If there’s one skill that separates organizations whose CEU programs sail through approval from those that get sent back for revisions, it’s this: writing learning objectives correctly.
I’ve reviewed hundreds of CE program applications over the years. Weak learning objectives are the most common reason I see programs stall. The good news is it’s entirely fixable once you understand what reviewers are actually looking for.
What a Learning Objective Actually Is
A learning objective is a statement that describes what a learner will be able to do after completing your educational activity. Not what they’ll know. Not what they’ll understand. What they’ll be able to do.
This distinction matters enormously for CE approval. ANCC and most state approver units require behavioral learning objectives — statements that use measurable action verbs and describe observable, assessable outcomes.
The ABCs of Learning Objectives
A well-written learning objective has three components:
- Audience — Who is learning? (Usually “the participant” or “the learner”)
- Behavior — What will they be able to do? (A measurable action verb + specific task)
- Condition or Criterion — Under what conditions, or to what standard? (Optional, but strengthens the objective)
Example: “Upon completion of this activity, the participant will be able to identify three early signs of sepsis and describe the appropriate nursing response for each.”
Action Verbs That Work (and Ones That Don’t)
The verb is everything. Here’s a quick reference:
Measurable verbs (use these):
- Identify, List, Name, State, Define — knowledge-level objectives
- Explain, Describe, Summarize, Distinguish — comprehension objectives
- Apply, Demonstrate, Calculate, Use, Perform — application objectives
- Analyze, Differentiate, Compare, Assess — analysis objectives
- Evaluate, Justify, Recommend, Select — evaluation objectives
Vague verbs (avoid these):
- Understand, Know, Learn, Appreciate, Realize, Be aware of, Become familiar with
These verbs describe internal mental states that cannot be observed or measured. If you cannot design a test question or demonstration that proves the learner achieved it, the verb is too vague.
Common Mistakes and How to Fix Them
Mistake 1: The objective describes what the instructor will do, not what the learner will do.
❌ “This program will cover the stages of pressure injury.”
✅ “The participant will be able to identify and describe the four stages of pressure injury using the NPIAP classification system.”
Mistake 2: One objective tries to do too much.
❌ “Participants will understand wound assessment, treatment selection, documentation requirements, and patient education strategies.”
✅ Write four separate objectives, one for each area.
Mistake 3: The objective doesn’t match the content.
Your evaluation must assess whether learners achieved the learning objectives — and your content must teach what the objectives promise. If your objective says “demonstrate proper hand hygiene technique” but your program is a lecture with no skills component, there’s a disconnect that reviewers will catch.
How Many Learning Objectives Do You Need?
Most ANCC activities have two to five learning objectives. For a one-hour inservice, two or three well-written objectives are appropriate. For a full-day program, you might have five or six.
More is not better. Five vague objectives are worse than three clear ones. Focus on the most important things learners need to be able to do when they leave.
Aligning Objectives, Content, and Evaluation
Here’s the quality check I use for every program I review: Can you draw a straight line from each learning objective to the content that teaches it, and from there to the evaluation question or activity that tests it?
If any link in that chain is missing, the program isn’t ready for submission.
NursingQI reviews CE program applications and helps organizations develop learning objectives that meet ANCC standards. Schedule a consultation to get your programs approval-ready.