| Course | INHE 2001 Fundamentals of Health Education and Behavior |
|---|---|
| Week | Week 5 |
| Paper type | Objective set |
| Length | About 650 words, 5 pages |
| Format | APA 7 student paper |
| School | Walden University |
| Program | BS in Integrative Health |
| Updated | October 2026 |
Free sample paper for INHE 2001 Week 5
Four Objectives, Five Parts Each: An Objective Set for a Ten-Minute Huddle Lesson on Splash Goggles and Dispenser Use, With a Note on Why Only One Is About Behavior
Student Name
Walden University
INHE 2001: Fundamentals of Health Education and Behavior
Instructor Name
Month Day, Year
Four Objectives, Five Parts Each: An Objective Set for a Ten-Minute Huddle Lesson on Splash Goggles and Dispenser Use, With a Note on Why Only One Is About Behavior
The Objectives
The four objectives below are written for the ten-minute huddle lesson planned for the evening housekeeping crew. Each carries five parts: the audience, the condition under which the performance happens, an observable performance, a criterion that says how well, and a timeframe. Writing all five keeps an objective from becoming a wish.
Table 1
Objectives with their five parts identified
| No. | Objective | Audience | Condition | Performance | Criterion | Timeframe | |
|---|---|---|---|---|---|---|
| 1 | By the end of the huddle, each crew member, given a pair of anti-fog goggles and a wipe, will demonstrate cleaning and fitting the goggles so the lenses stay clear for one minute of normal breathing. | Each crew member | Given anti-fog goggles and a wipe | Demonstrate cleaning and fitting | Lenses clear for one minute | By end of huddle | |
| 2 | By the end of the huddle, each crew member, standing at a dilution station, will state the two moments when goggles are required, naming both without prompting. | Each crew member | At a dilution station | State the two required moments | Both named without prompting | By end of huddle | |
| 3 | By the end of the huddle, each crew member, shown a slow or jammed dispenser, will state the reporting route and the stand-in action, matching the posted card. | Each crew member | Shown a slow or jammed dispenser | State the reporting route and stand-in action | Matches the posted card | By end of huddle | |
| 4 | Within four weeks of the lesson, crew members changing a concentrate jug on the evening shift will wear goggles in at least 9 of every 10 observed changes. | Crew members changing jugs | During evening shift jug changes | Wear goggles | 9 of 10 observed changes | Within four weeks | |
Objective 4 will be measured by the supervisor's unannounced station checks, as described in the evaluation plan.
Why Three Are About Learning and One About Behavior
The imbalance is deliberate. A ten-minute lesson can reasonably produce three things that can be checked before the crew leaves the huddle: a skill, a piece of knowledge and a procedure. Those are learning objectives. Only one objective is about behavior on the floor, because only one behavior is the lesson's direct target: wearing goggles at jug changes. Filling bottles only through the dispenser depends on the dispensers working, which is outside the lesson's control, so objective 3 teaches the reporting route instead of promising a behavior the equipment may not allow.
Objectives that combine an observable action with a criterion are standard in health education planning because they make evaluation possible (Green & Kreuter, 2005). Objective 4's criterion, nine of ten, was chosen because the needs assessment found 9 of 14 crew members admitting to skipping goggles at least sometimes; moving to near-universal use would be a clear change, while 100% would set an impossible bar for a routine task done dozens of times a night.
What the Objectives Leave Out
No objective asks the crew to explain why eye injuries are serious. The needs assessment found most already accept that a splash can hurt their eyes, and the theory application found barriers, not beliefs about severity, to be the main driver. A meta-analysis of the Health Belief Model also found perceived barriers among the strongest predictors of behavior (Carpenter, 2010). Spending scarce minutes on severity would target the part of the problem least likely to move.
Checking the Verbs
Every performance verb is observable: demonstrate, state, wear. Verbs such as "understand" or "appreciate" were removed in the first draft because they cannot be seen. Each objective also names the condition, so the supervisor checking objective 2 knows to ask at a dilution station, not in the break room. Observable verbs and stated conditions are what make an objective usable by someone other than its writer (Mager, 1997).
