| Course | NUR 672 Design and Delivery of Mediated Instruction |
|---|---|
| Module | Module 2 |
| Paper type | Learning plan document (outcomes, objectives and evaluation strategy) |
| Length | About 762 words, 5 pages |
| Format | APA 7 student paper |
| School | Arizona State University |
| Program | MS in Nursing |
| Updated | October 2026 |
Free sample paper for NUR 672 Module 2
Starting From the Bedside: Backward Design, Scaffolded Objectives and a Four-Level Evaluation Strategy for a Course on Adults With Intellectual and Developmental Disabilities
Student Name
Edson College of Nursing and Health Innovation, Arizona State University
NUR 672: Design and Delivery of Mediated Instruction
Instructor Name
Month Day, Year
Starting From the Bedside: Backward Design, Scaffolded Objectives and a Four-Level Evaluation Strategy for a Course on Adults With Intellectual and Developmental Disabilities
Backward Design
Backward design starts with the results you want, then decides what evidence will show them and only then plans instruction (Wiggins & McTighe, 2005). For this course, the desired result on the unit is that nurses adjust their care from admission to discharge whenever the patient is an adult with an intellectual or developmental disability. The evidence will be learners' choices in case scenarios and a discussion in which they plan care. Instruction comes last, in Part 3. Objective levels below follow the revised taxonomy (Anderson & Krathwohl, 2001).
Course Learning Outcomes (CLOs)
| CLO | Bloom's verb, level and category |
|---|---|
| CLO 1: Plan individualized nursing care for a hospitalized adult with an intellectual or developmental disability that adapts communication, assessment and the environment to the person's needs. | Plan: create (procedural knowledge) |
| CLO 2: Evaluate how family members and support staff are involved in care and discharge, and recommend improvements that treat them as partners. | Evaluate: evaluate (conceptual knowledge) |
Module Level Objectives (MLOs)
| MLO | Bloom's verb, level and category | Supports |
|---|---|---|
| MLO 1.1: Describe common barriers adults with intellectual and developmental disabilities face in hospitals, using findings from published research. | Describe: understand (factual knowledge) | CLO 1 |
| MLO 1.2: Apply adapted communication and pain assessment strategies to a case of an adult with limited verbal communication. | Apply: apply (procedural knowledge) | CLO 1 |
| MLO 2.1: Analyze a hospital admission case to identify where a caregiver's knowledge of the person's baseline should change nursing decisions. | Analyze: analyze (conceptual knowledge) | CLO 2 |
| MLO 2.2: Design a discharge plan with a family member or support worker that addresses medications, follow-up and warning signs in accessible formats. | Design: create (procedural knowledge) | CLOs 1 and 2 |
Alignment and Scaffolding
Each module objective supports a course outcome, as the table shows, so every learning activity in Part 3 will trace to a CLO. The objectives are scaffolded by level. Module 1 moves from understand to apply, giving nurses the knowledge and techniques first. Module 2 moves from analyze to create, asking them to use those techniques in more complex judgments with caregivers. The categories also progress: factual knowledge about barriers, then procedures, then concepts about partnership and finally a procedure built on those concepts, the discharge plan. Both CLOs sit at the evaluate and create levels, so the course ends where the learners will need to work.
Course Evaluation Tool (Canvas Survey)
The survey will open in the last module and close a week after the course ends. Items use a five-point agreement scale unless noted.
1. The course objectives were clear.
2. The activities helped me meet the objectives.
3. The case scenarios resembled patients I care for.
4. The course was easy to navigate on my device.
5. I feel more confident caring for adults with intellectual and developmental disabilities. (Rated before and after: the same item appears in the course's first page survey.)
6. I plan to use at least one strategy from this course on my next shift with such a patient. (Yes/No/Not sure)
7. Which strategy will you use first? (Open response)
8. What would you change about this course? (Open response)
Evaluation Strategy Using Kirkpatrick's Model
The Kirkpatrick framework judges a training program on four levels, reaction, learning, behavior and results (Kirkpatrick & Kirkpatrick, 2016). The strategy uses all four, separating short-term from long-term outcomes.
