| Course | NUR 671 Teaching in Nursing and Health-Related Settings |
|---|---|
| Module | Module 3 |
| Paper type | Instructional unit portfolio paper (learner analysis and objectives) |
| Length | About 812 words, 5 pages |
| Format | APA 7 student paper |
| School | Arizona State University |
| Program | MS in Nursing |
| Updated | October 2026 |
Free sample paper for NUR 671 Module 3
Teaching the First Drops: Learner Analysis, Goals and SMART Objectives for an Instructional Unit on Hand Expression of Colostrum
Student Name
Edson College of Nursing and Health Innovation, Arizona State University
NUR 671: Teaching in Nursing and Health-Related Settings
Instructor Name
Month Day, Year
Teaching the First Drops: Learner Analysis, Goals and SMART Objectives for an Instructional Unit on Hand Expression of Colostrum
Topic, Setting and Purpose
This instructional unit prepares newly hired registered nurses on a 24-bed mother-baby unit in a composite community hospital to teach mothers hand expression of colostrum in the first day after birth. Hand expression lets a mother collect small volumes of early milk to give her baby by spoon or syringe when the baby is sleepy or latching poorly, and it can be taught without equipment. The hospital's breastfeeding policy follows the global Ten Steps, which include supporting mothers to start and maintain breastfeeding and manage common difficulties, and implementation guidance lists showing mothers how to express milk among the practices that support this step (World Health Organization & UNICEF, 2018).
The purpose of the unit is to close a gap observed on the unit: lactation consultants are available only on weekdays, and night-shift nurses report feeling unprepared to teach the skill. The broad goal is that every nurse on the unit can teach hand expression confidently and correctly, so that mothers receive the same support at 3 a.m. as at noon.
Stakeholders and Their Viewpoints
Four groups hold a stake in this unit, and their viewpoints differ.
Mothers and families want practical help that respects privacy and does not make them feel judged about how their baby is fed. Some prefer not to be touched, which shapes how nurses should teach.
Newly hired nurses want to be competent quickly and may feel awkward teaching an intimate skill. Experienced transfers want the session to respect what they already know about patient teaching.
Lactation consultants support the unit because it extends their reach, but they want accurate content and clear limits on when a nurse should refer.
The unit's manager, along with the quality committee, wants consistency with the breastfeeding policy and a way to show the training happened and worked, since exclusive breast milk feeding is a tracked perinatal measure.
Learner Characteristics
Each orientation cohort has about eight nurses. In the composite cohort used for planning, four are new graduates, three are transfers from medical-surgical units and one transferred from a labor and delivery unit at another hospital.
Experience and prior knowledge. New graduates completed an obstetric rotation but most have never taught a skill to a patient alone. Transfers are skilled patient educators but have little lactation knowledge. The labor and delivery nurse knows the content but has rarely taught it after the first hour.
Motivation. All are motivated by an immediate need, since they will care for postpartum families within weeks. This fits adult learning principles that emphasize relevance and problem-centered learning (Knowles et al., 2015).
Comfort and affect. In a brief survey before orientation, five of the eight nurses rated their comfort teaching breastfeeding skills as low. The unit must address comfort as well as knowledge.
Accessibility and privacy. The educator asks every learner privately, before the session, whether any accommodation would help, and follows the hospital's process for documented accommodations, consistent with the Americans with Disabilities Act. Learner information, such as survey results and checklist scores, is kept confidential and shared only with the nurse manager for orientation purposes.
Schedules. Night-shift hires attend during orientation weeks, but the unit must also be repeatable on short notice for float staff.
Learning Objectives
The objectives below are written in SMART form and labeled by domain and level using the revised taxonomy for the cognitive domain (Anderson & Krathwohl, 2001) and common psychomotor and affective hierarchies described in the course text (De Gagne & Oermann, 2025).
| Objective | Domain and level |
|---|---|
| By the end of the 90-minute session, each nurse will explain to a simulated mother, in plain language, two reasons hand expression helps in the first 24 hours, with both reasons accurate on the observer checklist. | Cognitive: understand |
| Before the session ends, each nurse will show hand expression on a breast model with the hand placed correctly and a press, compress and release rhythm, meeting all six checklist items within two attempts. | Psychomotor: guided response moving to mechanism |
| During a role-play, each nurse will respond to a simulated mother's embarrassment by offering privacy, asking permission and offering a hands-off option, as rated by a peer observer using a three-item checklist. | Affective: responding |
| Given three brief written cases at the end of the session, each nurse will identify the mother who needs referral to a lactation consultant and give one reason, with correct identification in all three cases. | Cognitive: analyze |
Summary
This unit addresses a real gap on the unit, serves stakeholders with different but compatible interests and is planned for learners who differ in experience and comfort. Its objectives cover knowledge, skill and attitude, because coaching a mother in hand expression requires all three. Part 2 of the portfolio will align evaluation strategies and learning activities with these objectives.