References
Carpenter, C. J. (2010). A meta-analysis of the effectiveness of health belief model variables in predicting behavior. Health Communication, 25(8), 661-669. https://doi.org/10.1080/10410236.2010.521906
Green, L. W., & Kreuter, M. W. (2005). Health program planning: An educational and ecological approach (4th ed.). McGraw-Hill.
Mager, R. F. (1997). Preparing instructional objectives: A critical tool in the development of effective instruction (3rd ed.). Center for Effective Performance.
What the INHE 2001 Week 5 instructions ask for
Objective assignments ask students to write measurable objectives for their health education program. Prompts usually specify a format, often audience, behavior or performance, condition, criterion and time, and may ask for a mix of learning and behavioral objectives. Some ask students to explain how each objective connects to the needs assessment. Instructors check every part of every objective. Objectives with unobservable verbs such as "understand," missing criteria or no timeframe usually lose credit, and a set that promises behavior the program cannot influence is also marked down. Instructors may ask for a specific number of objectives, often three to five, and expect at least one to be measurable after the program ends rather than during it.
How this INHE 2001 Week 5 example is built
The set opens by naming the five parts. A table presents four objectives in full, with each part separated into its own column so a reader can check them. A note explains how the behavioral objective will be measured. A section explains why three objectives concern learning and one concerns behavior, including why dispenser filling became a reporting objective. The criterion of nine in ten is justified from the needs assessment. A section explains the absence of a severity objective, citing a meta-analysis. A last section reviews the verbs and conditions with a classic source on objectives. Each objective is written as a full sentence before being split into its parts, so it reads naturally and can be checked. The behavioral objective's measurement method is named under the table.
INHE 2001 Week 5 rubric: what earns full marks
Instructors generally reward completeness first: all five parts present in all four objectives, shown in a table that lets them check. Observable verbs earn a substantial share. Criteria tied to evidence, such as the baseline from the needs assessment, are credited above round numbers chosen for convenience. Explaining the mix of learning and behavioral objectives shows planning judgment. Leaving out an objective the evidence does not support is often a mark of a strong set. Accurate references to planning and objectives literature, in APA format, complete the grade. Writing each objective as a readable sentence, and not only as a list of parts, shows the set can be used by the people who will teach it.
INHE 2001 Week 5 help: mistakes that cost marks
Write each objective with its five parts and check each part separately. Replace any verb you cannot observe. Set criteria from your baseline data where you can. Ask whether your program can actually influence each behavior you promise, and if not, write a learning objective instead. Explain any imbalance in your set. If your objectives keep coming back with "not measurable" in the margin, we can revise a sample set with your program details. Read each objective aloud; if it sounds unnatural, rewrite it before checking the parts.
Get a INHE 2001 Week 5 example written to your instructions
Send the prompt, the objective format your section requires and the constraints the audience work established, and a set written to that format comes back to you. The first custom set is free, back within 24 to 48 hours. Objectives return written to your prompt, and no figure enters a criterion that a source did not carry.
More INHE 2001 papers and BS in Integrative Health samples
- INHE 2001 Week 1: Boundary Post
- INHE 2001 Week 2: Theory Application
- INHE 2001 Week 3: Needs Assessment
- INHE 2001 Week 4: Audience Analysis
- INHE 2001 Week 6: Discussion post
- INHE 2001 Week 7: Teaching plan
- INHE 2001 Week 8: Materials draft
- INHE 2001 Week 9: Peer critique
- INHE 2001 Week 10: Evaluation plan
- INHE 2001 Week 11: Reflection
- INHE 1005 Week 5: Role Profile
INHE 2001 Week 5 questions, answered
Where can I find a free INHE 2001 Week 5 sample paper?
On this page you can read all four objectives, written for a huddle lesson about splash goggles.
What five parts does each objective have?
Audience, condition, observable performance, criterion and timeframe.
Why is only one objective about behavior?
Only goggle use at jug changes is something the lesson can directly influence on the floor.
How was the nine-in-ten criterion chosen?
From the needs assessment, where most crew members admitted skipping goggles at least sometimes.
Why is there no objective about how serious eye injuries are?
The evidence pointed to barriers, not beliefs about severity.