An IPC orientation program for diverse staff should include which type of objective?

An IPC orientation program for diverse staff should include which type of objective?

• A. After completing the program, employees will be able to list, with 90-percent accuracy, five infection prevention and control (IPC) resources available within the hospital.
• B. After completing the program, employees will understand why IPC is important.
• C. To provide information so that employees will feel more secure in the hospital environment.
• D. To provide information that will enable employees to use the IPC manual.

Answer: (A)

Measurable, outcome-based learning objectives are essential for an IPC orientation, especially with a diverse staff. This objective sets a clear demonstration of learning: after the program, staff can identify and list five IPC resources available in the hospital, with a defined accuracy threshold. That makes the learning observable and assessable, ensuring every learner, regardless of background, can prove they know where to find the right information when IPC decisions or questions arise. The specific performance criterion (90-percent accuracy) provides a concrete standard for success and helps instructors design focused activities and assessments to build that skill. In contrast, aiming to “understand why IPC is important” or “feel more secure” centers on attitudes or feelings rather than a verifiable action, and a goal about using the IPC manual without a concrete target leaves the outcome vague. Aiming for information that enables use of the IPC manual is closer to a skill, but without a precise, measurable target, it’s harder to judge competency across a diverse group.

Measurable, outcome-based learning objectives are essential for an IPC orientation, especially with a diverse staff. This objective sets a clear demonstration of learning: after the program, staff can identify and list five IPC resources available in the hospital, with a defined accuracy threshold. That makes the learning observable and assessable, ensuring every learner, regardless of background, can prove they know where to find the right information when IPC decisions or questions arise. The specific performance criterion (90-percent accuracy) provides a concrete standard for success and helps instructors design focused activities and assessments to build that skill. In contrast, aiming to “understand why IPC is important” or “feel more secure” centers on attitudes or feelings rather than a verifiable action, and a goal about using the IPC manual without a concrete target leaves the outcome vague. Aiming for information that enables use of the IPC manual is closer to a skill, but without a precise, measurable target, it’s harder to judge competency across a diverse group.