Specifying Affective Behavioral Indicators in Nursing: A Response

Abstract

Quiring and Rubeck address an important yet underdeveloped aspect of nursing education: the specification and measurement of learning in affective areas. Unfortunately, I do not find that the model presented helps expand my ability to construct affective objectives, for several reasons. First, not enough information is provided about the model to enable the reader to apply it satisfactorily; for example, no criteria are described for including statements under each category. The examples relied upon to convey this information are not sufficient for me. Rubeck's original article (1975) on the model offered different criteria than this paper does.