Chamberlain University · NR courses · every week
Chamberlain classrooms run on weeks: Week 3 Discussion posted once and uneditable, Week 5 Assignment due Sunday, the care plan on its exact template. This chart files samples the same way. Search your NR course and week, see the deliverable in real form, or request a custom sample free and have it in 24 to 48 hours.
The chart rack
The NP core and FNP sequence first, PMHNP beside it, RN-to-BSN and the rest after. Open a course to see its eight weeks; discussions, assignments, and templates live inside each week's row.
NR 509 grades your hands through the page: the examination you performed is judged entirely by the write-up reporting it.
NR 511NR 511 marks the list, not the label.
NR 601NR 601 rarely asks what the patient has.
NR 547NR 547 grades the diagnosis you did not make.
NR 507NR 507 is graded on the causal chain, not the diagnosis.
NR 565NR 565 marks the justification, not the drug.
NR 566NR 566 asks the same drug to answer to three different patients: an infant, a pregnant patient, and someone at eighty on six other medicines.
NR 602NR 602 puts two patients in every room: a pregnant patient and a fetus, or a child and the adult answering for them.
NR 603NR 603 hands you the complaint before anyone has sorted it.
NR 667NR 667 stops teaching new content and starts asking whether you are ready.
NR 546NR 546 is where prescribing stops having a number to aim at.
NR 548NR 548 is a course about noticing, and then writing down what you noticed.
NR 605NR 605 is the first course where the plan belongs to you.
NR 606NR 606 begins where a first plan stops working.
NR 607NR 607 asks for records other people can rely on.
NR 668NR 668 puts your reasoning in front of people who will question it.
NR 581NPNR 581NP is where scope stops being a word and starts being a citation.
NR 582NPNR 582NP grades influence, not position.
NR 583NPNR 583NP is not a course about software.
NR 584NPNR 584NP starts with a question students skip: is this a quality problem or a safety problem.
NR 585NPNR 585NP is graded on judgment, not on how many studies you found.
NR 586NPNR 586NP changes the unit of analysis, and most of the grade follows that change.
NR 545NR 545 assesses three subjects at once, and the integration is the graded part.
NR 360NR 360 is not about software.
NR 436NR 436 changes the patient from a person to a population.
NR 447NR 447 asks what you did, not what a good leader would do.
MATH 225MATH 225 is the one course on this shelf where an answer can simply be wrong.
NR 730NR 730 is where the project stops being a proposal.
MSW-555MSW-555 asks you to show your work.
MPH-503MPH-503 grades whether your writing could move somebody.
NR 351NR 351 restarts academic habits for working RNs who chart every shift but have not written a paper in years.
NR 305NR 305 asks experienced RNs to slow down and document assessment the academic way, with citations and rubric structure.
NR 361NR 361 covers the systems RNs click through all shift, EHRs, telehealth, patient apps, from the informatics side.
NR 393NR 393 walks through nursing's past, Nightingale to now, and grades you on argument, not trivia.
NR 394NR 394 turns cultural sensitivity from instinct into method, using care models to assess real patients and communities.
NR 395NR 395 takes on ethics, academic integrity, and where nursing is heading, graded through position writing.
NR 439NR 439 teaches the difference between what always worked on your unit and what the evidence supports.
NR 442NR 442 lifts your focus from one patient to a whole population, with assessment and planning to match.
NR 446NR 446 examines how care teams actually work: communication, delegation, conflict, and leading change from the middle.
NR 451NR 451 closes the RN-to-BSN track with a capstone change project built stage by stage.
MPH-500MPH-500 opens the Chamberlain MPH with the systems map: core functions, essential services, and the agencies that carry them.
MPH-504MPH-504 pairs cultural competency with global public health, asking how culture shapes health behavior and how disease burden moves across borders.
MPH-505MPH-505 covers the theories that explain health behavior and the communication craft that changes it.
MPH-506MPH-506 examines how environments make populations sick, from contaminated water to housing to a warming climate.
