| Course | NU 600 Teaching/Learning Strategies |
|---|---|
| Unit | Unit 2 |
| Paper type | Measurable learning objectives |
| Length | About 620 words, 5 pages |
| Format | APA 7 student paper |
| School | Herzing University |
| Program | MSN Nurse Educator |
| Updated | October 2026 |
Free sample paper for NU 600 Unit 2
Learning Objectives for a Two-Hour Seminar on Insulin Therapy and Hypoglycemia for Second-Semester BSN Students
Student Name
Department of Nursing, Herzing University
NU 600: Teaching/Learning Strategies
Instructor Name
January 27, 2026
Learning Objectives for a Two-Hour Seminar on Insulin Therapy and Hypoglycemia for Second-Semester BSN Students
The Session and the Learners
Session: week 3 seminar, 2 hours, on campus, for the 11 second-semester BSN students profiled in the previous unit, all of whom will care for patients on insulin on the medical-surgical unit within the next two weeks. The learner profile identified three gaps relevant to this session: confusion about insulin types and timing, errors in insulin dosing calculations for two students, and failure to connect assessment findings into a recognition of hypoglycemia. A fourth, hesitation to call for help, is addressed in objective 4.
Each objective below states a condition, an observable behavior, and a standard, following the classic structure for instructional objectives (Mager, 1997), and is placed at a level of the revised taxonomy of educational objectives (Anderson & Krathwohl, 2001).
The Objectives
By the end of the session, the student will be able to:
1. Given a patient's written insulin orders that include basal, prandial, and correction insulin, identify the type of each insulin and state its expected onset and peak, with no errors. (Level: understand.)
2. Given a blood glucose value and a correction scale, calculate the correction insulin dose in units, correctly on 5 of 5 items, without a calculator for whole-number doses. (Level: apply.)
3. Given an unfolding case of a patient who becomes sweaty, shaky, and confused with a glucose of 58 mg/dL, identify the problem as hypoglycemia and state, in order, the first three actions under the hospital protocol, within two minutes. (Level: apply and analyze.)
4. In a role-play, deliver an SBAR report to a provider about a hypoglycemic event that includes the glucose value, the treatment given, the patient's response, and a specific request, meeting all items on a five-item checklist. (Level: apply.)
5. Given a patient whose meal tray is delayed by an hour, defend a decision about whether to give the scheduled prandial insulin, citing the insulin's timing and the risk of hypoglycemia, in a two-minute explanation to a peer. (Level: evaluate.)
Evidence That Each Objective Was Met
For each objective, the evidence that counts is decided before the session, so the assessment does not drift toward what is easiest to observe.
| Objective | Evidence that counts | When and how collected |
|---|---|---|
| 1. Identify insulin type, onset, peak | Completed insulin order worksheet with all entries correct | Minute 25, collected and checked during the break |
| 2. Calculate correction dose | 5 of 5 practice items correct | Minute 40, audience response system; instructor sees each student's answers |
| 3. Recognize and respond to hypoglycemia | Correct identification and first three actions in order, stated aloud within two minutes | Minutes 55 to 80, in the unfolding case; instructor and a second-year student observer record each small group's response |
| 4. SBAR report | All five checklist items present | Minutes 85 to 100, paired role-play; partner and instructor score |
| 5. Defend a decision on prandial insulin | Explanation cites insulin timing and hypoglycemia risk, and reaches a defensible decision | Minutes 100 to 110, pairs; instructor samples four pairs aloud |
Content Standards Behind the Objectives
The content follows current standards. Hypoglycemia is classified in three levels: level 1, a glucose below 70 mg/dL; level 2, below 54 mg/dL; and level 3, a severe event with altered mental or physical status requiring assistance (American Diabetes Association Professional Practice Committee, 2024a). Hospital insulin regimens for patients who are eating are expected to include basal, prandial, and correction components rather than correction insulin alone, and hospitals are expected to have a hypoglycemia management protocol (American Diabetes Association Professional Practice Committee, 2024b). The hospital protocol used in objective 3 calls for 15 to 20 grams of fast-acting carbohydrate for an alert patient who can swallow, a recheck in 15 minutes, and notification of the provider.
What Was Left Out
The session does not include insulin pump management, insulin infusions for diabetic ketoacidosis, or the pharmacology of non-insulin diabetes medications. Each matters, but none is likely to be the students' responsibility in the next month, and five objectives already fill two hours. Pumps and infusions will be introduced in a later seminar once students have given subcutaneous insulin under supervision.
How the Objectives Connect to Clinical Practice
In clinical, the objectives become the first insulin-related items I observe for each student: identifying the insulin being given before the first supervised administration, calculating and double-checking a correction dose, and, if a hypoglycemic event occurs, responding and reporting. Performance in seminar tells me which students need closer supervision at their first insulin administration.