References
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.
De Gagne, J. C., & Oermann, M. H. (Eds.). (2025). Teaching in nursing and role of the educator: The complete guide to best practice in teaching, evaluation, and curriculum development (4th ed.). Springer Publishing.
Knowles, M. S., Holton, E. F., III, & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.
World Health Organization & UNICEF. (2018). Implementation guidance: Protecting, promoting and supporting breastfeeding in facilities providing maternity and newborn services: The revised Baby-friendly Hospital Initiative. World Health Organization. https://www.who.int/publications/i/item/9789241513807
Reading the NUR 671 Module 3 assignment instructions
Part 1A belongs to Module 1, and the module's expected outcomes describe what it needs: the purposes and broad goals of learning for a specific group of learners and context, the stakeholders and their viewpoints, the learner characteristics that matter for planning and meaningful SMART objectives with the domain and level of each correctly identified. The module also covers FERPA and ADA responsibilities, so a note on protecting learner information and accessibility fits here. The syllabus describes the whole portfolio as a series of assignments that plan, develop, deliver and evaluate instruction on a health-related topic, so choose a topic and a group of learners you can carry through all four parts. Canvas holds the detailed criteria and rubric.
How the NUR 671 Module 3 example is put together
Setting and purpose come first: a mother-baby unit, a skill that needs no equipment and a gap on night shift when lactation consultants are off. The policy link to the Ten Steps grounds the topic in a recognized standard. A stakeholder section gives four groups a short paragraph each and notes where their views differ. The learner analysis describes a composite cohort of eight by experience, prior knowledge, motivation, comfort, accessibility and schedule, with a confidentiality note. The objectives section presents four SMART statements in a table, each labeled with its domain and level. A brief summary links Part 1A to Part 2. Four sources support the paper, including the course text and the revised taxonomy.
NUR 671 Module 3 rubric: what earns full marks
Part 1A is one piece of the portfolio, and Parts 1 through 4 together carry 85% of the course grade. Expect its Canvas rubric to track the Module 1 outcomes: a clear purpose and goals for specific learners, stakeholders with their viewpoints, a learner analysis that affects planning and SMART objectives correctly labeled by domain and level. Objectives earn most when they name an observable behavior, a condition and a criterion, and when the domain label matches the verb. A learner analysis that changes the plan, for example by addressing low comfort, shows applied understanding rather than description. Accurate content on the health topic and attention to privacy and accessibility add credibility. Organization by required element makes grading easy.
NUR 671 Module 3 help with common mistakes
The commonest slip is an objective with an unobservable verb, such as "understand the importance of hand expression." Use a verb you could watch, and add a criterion. Another is labeling every objective cognitive; most skills need psychomotor and affective objectives too. Learner analyses often list demographics that change nothing; include only characteristics that shape the plan. Keep the topic small enough to teach in one session. If you send the desk your topic, setting and learners, a Part 1A draft can be built around them. Check the domain levels against the course text's tables, since faculty grade the labels as carefully as the objectives.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Arizona State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
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NUR 671 Module 3 questions, answered
Where can I find a free NUR 671 Module 3 sample paper?
The full NUR 671 Instructional Unit Portfolio Part 1A sample above covers goals, stakeholders, learner analysis and four SMART objectives with domains.
What does NUR 671 Portfolio Part 1A include?
Purpose and goals for a group of learners, stakeholders and their viewpoints, learner characteristics and SMART objectives labeled by domain and level.
How much is the NUR 671 portfolio worth?
The posted syllabus lists the Instructional Unit Portfolio, Parts 1 through 4, at 85% of the course grade.
What makes a learning objective SMART?
It names a specific, observable behavior with a measurable criterion, is achievable for the learners, is relevant to the goal and has a time frame.
What are the three learning domains?
Cognitive for knowledge and thinking, psychomotor for physical skills and affective for attitudes, values and feelings.