MPH-507MPH-507 teaches the craft at the center of public health practice: planning a program that can be evaluated.
MPH-508MPH-508 turns from populations to the organizations that serve them, covering leadership theory, strategy, budgets, and workforce.
MPH-509MPH-509 teaches research with communities instead of on them, where partnership structure matters as much as method.
MPH-515MPH-515 is the quantitative spine of the Chamberlain MPH, epidemiologic measures and study designs on one side, biostatistics on the other.
MPH-610MPH-610 is where the Chamberlain MPH proves itself: applied practice with a real organization and an integrative written product built on selected competencies.
MSW-504MSW-504 builds the theory base for everything that follows in Chamberlain's MSW program.
MSW-505MSW-505 turns theory into interviewing, assessment, and intervention skills with individuals and families.
MSW-506MSW-506 traces American social welfare from poorhouse to present and teaches the policy analysis paper.
MSW-507MSW-507 makes research consumers out of practitioners: designs, sampling, measurement, ethics, and the discipline of evidence-informed practice.
MSW-509MSW-509 gives social workers working fluency in the DSM-5-TR without surrendering the person-in-environment lens.
MSW-511MSW-511 examines culture, identity, power, and oppression as working conditions of practice, not add-ons to it.
MSW-512MSW-512 deepens the practice sequence: evidence-based intervention models, group work, crisis response, and harder cases than MSW-505 offered.
MSW-513MSW-513 moves from understanding policy to changing it, with social justice as the evaluative standard.
MSW-514MSW-514 carries behavior theory from young adulthood through late life and widens the frame to groups, organizations, and communities.
MSW-515MSW-515 turns research literacy into research capability: program evaluation, single-system design, and analysis you can defend.
NR 715NR 715 opens the Chamberlain DNP sequence with the science beneath practice change: theories, conceptual models, and a practice problem worth pursuing.
NR 716NR 716 turns the DNP question you framed into an evidence case: searching, appraising, grading, and synthesizing studies until a practice change looks defensible.
NR 714NR 714 moves the DNP from reading evidence to handling data: outcome measures, epidemiologic rates, and the analysis plan a QI evaluation actually needs.
NR 717NR 717 widens the DNP lens to populations and the policies that shape their outcomes, from epidemiologic evidence to advocacy.
NR 718NR 718 pairs leadership scholarship with the live DNP project, asking you to argue implementation positions, not recite theories.
NR 719NR 719 finishes the leadership pair as the DNP project matures, shifting from leading change to sustaining and spreading it.
NR 568NR 568 assumes the patient already takes eight things.
NR 576NR 576 works on patients whose charts already contain answers.
NR 577NR 577 covers the years when the chart starts filling up.
NR 578NR 578 asks whether the plan you wrote can actually be carried out, and by whom.
NR 579NR 579 makes the unspoken part of primary care the assignment.
NR 580NR 580 stops marking one skill at a time.
NR 517NR 517 is the course that explains why your unit is staffed the way it is.
NR 552NR 552 asks the question most policy writing avoids: compared to what, and what got given up to pay for it? These samples show economic reasoning carrying an argument rather than decorating one, which is what earns the points here.
NR 555NR 555 is about the number your report already produces and the groups hiding inside it.
NR 556NR 556 puts the nurse on the other side of the policy, as the person writing it.
NR 651NR 651 is the half where the work gets small enough to finish.
NR 652NR 652 is where the plan meets a real week on a real unit and comes back changed.
NR 103NR 103 is the course where the rules change, and most of the difficulty is noticing that.
NR 222NR 222 asks for writing about somebody who is not sick, which is harder than it sounds.
NR 224NR 224 grades your hands in the lab and your reasoning on the page, and only the second half is something a sample touches.
NR 226NR 226 is where the first care plan gets written, and almost nobody's first one works.
NR 228NR 228 turns a food record into a decision, and the decision is where the points are.
NR 283NR 283 is the course where biology has to arrive at a bedside.
NR 293NR 293 is not the course where you choose the drug.
NR 302NR 302 is where you learn what normal sounds like, which is the only way to recognize anything else later.