References
American Diabetes Association Professional Practice Committee. (2024a). 6. Glycemic goals and hypoglycemia: Standards of care in diabetes-2025. Diabetes Care, 48(Suppl. 1), S128-S145. https://doi.org/10.2337/dc25-S006
American Diabetes Association Professional Practice Committee. (2024b). 16. Diabetes care in the hospital: Standards of care in diabetes-2025. Diabetes Care, 48(Suppl. 1), S321-S334. https://doi.org/10.2337/dc25-S016
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
Mager, R. F. (1997). Preparing instructional objectives (3rd ed.). Center for Effective Performance.
Reading the NU 600 Unit 2 instructions
In Unit 2 you write learning objectives for a teaching session or unit. Expect to describe the session and learners, write objectives with measurable verbs, conditions and criteria, align them with course outcomes and content standards, and state how each will be assessed. Many versions ask you to use Bloom's revised taxonomy and to include more than one domain, cognitive, psychomotor or affective. Check how many objectives your section expects; three to six for a single session is common. Avoid verbs like understand or know, which cannot be observed. Decide in advance what counts as evidence that each objective was met. Explain what you left out, because a focused session with a clear boundary is easier to teach and assess.
How this NU 600 Unit 2 example is built
The set opens with the session and learners in a short paragraph, which ties it to the earlier profile. The objectives are numbered and written in a consistent form, each with an observable verb and a standard. They climb from identifying insulin types to deciding on a response to low glucose, which shows a progression through the taxonomy. The evidence section is unusual and useful: it sets the assessment for each objective before the session. The content standards section cites the ADA classification, so the objectives rest on current practice. The omissions section explains why pumps and infusions are excluded. The final section links each objective to a first clinical observation, which shows how classroom teaching transfers to the bedside.
Reading the NU 600 Unit 2 rubric
Herzing's rubric for an objective set typically scores the measurability of objectives, alignment with course outcomes and content, levels of the taxonomy, assessment alignment, scope and writing. Measurability is often the heaviest criterion, giving full marks when each objective has an observable verb, condition and criterion. Alignment points reward a clear link to program or course outcomes and current standards. Taxonomy criteria look for a range of levels appropriate to the learners. Assessment alignment earns credit when the planned evidence matches each objective's verb. Scope points go to a realistic number for the time available. Cite the revised taxonomy and the ADA Standards of Care in APA 7.
NU 600 Unit 2 help: mistakes that cost points
Unit 2 objective sets most often lose points through verbs that cannot be measured, such as understand, appreciate or learn about. Another frequent problem is objectives with no criterion, so it is unclear what level of performance counts. Students often write too many objectives for the time available. All objectives at the lowest level of the taxonomy suggest the session will not build judgment. Assessment is sometimes planned after the fact or mismatched, such as a quiz for a skill objective. Content standards are rarely cited. Finally, state what the session does not cover, because a clear boundary helps learners and shows the grader you made deliberate choices about scope.
Get a NU 600 Unit 2 example written to your instructions
Send the Unit 2 instructions and the rubric from your NU 600 classroom, plus the session your objectives have to cover and the time you have for it. We write a custom example with observable verbs, conditions and standards inside each statement, levels assigned and evidence attached to every objective, returned in 24 to 48 hours. The first custom sample is free.
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NU 600 Unit 2 questions, answered
How many objectives belong in one session?
Fewer than most drafts carry. Four or five that a single class period can genuinely reach beat a dozen that were listed because the content contains a dozen things. Where the instructions set a number, use it. The test worth applying is whether you could name the evidence for each one and still finish inside the time the session actually has.
Which taxonomy should the set use?
Use whichever taxonomy the instructions name. Left to you, a revised cognitive taxonomy is the safe choice: it is well known, and a reader can check your verbs against its levels directly. It also leaves room for the psychomotor and affective objectives that clinical teaching needs. Cite the source, and avoid mixing terms from two systems in one set, because the levels do not line up and the seams show.
Do objectives have to repeat the wording of the course outcomes?
They have to be consistent with them and they should not simply copy them. A course outcome covers a term while a session objective covers an hour, so the session version is narrower, and many sets add a short line showing which outcome each objective serves. Where your program supplies approved outcome wording, quote it exactly and write the session objectives underneath it.
Where can I find a free NU 600 Unit 2 sample paper?
Read the complete NU 600 Unit 2 insulin seminar objectives here at no charge, with evidence decided in advance and content standards. A custom objective set can be written for your own session and learners.
How do I write measurable learning objectives in nursing education?
Use an observable verb, state the condition and set a criterion, such as calculate a correction dose from a written scale, five of five correct. This sample writes each objective that way and decides the evidence before the session.