This page holds a finished NR 535 Week 2 learning objectives set, shown complete with its audience statement, its verb choices and the taxonomy rationale attached to each line. Searches like "nr 535 week 2 assignment example", "nr535 week 2 sample" and "nr 535 week 2 example" land here.
What a finished NR 535 Week 2 learning objectives set looks like
The document is short and almost entirely load bearing. A header fixes the session: topic, audience, their level, the time available and the setting. Under it sit three or four objectives, rarely more, each a single sentence beginning with a verb somebody could observe from the back of the room. Beside each objective the finished example carries a brief rationale, naming the taxonomy level and the reason that level suits this audience rather than a more ambitious one. A closing paragraph, half a page at most, explains the set as a whole: why these three and not five, and what the writer decided to leave for a later session. Formatting is usually a table, and the example fills every cell rather than leaving the rationale column thin.
How a NR 535 Week 2 example is structured
The audience line comes first, before any verb is chosen, because a novice group and a group of experienced nurses will not take the same verb at the same level. Next the writer sets the session boundary, the actual minutes and the setting, which is what stops an objective from quietly describing a semester. Then the objectives themselves, ordered by taxonomy level rather than by topic, so the set reads as a climb: recall something, use it, then judge with it. Each carries its rationale immediately beside it, not collected at the end, so a grader reads verb and reason together. The synthesis paragraph closes by defending the number of objectives, which is the part almost everyone treats as optional. A clause per objective saying what would be seen in the room separates a strong set from a competent one.
The audience decides the verb
Novices and experienced nurses do not meet the same verb at the same level. Fixing who is in the room first is what makes the rest of the set defensible.
One session, not one course
Every line has to be reachable inside the minutes available. An objective that quietly needs a whole unit is the most common reason a lesson plan later refuses to work.
The back of the room test
If a stranger at the back could not tell whether the objective had been met, the verb is wrong. The finished example applies that test to every line it writes.
Why the rationale sits beside the verb
Keeping the justification next to the objective lets a grader check both in one pass. Collected at the end, the same reasoning reads as an afterthought and often loses points.
Three good lines beat six vague ones
The closing paragraph in the example defends the count. Choosing to leave material for a later session is an instructional decision, and saying so out loud is worth marks.
Where marks go in NR 535 Week 2
Verbs that cannot be seen cost the most, and they cost twice, because an unobservable objective also breaks the activity that was supposed to deliver it. Understand, appreciate, be aware of and be familiar with all fail the back of the room test. Second is scope, an objective a whole unit could not deliver sitting in a plan for one hour. Third is the missing audience, where the reader cannot tell whether these learners are new graduates or charge nurses, so no taxonomy level can be defended. Fourth is a rationale that restates the objective in different words instead of justifying its level. Fifth is quantity, since eight objectives for one session is a syllabus, not a plan. Numbering and parallel form are small, and they still get marked.
Get a NR 535 Week 2 example written to your instructions
Send us your week's instructions, the rubric and the topic you were assigned, along with the audience if your section names one. A custom objectives set is written to those exact requirements, rationale column included, and comes back inside 24 to 48 hours. The first example is free, and it is built for your session rather than adapted from someone else's.
NR 535 Week 2 questions, answered
Do the objectives have to use a taxonomy?
In practice most sections expect one, and the example names its taxonomy openly so the rationale has something to argue against. The point is not the label but the climb. When every line sits at the same low level, the session has no shape, and when the top line jumps three levels above the audience, the hour cannot deliver it. The taxonomy simply makes both problems visible.
Can an objective set include an affective objective?
It can, and the example shows one written so it still passes the observation test. Attitude objectives fail when they promise a feeling and succeed when they promise a behavior that would follow the feeling: raising a concern aloud, asking for a second check, choosing to pause. Write the behavior, keep the attitude in the rationale, and the line survives a rubric.
Does this set have to match the lesson plan I write later?
It should, and that is the practical value of writing it carefully now. Later weeks in this course ask for a plan with minutes attached, and each block in that plan is supposed to serve a named objective from this set. Vague verbs here become unassignable minutes there. The example is written so every line could be pointed at from a timing column without rewording.