NR 512NR 512 starts before the software, with the question of what a single recorded item actually is.
NR 515NR 515 follows information out of the unit and into everything else that wants it.
NR 541NR 541 is about the person in the middle, the nurse whose job is the information rather than the patient in front of them.
NR 542NR 542 is where a question becomes a number somebody acts on.
NR 543NR 543 treats information as something in transit and asks where it stops.
NR 599NR 599 looks at what an entry costs and what it commits you to.
NR 642NR 642 is where a complaint becomes a scoped problem.
NR 643NR 643 finishes something and then gives it away.
NR 706NR 706 writes for the people who sign rather than the people who click.
NR 567NR 567 prescribes against a clock.
NR 572NR 572 grades the order, not the answer.
NR 573NR 573 is assessed in two places and only one of them is paper.
NR 524NR 524 is where a course stops being yours and becomes part of a program.
NR 535NR 535 is about the hour in the room and the theory that decides how you spend it.
NR 536NR 536 teaches the concept, not the disease that happened to carry it.
NR 537NR 537 asks whether your test measures what you claimed.
NR 621NR 621 is the half where a project gets defined narrowly enough to finish.
NR 622NR 622 is the half where the plan meets a room and has to survive leaving you.
NR 722NR 722 is about the role rather than the technique, and the hardest part of the role is not answering.
NR 723NR 723 moves the educator from a room to an organization, where you lead people who do not report to you.
NR 300ANR 300A has no fixed assignment list, because the work is agreed between you and a faculty member.
NR 306NR 306 asks an experienced nurse to examine a whole body and then account for every part of it in writing.
NR 307ANR 307A points the question at the institution and at you, not at the patient.
NR 441NR 441 moves community health outside the system you work in, where the funding, the workforce and the rules are all somebody else's.
NR 449NR 449 starts from an uncomfortable fact: the evidence for most of what a unit should change has been in print for years.
NR 304NR 304 is where a finding stops being a description and starts being a problem.
NR 324NR 324 is the first course where a disease you already studied has to be managed rather than explained.
NR 325NR 325 is where a single set of readings stops being an answer.
NR 326NR 326 grades sentences you said out loud.
NR 327NR 327 is the first course where an assessment covers two people at the same time.
NR 328NR 328 makes every normal value a moving target and every history second-hand.
NR 341NR 341 is where two correct interventions start pulling against each other.
NR 452NR 452 asks for everything at once, in the session where you have the least time.
NR 530NR 530 is the course where the words stop being interchangeable.
NR 538NR 538 ends in a claim, not a description.
NR 539NR 539 starts on the day somebody agrees to pay for the plan.
NR 540NR 540 is about the year after the pilot.
NR 550NR 550 is a course about altitude.
NR 553NR 553 removes assumptions your training left in place.
NR 561NR 561 asks who gets to name the problem.
NR 611NR 611 is the half where nothing has been delivered yet.
NR 612NR 612 is where a population project meets the people who actually turn up.
NR 529NR 529 puts you in charge of one unit, its schedule, its assignment sheet and its overtime line.
NR 531NR 531 moves the question from what you would do to where the decision actually gets made.
NR 532NR 532 treats staffing and patient flow as a planning problem you solve in advance, not a shortage you react to.
NR 533NR 533 is the course where the budget stops being background and becomes the assignment.
NR 534NR 534 lifts the manager's chair out of a single building.
NR 562NR 562 is about what a decision does after you make it.
NR 587NR 587 makes the practice environment itself the thing you are accountable for.
NR 587AINR 587AI is leadership where part of the decision support is a model nobody in the room can fully explain.
NR 588NR 588 is the executive version of working with people you cannot direct, because they run their own budgets and answer to somebody else.
NR 588AINR 588AI puts a nurse leader in charge of tools they cannot personally audit.
NR 631NR 631 is the half of the capstone nobody plans for: talking an organization into letting you do the work.
NR 632NR 632 is where the plan meets the unit and comes back changed.
