Four measurable goals set out in Knowles's columns, with the preceptor's agreement line left empty: a learning contract of the kind NU298CL often asks for in Unit 1, composite throughout. Searches like "nu 298cl unit 1 assignment example", "nu298cl unit 1 sample" and "nu298cl unit 1 example" land here.
What a finished NU298CL Unit 1 learning contract looks like
A title block names the writer, the course, the setting in general terms and a start date in brackets, and a wide table then fills two pages. Its five columns follow Knowles: objective, resources and strategies, evidence of accomplishment, how that evidence will be validated, and target date. Goal one moves the writer from [three] patients to the preceptor's full night assignment of [five] by shift [6], with a written handover sheet for each patient at [07:00]. Goal two covers new admissions from the emergency department, the bedside portion completed for [three] of them. Goal three concerns calls to the covering provider after midnight, scripted beforehand and made with the preceptor listening. Goal four sets a clustered care schedule that protects [four] unbroken hours of patient sleep. A signature block closes the page, unsigned.
How a NU298CL Unit 1 example is structured
Every goal answers to two readers at once, and the columns exist to satisfy both. A preceptor carrying a real assignment needs objectives that suit the night as it actually runs; a marker needs goals that leave a document behind. So the objective column names a number, a skill and a shift, while the evidence column names something the writer will produce, such as a handover sheet or a call script with the reply noted beneath it. Validation is where the contract stays honest: it names who judges each goal, and for three of the four that is the preceptor, whose judgment the document requests rather than records. Resources are specific, including the unit's admission policy, its sleep protocol and a provider paging guide. Under the table sits a brief list of tasks outside student scope, verbal orders and blood product checks among them, following program policy.
Five columns from Knowles
Objective, resources and strategies, evidence, validation and target date run across the top in that order. Reading any row from left to right shows a goal, how it will be pursued, what will prove it and who decides whether it was reached.
From three patients to five
The first goal climbs in steps: [three] patients on the opening two shifts, [four] from shift three, and the preceptor's full assignment by shift [6]. A written handover sheet for each patient at the end of every night is its evidence.
Admissions, bedside portion
Admissions arrive from the emergency department at any hour of the night. The second goal limits itself to what happens in the room: skin inspection, a falls screen and checking the home medication list against whatever bottles came with the patient.
A script before the call
Night calls to a covering provider are short and often interrupted. The third goal commits the writer to setting down the concern and the question first, then placing the call with the preceptor listening and noting what was ordered.
An empty agreement block
Preceptor comments, requested revisions, the faculty review and both signatures stay blank. The contract is the writer's proposal; negotiating it is a conversation, and its outcome belongs to the people who agree to it.
Where marks go in NU298CL Unit 1
Nobody can fail a goal such as becoming more confident, and nobody can evidence one either, so contracts built from such goals give the preceptor nothing to judge; instructors tend to return those first. An evidence column that repeats the objective, the writer will manage five patients, proves nothing, because the document it names has to exist later. Target dates set on the final shift remove any chance of revision. A validation column reading self-assessment in every row skips the person the contract is negotiated with. Promising tasks that program policy keeps for licensed nurses reads as a scope error. Too many goals thin the table; four with named artifacts tend to outscore nine. Filling in the preceptor's agreement, or describing it as already given, misstates what the document is, and orientation-day patient details have no place in it.
Get a NU298CL Unit 1 example written to your instructions
Night shifts, day shifts, a critical care unit or a community setting: the immersion shapes every goal, so sketch it broadly before anything else. Add the Unit 1 prompt, the rubric and whatever contract template the program supplies, column names included. The first custom sample is free, arrives in 24-48h, and leaves every agreement line untouched.
NU298CL Unit 1 questions, answered
What is a learning contract in a capstone clinical course?
A written agreement among the student, the preceptor and often a faculty member, setting out what the student intends to learn, how, what will show it, who will judge it and by when. The format most programs adapt comes from Malcolm Knowles's work on adult learning. It differs from a care plan or a skills checklist because the student proposes the goals and the others respond to them.
How many goals should a learning contract have?
Whatever the template asks; many settle on three to five. Fewer goals with real evidence usually read better than a long list, because each one has to be pursued, documented and judged across a limited number of shifts. If your program ties goals to specific outcomes, map each goal to the outcome it serves rather than adding goals until every outcome has one.
What if my preceptor wants different goals?
Then the contract changes, which is the reason it is negotiated at all. A preceptor knows what the unit can actually offer during a working night, and a goal that ignores that will stall. Keep the evidence column specific even when the goal moves, note what changed and why, and expect a second revision once the assignment settles; many programs ask for exactly that in the following unit.