

• Understand and appreciate the position of trust they are given by parents and the community

• Work within the legal and ethical framework Work within the legal and ethical framework and regulations expected of all teachers

• Model the positive values attitudes and behavior Model the positive values attitudes and behavior they expect from students

• Establish fair, respectful, trusting, supportive and constructive relationships with students and colleagues

• Regard all students as capable of learning Regard all students as capable of learning and demonstrate a commitment to equity in their teaching practice6

5


Communication, Information Technology and Communication, Information Technology and Numerical Skills for Engineering:Numerical Skills for Engineering:

• Ability to communicate effectivelyAbility to communicate effectively, both orally and in written form using appropriate media, on complex engineering activities with the engineering community and with society at large.

• Ability to understand and prepare effective reports. Ability to understand and prepare effective reports. • Ability to prepare design documentation.Ability to prepare design documentation.• Ability to make effective presentations effective presentations to different kinds of

audiences.• Ability to give and receive clear instructions. Ability to give and receive clear instructions.

– Ability to make sound judgments about the quality and reliability of information sources, for example information

derived from the internet or from other reports.66


Psychomotor skills for Nursing:Psychomotor skills for Nursing:All items may be procedurally altered to take into account patient

variance, age, gender, pregnancy and lactation, and predisposing conditions.

• Assessment and therapeutics • Assessing skin integrity

– Visual and manual• Assessing the Head and Neck

– Use of an otoscope– Use of an ophthalmoscope – Use of tongue depressor

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• Assessing the Thorax and Lungs

– Use of a stethoscope (lung sounds)

– Manual palpation, auscultation, percussion

• Cardiovascular Assessment

– Use of a stethoscope (heart sounds)

– Electrocardiogram

• Assessing the Abdomen

– Use of a stethoscope (bowel sounds)

– Manual palpation, auscultation, percussion

– Fundal height

– Fetal heart sounds

• Musculoskeletal and Neurological Assessment

– Testing reflexes and muscle strength, range of motion

– Testing balance

– Manual palpation68


• Accurately measure, record and collect:

– Temperature, pulse, respirations, and blood pressure

– Anthropometry (measurement of body parameters)

– Specimens from the nose and throat

– Sputum specimen by suction- sputum specimen by expectoration

– Blood pressure from lower extremity by auscultation

– Electronic blood pressure

– Venipuncture with Vacuum tube, Venipuncture with Syringe, and Blood Cultures

– Oxygen Saturation with Pulse Oximetry

– Urinalysis, (Urine Specimen Collection Midstream)

– Blood glucose levels

– Faecal analysis (stool specimen)

– Obtaining Wound Cultures69


• Therapeutics– Eye Irrigations– Eye eversion – Ear Irrigations– Inserting an oral pharyngeal airway– Application of a sling, brace, splint, cast application and removal– Insertion of a peripheral intravenous device (intermittent and continuous

infusion) – Regulating intravenous infusion flow rates – Maintenance of intravenous site – Administering intravenous medications – Transfusions of blood products– Suctioning – Endotracheal tube and tracheostomy care – Nasogastric Tube, inserting, irrigating, removing, checking placement. – Cardiopulmonary resuscitation, (Basic Life Support and Advanced Cardiac

Life Support)70

• First aid procedures– Managing central venous lines – Mechanical ventilation – Applying control and restrain techniques

• Infection Control– Hand Hygiene – Using Disposable Clean Gloves – Applying Personal Protective Equipment (masks and gowns)– Preparing a Sterile Field – Sterile Gloving

• Activity and Mobility– Assisting with moving and positioning clients in bed – Transfer techniques (manual handling)– Assisting with ambulation

• Hygiene– Bathing, Bathing, – Skin careSkin care– Oral Care Oral Care – Hair Care Hair Care – Foot and Nail Care Foot and Nail Care

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• Nutrition– Feeding Dependent Clients – Aspiration techniques– Nasogastric intubatation– PEG feeding– Intravenous cannulation– Parenteral alimentation (subcutaneous, intramuscular and intravenous)– Monitoring Intake and Output

• Elimination• Giving a bedpan and urinal • Catheterization (external)- intermittent, indwelling, supra pubic, male/female.• Catheter hygiene• Administration of an enema• Medication Administration• Oral medications

– Oxygen– Medication through a feeding tube – Applying topical medications – Instilling eye and ear medications – Using inhalers – Using nebulizers – Inserting rectal and vaginal medications

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• Injections• Reconstituting medications from a powder • Mixing medications from a vial • Subcutaneous injections • Intramuscular injections • Intradermal injections • Intravenous injections• Continuous subcutaneous medications• Surgery

– Physical skin preparation– Surgical hand antisepsis – Donning sterile gown and closed gloving– Providing surgical wound care – Measuring drainage devices – Removing staples and sutures (including applying Steri-Strips)

• Applications and use of specialized medical devices• Applying Wound Dressings- pressure, closed, vacuum • Applying Binders and Bandages• Applications of Warm/ cold compresses- Moist/dry heat• Using a bed- e.g. Air Suspension Bed, Air-Fluidized Bed, Rotokinetic Bed, Bariatric

Bed• Pump, monitors, and computer assisted devices.

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End of Day one

Thanks and see you tomorrow

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learning outcomes and kpis

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