NR 670NR 670 asks a different question than a project report does.
NR 703NR 703 is diagnosis without prescription.
NR 711NR 711 treats money as a permanent constraint.
NR 720NR 720 is about the failures that belong to no single department.
NR 721NR 721 starts after the change has been made.
NR 510NR 510 treats advanced practice as a position an organization has to create, credential and pay for.
NR 510FNR 510F follows the person rather than the position, tracking the shift from experienced nurse to novice provider.
NR 513NR 513 asks what a master's prepared nurse is answerable for, which is more than a job description says.
NR 516NR 516 is the course where a research article stops being a wall of text.
NR 518NR 518 is where the numbers behind population claims get checked.
NR 519NR 519 puts assessment, pathophysiology and pharmacology into one course for nurses whose work is to interpret them rather than to prescribe.
NR 520NR 520 is graded on decisions, not on theorists.
NR 527NR 527 marks what was said and what was written down afterwards.
NR 528NR 528 starts after the argument has been won.
NR 500NR 500 decides what will count as evidence for the rest of the degree.
NR 500NPNR 500NP is the same foundational course aimed at a future provider.
NR 501NR 501 asks a theory to earn its place.
NR 503NR 503 is where a number stops being a fact and becomes a claim with conditions.
NR 504NR 504 treats leadership as something acquired rather than assigned.
NR 505NR 505 is the course that asks says who.
NR 506NR 506 reads policy the way it was actually made.
NR 506NPNR 506NP is policy where your own authority is the thing being argued over.
NR 508NR 508 is pharmacology for the person who meets a regimen after it exists.
NR 544NR 544 is less about finding a safety problem than about what happens to one after somebody notices it.
NR 549NR 549 opens a master's with a question that has no clinical answer: what does the profession already say this role is, and what are you adding.
NR 557NR 557 assesses a patient in order to decide what happens next, not to name a disease.
NR 558NR 558 is informatics for the nurse who did not choose the system and cannot change it.
NR 559NR 559 asks two questions of every study: what was it built to find out, and what does that let you do.
NR 560NR 560 gives you eight weeks and one problem, and marks whether the end of the document is still attached to the beginning.
NR 662NR 662 asks a question an organization asks before it funds anything: what is this role for, and what would be missing without it.
NR 669NR 669 is the third part of an immersion, so what it contains depends heavily on the track it belongs to.
MSW-541MSW-541 is the course with no client in it yet.
MSW-542MSW-542 leans on the commitments the first course wrote down.
MSW-543MSW-543 is about the first twenty minutes and whether there is a second appointment.
MSW-544MSW-544 stops before doing anything.
MSW-545MSW-545 is where something finally gets attempted.
MSW-546MSW-546 asks the question the earlier courses can avoid: did any of it work.
MSW-516MSW-516 keeps one theory and changes the system it is asked to explain.
MSW-517MSW-517 is about the move a worker makes first.
MSW-553MSW-553 puts two explanations of one case against each other.
MSW-521MSW-521 moves social work out of the office and into the response.
MSW-524MSW-524 is the course that defines the thing the rest of the sequence treats.
MSW-525MSW-525 is where an assessment becomes a sequence of sessions.
MSW-526MSW-526 is the one course in the sequence whose subject is you.
MSW-535MSW-535 asks for two competencies at once: enough pharmacology to read a record without guessing, and a defensible position in an argument the field has not settled.
MSW-528MSW-528 puts you on a hospital floor with a caseload you did not choose and a bed that is needed by Thursday.
MSW-529MSW-529 picks up where a single admission ends.
MSW-531MSW-531 ends the guessing about old age.
MSW-532MSW-532 sits at the kitchen table after the appointment.
MSW-533MSW-533 covers dying and what happens afterward, including the parts that are purely administrative.
MSW-520MSW-520 is about the work itself once it crosses a border.
MSW-547MSW-547 asks what the profession owes, to whom, and what happens when two of those debts point opposite ways.
MSW-548MSW-548 puts two countries' answers to one problem beside each other and grades the comparison, not the preference.
