Domains of learning

Behavioral Domains & Hierarchies of Learning
Prepared by: Mae Michelle F. Aguilar, RN
NRSG-215A

• Nursing Education is still deeply embedded in
the behaviorist model of teaching and
learning.
• Behavioral Objectives – describe observable
changes in learner behavior that reflex
progress toward or achievement of goals
established for the course or curriculum.

DOMAINS OF LEARNING
1. COGNITIVE (Intellect)
2. PSYCHOMOTOR (Performance)
3. AFFECTIVE(Attitude)

• Behavioral Objectives are reductionist in
nature and fail to capture the complexity of
applied knowledge necessary to succeed in
clinical nursing education.
• Least relevant in the clinical setting.

COGNITIVE DOMAIN
• Concerns intellectual operations based on
acquired knowledge of facts and theories.
• The most well developed of the three
behavioral domains and most commonly
encountered in nursing education.

• Bloom’s Taxonomy- guide to teaching and
evaluation.
• Revised version by Anderson et. Al. (2001)
suggest four types of knowledge can be
developed to each of the six levels of cognitive
process.

Four Types of Knowledge
1. Factual – Disconnected information.
2. Conceptual – Involves development of
connections in information to grasp content.
3. Procedural – Concerns using conceptual
knowledge to make decisions while
performing tasks.

4. Megacognitive – Thinking about one’s
thought process as well as the general process
thinking.

Descriptions and Characteristics Behaviors of the
Hierarchical Categories in the Cognitive Domain
1. KNOWLEDGE – defined as remembering of
previously learned material. Involves recall of a wide
range of material. The Lowest level of learning
outcomes in the cognitive domain.
CHARACTERISTIC BEHAVIORS
• Knowledge of Specifics, Terminology, Specific Facts, Ways and
Means of dealing with specifics, conventions, trends and
sequences, classifications and categories, criteria, methods,
universal and abstractions in the field, principles and
generalizations and theories and structures.

2. COMPREHENSION – The ability to grasp the meaning
of material. Shown by translating material from one
form to the other, interpreting material and estimating
future trends. The lowest level of understanding.
CHARACTERISTIC BEHAVIOR:
Translation, Interpretation and Extrapolation.

3. APPLICATION – the ability to use learned material in
new and concrete situations. Includes application of
rules, methods, concepts, principles, laws and theories.

4. ANALYSIS – The ability to breakdown material into its
component parts so that its organizational structure
may be understood.
-Learning represents a higher intellectual level than
comprehension and application.
Analysis of Elements, relationships and organizational principles.

5. SYNTHESIS - The ability to put parts together to form
a new whole.
-Learning outcomes in this area stresses creative
behaviors, with major emphasis on the formulations of
new patterns and structure.
Production of unique communication, plan or proposed set of
operations, and a set of abstracts relations.

Descriptions and Characteristics Behaviors of the Hierarchical
Categories in the Cognitive Domain
6. EVALUATION – the ability to judge the value of
material for a given purpose. The judgments are based
on a definite criteria.
•Internal Criteria (Organization)
•External Criteria (Relevance to the purpose)
-Learning outcomes are the highest because they
contain elements of all the other categories, plus
conscious value judgments based on criteria.
Judgments in terms of internal and external criteria.

PSYCHOMOTOR DOMAIN
• Concerns skills involving neuromuscular
activities and physical manipulations.
• Mastery requires practice.

Categories in the Psychomotor Domain
1. PERCEPTION – Concerned with the use of sense
organs to obtain cues that guide motor activity
Awareness of the stimulus
Selection of task-relevant cues
Translation of cue perception to action in a performance.

2. SET – refers to the readiness to take a particular type
of action. Perception is an important prerequisite in
this level.
Mental readiness to act
Physical readiness to act
Willingness to act

3. GUIDED RESPONSE – Concerned with the early
stages in learning a complex skill. Adequacy of
performance is judged by an instructor or by a suitable
set of criteria.
Imitation of Instructor’s demonstration
Continuous referral to model performance
Trial and Error

Categories in the Cognitive Domain
4. MECHANISIM – concerned with performance acts
where the learned response have become habitual
and the movements can be performed with some
confidence and proficiency.

5. COMPLEX OVERT RESPONSE – the skillful
performance of motor acts that involve complex
movement patterns.
-Learning outcomes include highly coordinated motor
activities.
Performance without hesitation
Movements exhibit ease and good muscle control
Coordinated, fluid, timely and automatic movements.

6. ADAPTATION – Individual can modify movement
patterns to fit special requirements or to meet a
problem situation.
7.ORIGINATION – creating of new movement patterns
to fit a particular situation or specific problem.

AFFECTIVE DOMAIN
• Concerns emotional responses to phenomena.
• Incorporates awareness of feelings generated
to phenomena as well as value judgments
about phenomena.
• It is complex, ill defined and difficult to
measure.

• Attitude – disposition towards or against a
phenomenon that leads to an inclination to
behave in ways reflecting the attitude.
• Appreciation- involves enjoyment of and
experiencing pleasure in relation to
phenomenon.
• Valuing – evaluation of phenomenon as having
worth, utility and importance.

Categories in the Affective Domain
1. RECEIVING – Student’s willingness to attend to
particular phenomenon or stimuli.
-from a teaching standpoint it is concerned with
getting, holding, and directing student’s attention.
-the lowest level of learning outcomes in the affective
domain.
Awareness
Willingness to receive
Controlled or selected attention

2. RESPONDING – Refers to active participation on the
part of the student.
-Higher levels of this category include those
instructional objectives that are commonly classified
under interests.
Acquiescence in responding
Willingness to respond
Satisfaction in response

3. VALUING – Concerned with the worth or value a student
attaches to a particular object, phenomenon, or behavior.
-Ranges in degree from the more simple acceptance to the more
complex level of commitment.
-Instructional objectives that are commonly classified under
“attitudes” and “appreciation”
CHARACTERISTIC BEHAVIORS:
Acceptance of value
Preference for a value
Commitment

4. ORGANIZATION –concerned with bringing together
different values, resolving conflicts between them, and
beginning the building of an internally consistent value
system.
-Instructional objectives relating to the development of
a philosophy of life fall into this category.
Conceptualization of Value
Organization of Value

5. CHARACTERIZATION by a VALUE or VALUE COMPLEX
– at this level the individual has a value system that has
controlled his or her behavior fir a sufficiently long time
for him or her to have developed a characteristic
“lifestyle”
-Instructional objectives concerned with general
patters of adjustment.
Generalized set
Characterization

Domains of learning

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