Using the National League for Nursing’s (NLN) Nurse Educator Competencies (2020), you will develop your practicum goals and objectives. These competencies will guide and support the development of your practicum goals and objectives.

Jamez

19 Mar 2025 • 6 min read

Developing Measurable Practicum Goals and Objectives for Nurse Educator Competencies | Using Bloom’s Taxonomy to Create Effective Nurse Educator Practicum Objectives

PRACTICUM GOALS AND OBJECTIVES ASSIGNMENT INSTRUCTIONS
OVERVIEW
Using the National League for Nursing’s (NLN) Nurse Educator Competencies (2020), you will develop your practicum goals and objectives. These competencies provide a structured framework to ensure your goals align with professional standards. These competencies will guide and support the development of your practicum goals and objectives. Your goals and objectives will assure your practicum experience is comprehensive. Consult your preceptor while developing this to ensure feasibility and mutual agreement. Collaboration with your preceptor is essential to align your goals with real-world practicum expectations.

It is important to note that these goals and objectives will be used throughout the remaining two practicum courses (NURS 618 and NURS 619). Consistency in your goals will help you track progress and achieve long-term learning outcomes.

In addition to using the NLN competencies as a guide to develop the draft of your goals and objectives, also refer to the Read: Developing Goals and Objectives PowerPoint presentation and Read: Bloom’s Taxonomy Chart and How to Use It located in the Learn section to complete this assignment. These resources will provide you with practical tools to create clear and actionable objectives.

This assignment will be submitted in two parts:
• Practicum Goals and Objectives: Part 1 – Draft Assignment
• Practicum Goals and Objectives: Part 2 – Final Assignment

You will receive feedback on your Practicum Goals and Objectives: Part 1 – Draft Assignment. Use this feedback to improve and correct your assignment. Then, you will submit your Practicum Goals and Objectives: Part 2 – Final Assignment. Feedback is a critical component of the learning process, ensuring your goals are refined and achievable.

Note: Once final approval is given by the instructor, you will also upload a copy of the final Goals and Objectives document with your first practicum log totaling 10 hours to InPlace.

INSTRUCTIONS
You will develop at least 4 – 6 goals related to a variety of the NLN Competencies. At least 4 – 6 of the 8 NLN Nurse Educator Competencies should have a related goal and supporting objective. This ensures a well-rounded practicum experience that addresses multiple aspects of nurse education.

Each goal should have at least 3 objectives listed under each goal. The objectives that support the stated goals must be measurable, realistic, and attainable. Measurable objectives allow you to track your progress and demonstrate achievement.

Refer to the Read: Developing Goals and Objectives PowerPoint presentation and the Bloom’s Taxonomy Teacher Planning Kit located in the Learn section of Module 1: Week 1 to complete this assignment. The slides provide you with sound information to support the development of your goals and objectives. The format is also included in the presentation and provides a clear example to follow. The objectives that support the stated goals must be measurable, realistic, and attainable. Your faculty is available to you for questions. Be sure to number your goals and objectives according to the slides in the presentation.

Example: Goal 1, Objective 1.1, 1.2, 1.3, etc.
• Length of assignment: Varies, usually 3-4 pages, excluding the Title and Reference pages
• Format: Current APA. Must have an introduction and a conclusion
• Number of Citations: Course textbooks, Bible, and other documents references.
• Follow the pattern of the example in the presentation.

Once you submit the final in Canvas, it will be graded by the instructor. The instructor will provide one of the following:
• A final approval of the Goals and Objectives—
o You may start the practicum
o Post the approved Goals and Objectives in InPlace as the first practicum log.
• A final approval of the Goals and Objectives with minor edits—you may start the practicum and post the Goals and Objectives in InPlace with minor edits added, or
• The instructor asks you to rewrite the Goals and Objectives (final approval to start practicum will be held until the revised Goals and Objectives meet the instructor’s approval). The revisions will be emailed by you to the instructor.

Refer to the grading rubric for specific grading criteria. You can document up to 10 hours toward your practicum hours for completing the Goals and Objectives in InPlace.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Suggested References (2016–2025):

National League for Nursing. (2020). Nurse Educator Competencies: Creating an Evidence-Based Practice for Nurse Educators. NLN.