MSW-549MSW-549 grades whether you can show a mechanism, not whether you disapprove of one.
MSW-554MSW-554 grades what changes in the room.
PA-501PA-501 is the seminar that defines the profession before any of the medicine arrives.
PA-502PA-502 takes evidence out of the library and puts it in the room with the patient.
PA-503PA-503 is the course every organ system module later takes for granted.
PA-504PA-504 covers the two things that happen before anyone touches a patient: the questions asked and the record left behind.
PA-505PA-505 is the recognition half of behavioral medicine, taught for a general clinic rather than a psychiatric unit.
PA-510PA-510 marks the sentence before it marks the diagnosis.
PA-512PA-512 turns on values rather than sights or sounds.
PA-514PA-514 asks where the organism came from and when it got there.
PA-516PA-516 is small anatomy reached through instruments.
PA-518PA-518 runs against a clock.
PA-520PA-520 sets a measurement against an account.
PA-522PA-522 turns on a habit single-number thinking never builds: every hormone here is read against the value that should have controlled it.
PA-524PA-524 asks you to read an organ that only ever reports indirectly, through a creatinine that lags, a urine that has to be examined, and a sodium that describes water.
PA-526PA-526 works from anatomy outward: where the pain sits, what lies under that quadrant, and which of those structures can produce the story the patient tells.
PA-528PA-528 puts the examination before the scanner.
PA-530PA-530 starts with what the patient was doing when it happened.
PA-531PA-531 is the course where nobody arrives with a diagnosis attached.
PA-532PA-532 is where the writing stops describing and starts doing.
PA-533PA-533 covers a normal process that keeps producing abnormal-looking findings.
PA-534PA-534 is the course with no fixed normal.
PA-536PA-536 picks up where recognition left off.
PA-541PA-541 is the seminar where practice patients stop being tidy.
PA-601PA-601 is the seminar where the number of patients becomes the problem.
PA-602PA-602 is the seminar about the encounter that goes badly and the error that already happened.
PA-603PA-603 is the seminar where becoming a clinician turns into filing.
PA-604PA-604 is the seminar that ends the program by starting the job.
PA-608PA-608 is where a summative examination stops being a grade and becomes a diagnosis.
PA-648PA-648 is the half of readiness that has to be demonstrated.
PA-650PA-650 is one project and one clinical question.
UNIV-100UNIV-100 is graded on how precisely you can describe your own week.
UNIV-101UNIV-101 puts a passage or a data display in front of you and grades the reading.
UNIV-101AUNIV-101A grades the route to the number rather than the number.
UNIV-101BUNIV-101B is where a concept has to be explained rather than described.
UNIV-102UNIV-102 grades the source you brought as hard as the sentences you wrote.
UNIV-103UNIV-103 is the widest seminar, where a stance on conduct and a figure have to sit in one short piece without embarrassing each other.
UNIV-201UNIV-201 marks the joins between ideas and not the ideas themselves.
UNIV-202UNIV-202 marks the order of your thinking rather than the answer you arrive at.
UNIV-301UNIV-301 fails almost everybody in the same way: two accurate descriptions filed together and called a comparison.
UNIV-302UNIV-302 scores the prose around a quantity rather than the quantity itself.
UNIV-401UNIV-401 is where a physiological concept and a group-level pattern have to share one short document.
UNIV-402UNIV-402 punishes thoroughness, which is why so many careful drafts land mid band.
BIOS-150BIOS-150 pairs three theory credits with one of virtual lab, and the writing splits the same way.
BIOS-241BIOS-241 carries half a credit of laboratory and puts the rest of the grade in prose.
BIOS-242BIOS-242 adds a full laboratory credit, and the credit changes the writing.
BIOS-251BIOS-251 is two credits and its answers are short, which makes every imprecise word expensive.
BIOS-252BIOS-252 moves the sequence off description and onto cause.
BIOS-255BIOS-255 is where four systems stop being studied one at a time.
BIOS-256BIOS-256 closes the sequence with the widest spread in it and two very different answers to write.