Level 1, reaction (short term): survey items 1 to 4 and 8 measure whether learners found the course clear, relevant and usable. These are collected immediately and guide quick revisions.
Level 2, learning (short term): scores on the case scenario questions and the discussion rubric show whether learners met the objectives; items 5 and 6 add confidence and intent.
Level 3, behavior (long term): three months after the course, unit educators will audit a sample of charts for adults with intellectual and developmental disabilities for documented communication adaptations and caregiver involvement in discharge teaching, and send a two-question follow-up to learners asking which strategies they used.
Level 4, results (long term): the health system's patient safety office will track safety events involving these patients, such as line dislodgements and falls during admission, over the following year, alongside complaints from families.
Justification: the first two levels show whether the course works as a course; the last two show whether it changes care. Level 4 results can be influenced by many factors, so they will be interpreted cautiously and alongside the chart audit, not as proof on their own.
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.
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick's four levels of training evaluation. ATD Press.
Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). Association for Supervision and Curriculum Development.
NUR 672 Module 2 instructions, in plain terms
Outcomes, Objectives and Evaluation, Module 2, introduces backward course design, Bloom's taxonomy, scaffolded learning, course alignment and Kirkpatrick's Model of Evaluation. The module objectives spell out Part 2: design two course learning outcomes and four module level objectives that are aligned and scaffolded, using appropriate Bloom's verbs, levels and categories; develop a course evaluation tool as a Canvas survey; and justify a course evaluation strategy for both short- and long-term outcomes. Part 2 is worth 15 points and is added to the same Google Document as Part 1. Begin with the results you want on the job or in practice, then write outcomes and objectives backward from them.
How this NUR 672 Module 2 example is built
A short backward design section names the result on the unit and the evidence that will show it before any objective appears. Two course learning outcomes sit in a table with their Bloom's verb, level and knowledge category. Four module objectives follow in a second table that adds which outcome each supports. A paragraph explains the scaffolding across modules, by both level and category. The course evaluation tool lists eight survey items, including a before-and-after confidence item. The Kirkpatrick section covers all four levels, labels each as short- or long-term, names the data source and ends with a justification that treats results data cautiously. Three sources support it: backward design, the revised taxonomy and the Kirkpatrick model.
Reading the NUR 672 Module 2 grading rubric
Part 2's 15 points will likely rest on correctly written and labeled outcomes and objectives, visible alignment between them, a scaffold that moves learners to higher levels, a usable survey and an evaluation strategy that covers short- and long-term outcomes with Kirkpatrick's levels. Objectives earn most when each has one measurable verb whose Bloom's level matches what the learner actually does. Tables that show the alignment and labels make the work easy to verify. Survey items should match what the course can change. An evaluation strategy that names data sources and timing for each level, and acknowledges the limits of results data, shows judgment beyond listing the four levels.
NUR 672 Module 2 help: mistakes that cost marks
A frequent slip is a stacked objective with two verbs at different levels, such as "identify and evaluate." Use one verb per objective. Another is labeling the level by the verb alone; "describe" can sit higher if the task is complex, so match the label to the task. Scaffolding sections often just assert that objectives build; show the progression by level and module. Survey items sometimes ask about things the course cannot affect. If you send your Part 1 topic and learners to the desk, the desk can draft Part 2 to match them. Keep the evaluation realistic for your setting, naming who will collect each kind of data and when.
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 672 Module 2 questions, answered
Where can I find a free NUR 672 Module 2 sample paper?
A complete NUR 672 Learning Plan Part 2 sample with two CLOs, four MLOs, Bloom's labels, a Canvas survey and a Kirkpatrick strategy is on this page.
What does NUR 672 Learning Plan Part 2 require?
Two course learning outcomes and four module objectives with Bloom's verbs, levels and categories, a Canvas survey and a Kirkpatrick evaluation strategy.
What is backward course design?
Starting with the results you want learners to achieve, deciding what evidence will show them and only then planning instruction.
What are Kirkpatrick's four levels?
Reaction, learning, behavior and results, which together evaluate both short-term and long-term effects of a course.
What are Bloom's knowledge categories?
In the revised taxonomy, factual, conceptual, procedural and metacognitive knowledge, used alongside the six cognitive process levels.