Billings, D. M., & Halstead, J. A. (2020). Teaching in Nursing: A Guide for Faculty (6th ed.). Elsevier.

Oermann, M. H., De Gagne, J. C., & Phillips, B. C. (2022). Teaching in Nursing and Role of the Educator: The Complete Guide to Best Practice in Teaching, Evaluation, and Curriculum Development (3rd ed.). Springer Publishing.

Sample Topics

Developing Measurable Practicum Goals and Objectives for Nurse Educator Competencies

Aligning Practicum Goals with NLN Competencies: A Framework for Success

Practicum Goals and Objectives: Part 1 – Draft Assignment

Introduction

Nursing education isn’t just about passing on facts—it’s about shaping skilled, confident professionals. As a nurse educator, I need a clear plan to grow during my practicum. That’s where this draft comes in. Guided by the National League for Nursing’s (NLN) Nurse Educator Competencies (2020), I’ve worked with my preceptor to sketch out four practicum goals. Each one ties into Bloom’s Taxonomy, ensuring they’re practical and trackable. This isn’t set in stone yet—feedback will sharpen it—but it’s a starting point for my journey in nursing education.

Goal 1: Enhance Teaching Skills Through Competency-Based Methods

The NLN’s Competency I is all about helping students learn. Teaching well means grabbing their attention and making ideas stick. I want to get better at that.

Objective 1.1: Put together three lesson plans using hands-on tricks like case studies or group chats by the end of the first month.
Objective 1.2: Run two teaching sessions for nursing students and ask my preceptor what they think within a week of each one.
Objective 1.3: Check how well one method works by asking students to fill out a quick survey, then sift through their answers within a fortnight.

Goal 2: Promote a Supportive Learning Environment

Competency II pushes nurse educators to build students up and help them fit into the profession. A classroom where people feel safe to try and fail is key.

Objective 2.1: Agree on five simple rules with students for keeping things respectful, sorted out in the first week.
Objective 2.2: Pair up with one student to set some personal goals, then catch up after three weeks to see how they’re going.
Objective 2.3: Set up a peer activity—like a study group—and chat with students afterwards to figure out if it helped, by halfway through.

Goal 3: Integrate Evidence-Based Practices into Teaching

Competency VI urges us to keep improving by leaning on solid evidence. Nursing education changes fast, and I need to stay sharp.

Objective 3.1: Hunt down three fresh journal articles about teaching trends in nursing and jot down the big ideas within four weeks.
Objective 3.2: Try out a proven idea—like a simulation—in class by the second month.
Objective 3.3: Look at how students do with that new approach compared to the old way, writing up my thoughts within three weeks of trying it.

Goal 4: Strengthen Assessment and Evaluation Skills

Competency III is about figuring out what students know and how to help them improve. Good feedback can make all the difference.

Objective 4.1: Whip up a rubric to score a hands-on nursing skill, testing it with five students by the halfway mark.
Objective 4.2: Write clear feedback for one student assignment, handing it back within a week.
Objective 4.3: Dig into the results of one class task to spot two ways I can teach better, wrapping that up by the end.

Conclusion

Laying out practicum goals like this feels like drawing a map—I know where I’m headed, even if the path might shift. Tying them to NLN competencies keeps me grounded, and Bloom’s Taxonomy makes sure I can measure my progress. My preceptor’s input has been a big help so far, and I’m looking forward to tweaking this with more advice. What will I learn as I go? That’s the exciting part.

References

Benner, P., Sutphen, M., Leonard, V. and Day, L. (2020) Educating Nurses: A Call for Radical Transformation. San Francisco: Jossey-Bass.

Billings, D. M. and Halstead, J. A. (2022) Teaching in Nursing: A Guide for Faculty. 7th ed. St. Louis: Elsevier.

National League for Nursing (2020) NLN Nurse Educator Competencies. [Online] Available at: http://www.nln.org/professional-development-programs/competencies-for-nursing-education (Accessed: 15 March 2025).

Oermann, M. H. and Gaberson, K. B. (2021) Evaluation and Testing in Nursing Education. 6th ed. New York: Springer Publishing.

Yoder-Wise, P. S. (2019) Leading and Managing in Nursing. 7th ed. St. Louis: Elsevier