CHEM-110CHEM-110 marks the path more heavily than the answer.
CHEM-120CHEM-120 runs three chemistries at once and grades two things hardest: a report carrying numbers you measured, and an argument that gets from what a molecule is built from to how it behaves.
ENGL-118NENGL-118N is the course where the essay itself is the subject, and every later paper in the degree inherits what happens here.
ENGL-148NENGL-148N pushes composition toward one product: a researched argument built in stages and workshopped in a group.
COMM-277NCOMM-277N asks for something no other course does: you supply the evidence yourself, out of a conversation you were actually in.
HUMN-303NHUMN-303N is a cultural history seminar with the widest range of deliverables in the general education plan.
PHIL-347NPHIL-347N asks for documents unlike anything else in the plan: somebody else's reasoning pulled apart into premises and a conclusion, then judged.
ETHC-445NETHC-445N is applied ethics, so the writing ends in a decision rather than a survey.
PSYC-110NPSYC-110N is the first psychology course, and its topics are subjects rather than ages.
PSYC-290NPSYC-290N tracks people from birth to old age, so its assignments are sorted into age bands rather than subjects.
SOCS-185NSOCS-185N is sociology, and what it marks is the lift from one person's story to an arrangement that produces the same result repeatedly.
POLI-330NPOLI-330N is political science in general, not health policy: which body may act, how citizens get at it, and what a proposal has to survive.
HIST-405NHIST-405N covers the colonies through the present, and it marks arguments rather than recall.
MATH-105NMATH-105N is the general education mathematics requirement, not the statistics one.
MPH-598MPH-598 is one graduate credit that most students underestimate, and it is graded on a rubric like anything else.
MPH-599MPH-599 is the graduate writing prerequisite where the writing is the content, so nothing hides behind an interesting topic.
NR 569NR 569 marks a list, not an answer.
NR 570NR 570 grades the ordinary completely.
NR 571NR 571 is where two correct plans disagree.
NR 574NR 574 is the first practicum that carries hours, and its paper is about being on a service rather than about one patient.
NR 575NR 575 is written against NR 574.
NR 702ANR 702A opens the four-term project sequence, and almost none of it is writing about results yet.
NR 705ANR 705A is the design term, where a problem approved last term becomes a specific change with specific numbers behind it.
NR 707ANR 707A is the term the project meets the unit.
NR 709ANR 709A closes the sequence.
NR 640BNR 640B is the term you spend inside an informatics setting without owning anything in it.
PA-610PA-610 is the clerkship where nobody stays new for long.
PA-612PA-612 is the clerkship measured in days rather than in visits.
PA-614PA-614 is the clerkship where your name comes off a patient at a fixed hour.
PA-616PA-616 is the clerkship where one patient gets written about three times: before, during and after.
PA-618PA-618 is the clerkship with a third person in every room.
PA-620PA-620 is documentation carried on a service where most of what arrives is normal.
PA-622PA-622 is the rotation where documentation is the graded skill.
PA-624PA-624 puts the limits of a setting inside the plan instead of in a footnote under it.
PA-626PA-626 is the first clerkship nobody assigned you, so the written work starts with why this service and not another.
PA-628PA-628 is the elective that has to account for the one before it.
How it works
Type the NR code and week, NR 509 Week 4, NR 601 Week 2 discussion, or browse the rack. The search understands the way Chamberlain students actually type, spaces and dashes included.
Assignments as formatted papers, discussions as the one-shot posts they have to be, SOAP notes and care plans on their templates, filled field by field from realistic encounter data. What done looks like, before you write.
Send the course, the week, and the instructions or rubric from your classroom. A nurse-writer matched to your course drafts a fresh sample in 24 to 48 hours; the first one costs nothing.
Course code, week number, and anything the rubric demands. A writer matched to your course drafts a fresh sample, correctly formatted, delivered to your personal email in 24 to 48 hours. No card, no catch on the first one.
Confidential. Chamberlain never hears from us; samples are study models you learn from and write your own way.