| Course | NU653 AGACNP Acute Care Diagnosis and Management Clinical II |
|---|---|
| Unit | Unit 10 |
| Paper type | Learning objectives update |
| Length | About 880 words, 6 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | MSN |
| Updated | September 2026 |
Free sample paper for NU653 Unit 10
Five Objectives Brought Back for a Verdict: A Learning Objectives Update at the End of the Second Acute Care Rotation
[Student Name]
Purdue University Global
NU653: AGACNP Acute Care Diagnosis and Management Clinical II
Unit 10 Learning Objectives Update
[Instructor Name]
[Date]
Every tally, date and count is a composite placeholder in brackets. The real evidence, hours and ratings belong to the student who completed the rotation, and the preceptor comment column is left for the preceptor.
Legend
Met: the objective's measure was reached, with evidence named. Partly met: progress is measurable but the target was not reached. Revised: the objective's premise changed, and it was rewritten with the preceptor's agreement. Carried forward: to continue in the next rotation, with a new deadline.
Objectives Table
Objective 1, as first written: "By the final unit, I will propose a complete assessment and plan before my preceptor speaks for at least 80 percent of patients I follow." Status: met. Evidence: daily log tally, [34] of [40] patients in units [7] to [10], [85] percent. What remains: none for this measure; plans for patients with more than [four] active problems were less complete. Next step: carry the habit into the next rotation and track completeness for complex patients separately. Preceptor comment: [left for preceptor].
Objective 2, as first written: "By unit 6, I will present a patient whose diagnosis has changed in under three minutes, stating the correction in the first sentence." Status: met. Evidence: presentations on [dates], each timed by the preceptor; the unit [4] presentation ran [2] minutes [40] seconds. What remains: none. Next step: none required. Preceptor comment: [left for preceptor].
Objective 3, as first written: "By the final unit, I will interpret 12-lead ECGs independently, with my interpretation matching the cardiology read in at least 90 percent of 30 tracings." Status: partly met. Evidence: ECG log, [22] tracings interpreted, [19] matching the final read, [86] percent. What remains: [eight] more tracings; errors were concentrated in conduction blocks. Next step: a focused review of conduction disease and [ten] more tracings in the first two weeks of the next rotation. Preceptor comment: [left for preceptor].
Objective 4, as first written: "By unit 8, I will obtain and interpret five arterial blood gases." Status: revised. Reason: the site's patients were mostly on medical wards, and arterial samples were rarely needed; venous gases were used instead. With the preceptor's agreement on [date], the objective was rewritten: "By the final unit, I will interpret ten blood gases, arterial or venous, including the compensation and one clinical decision each supported." Evidence for the revised objective: log of [11] gases with interpretations reviewed by the preceptor. Status of the revised objective: met. Preceptor comment: [left for preceptor].
Objective 5, as first written: "By the final unit, I will lead a code status conversation with preceptor observation." Status: partly met. Evidence: led one conversation on [date] with the preceptor present; participated in [three] others. What remains: one more led conversation, with written feedback. Next step: carried forward to the next rotation, target by week [four]. Preceptor comment: [left for preceptor].
Revision Note
Objective 4 was revised rather than marked as not met because its premise did not hold at this site. The original objective assumed an intensive care patient mix. The revision keeps the skill the objective was meant to build, interpreting gases and using them in decisions, and changes only the sample type. Revising an objective is appropriate when the setting changes, provided the reason and the date of agreement are recorded, since the SMART form asks that an objective be achievable as well as measurable and timed (Doran, 1981), and one the site cannot support no longer meets that test.
Narrative
The objectives I met were the ones I measured every day; the ones I only partly met were the ones I measured at the end. Objective 1 worked because I kept a tally on the back of my patient list and counted at the end of each shift. Objective 3 fell short partly because I did not log tracings until the second half of the rotation. For the next rotation I will set the logging method on the first day for every objective.
Two objectives also taught me something about how I write objectives. Objective 5 depended on events I could not schedule: a code status conversation happens when a patient needs one, not when a student is ready. A better version would have set the target as leading the next conversation that arose after week [four], with a fallback of a simulated conversation if none did. Objective 2, by contrast, was met early because I could create the opportunity myself by volunteering to present. For the next rotation, I will check each objective for whether its opportunity is in my control, and add a fallback for those that are not.
The update also shows where the program's competencies and my own goals meet. The AACN Essentials describe competencies in person-centered care and in communication that the code status and presentation objectives address directly (American Association of Colleges of Nursing, 2021). Writing objectives for myself, and bringing them back for a verdict, is the self-directed learning cycle Knowles (1975) described: diagnose a learning need, set a goal, choose a method and evaluate the result.
References
American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf
Doran, G. T. (1981). There's a S.M.A.R.T. way to write management's goals and objectives. Management Review, 70(11), 35-36.
Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Association Press.
What the NU653 Unit 10 assignment asks for
The Unit 10 assignment asks you to review the learning objectives you set at the start of the rotation and report progress on each. You restate the objectives exactly, give a status, cite evidence that could be checked, state what remains in measurable terms and set next steps, including any objective carried forward. Many prompts include a column for preceptor comments, which the student leaves for the preceptor. The update is usually three pages with a short reflective narrative. Evidence, hours and ratings must come from your own rotation records, and an objective that changed should be explained, not quietly replaced. Bring the original objectives document with you, since the update is compared against it line by line.
Inside the NU653 Unit 10 example
The example opens with a four-term legend. Each objective follows in the same format, with its exact wording, status, evidence, what remains, next step and a preceptor comment line left blank. Evidence names a record a reader could request, such as a log tally, dates of presentations or an ECG log, with the values as bracketed placeholders. The revised objective shows both the original and the new wording and the date of agreement. The revision note explains the change using the SMART criteria. The narrative identifies a pattern in which objectives were met and adds a lesson about opportunities outside the student's control. Every number in it is a placeholder for the student's own record.
NU653 Unit 10 rubric: what earns full points
The Unit 10 rubric generally scores the accuracy of the self-assessment, the quality of the evidence, the handling of unmet or revised objectives, the next steps and the reflection. Self-assessment earns full points when status matches the evidence. Evidence counts when it is specific and checkable. Unmet objectives are judged on whether the gap is stated in measurable terms. Revised objectives must include the reason and the agreement. Next steps should be concrete and dated. Reflections that draw a general lesson from the pattern across objectives tend to score higher than restatements of the table. Updates that date each next step and name how it will be measured also score well on planning.
NU653 Unit 10 help from the desk
The most common mistake is rating objectives as met without evidence, or with evidence such as feeling more confident. Another is quietly rewriting an objective at the end so it appears met. Students sometimes fill in the preceptor's column themselves, which is never appropriate. Some updates report hours or ratings that do not match the official record. Next steps are often vague. And many narratives simply repeat the table instead of explaining what the pattern of results shows about how the objectives were written. Finally, check every placeholder against your own log before submitting, since faculty compare the numbers with the official record.
Get an NU653 Unit 10 example written to your instructions
Objectives updates follow the goals written in the rotation's first week, and those goals, the evidence and the hours are the student's own. Share the objectives as originally written along with the rubric; a first sample built around them returns free within 24-48h, showing how each can be judged, with placeholders where real records belong. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
More NU653 papers and MSN samples
- NU653 Unit 1: Re-Presenting a Changed Diagnosis
- NU653 Unit 2: Serial Progress Notes, Encephalitis
- NU653 Unit 3: Revised Case Presentation, DRESS
- NU653 Unit 4: Written Plan Defense, Inpatient Insulin
- NU653 Unit 5: Seminar Reflection, Functional Weakness
- NU653 Unit 6: Family Update, Stroke Mimic
- NU653 Unit 7: Case Conference Review, Near Miss
- NU653 Unit 8: Medicine Consult, Postoperative Anemia
- NU653 Unit 9: Reflective Narrative, Digoxin Toxicity
- NU652 Unit 10: Management Revision, Neutropenic Fever
- NU651 Unit 10: Pancreatitis Case Presentation
- NU650 Unit 10: Discharge Summary, Diverticular Bleed
- NU648 Unit 10: Fidaxomicin vs Vancomycin Comparison
NU653 Unit 10 questions, answered
Can the sample fill in my evidence and hours?
No. Evidence, clinical hours and any rating in this document are a record of your own rotation, and faculty check them against the log you kept and the evaluation your preceptor completed. The sample uses bracketed placeholders to show where each item goes and how specific it should be, so you can complete the table from your own records.
What if I did not meet most of my objectives?
Say so, and give both the cause and the next step. An update that honestly reports partial progress, explains the circumstances, such as a site with fewer patients of a certain type, and sets a concrete next step often reads better than one claiming everything was met. Faculty generally look for insight and accuracy rather than a perfect record.
Is it acceptable to change an objective partway through?
Often, if the change is explained. Rotations do not always offer what was expected, and adjusting a goal to fit the available experience is reasonable. The sample keeps the original wording visible, explains why it changed and writes the replacement to the same measurable standard, which is what most instructors expect to see.
Where can I find a free NU653 Unit 10 sample paper?
This page contains the full NU653 Unit 10 learning objectives update, with the legend, five objectives, the revision note and the narrative, using placeholders where your own evidence belongs. A free template shaped to your own objectives can be requested.
Can an objective be changed in NU653 Unit 10?
Yes, if the reason is stated and the change was agreed. The sample revises a blood gas objective because the site's patients rarely needed arterial samples, keeps the skill it was meant to build and records the date the preceptor agreed.