| Course | NR 103 Transition to the Nursing Profession |
|---|---|
| Week | 2 |
| Paper type | Study plan |
| Length | About 1,150 words, 4 pages |
| Format | APA 7 student paper |
| School | Chamberlain University |
| Program | BSN (pre-licensure) |
| Updated | October 2026 |
Free sample paper for NR 103 Week 2
Study Plan: Built From One Wrong Answer About Which Patient to See First, With Clock Times and a Plan for the Week That Falls Apart
Student Name
College of Nursing, Chamberlain University
NR 103: Transition to the Nursing Profession
Instructor Name
Month Day, Year
Study Plan: Built From One Wrong Answer About Which Patient to See First, With Clock Times and a Plan for the Week That Falls Apart
The Item That Went Wrong
On the Week 1 practice quiz I scored 14 out of 20. Five of the six questions I missed had the same form: four patients, all with something abnormal, and the question "Which patient should the nurse see first?" The one I want to build this plan around asked me to choose between a patient on the first day after surgery who reported pain of 8 out of 10, a patient with diabetes whose glucose was 210 before lunch, a patient with heart failure whose weight was up 0.5 kilograms from yesterday, and a patient on the second day after hip surgery whose daughter said he was "not making sense this morning."
I chose the patient with pain of 8. The correct answer was the patient who was newly confused.
Why That Option Looked Right
My wrong answer and the right one had something in common: both were abnormal and both needed a nurse soon. Pain of 8 felt urgent because it was the highest number on the screen and because I have seen, as a nursing assistant, how distressed patients in pain become. What I missed was the difference between an expected problem that is severe and an unexpected change that is new. Pain after surgery is expected and has a plan: there is an order for medication. New confusion in an older adult after surgery is unexpected and has no plan yet; it can mean low oxygen, infection, bleeding, a stroke or delirium, some of which can kill him if nobody looks. The rationale in the quiz said exactly this, and when I reread my other four misses, I had made the same mistake each time: I ranked by how bad the number looked rather than by whether the change was new and unexplained.
That is the finding the plan is built on. My problem is not that I do not know content. It is that I rank by severity when the questions are ranking by change and by what can be fixed only if someone acts now.
The Week, in Blocks With Clock Times
Each block below has a weekday, a start time and a method, not just a subject.
Table 1
Weekly Study Blocks
| Day and time | Block | Method | What it leaves behind |
|---|---|---|---|
| Monday 1900 to 1945 | Twenty prioritization questions | Answer, then write in one line why each wrong option is wrong | Question log with my one-line reasons |
| Tuesday 0615 to 0645 | Review Monday's misses | Cover the rationale, explain it aloud, then check | Tick or cross beside each logged miss |
| Wednesday 1900 to 2000 | Course reading for the week | Read one section, close the book, write three questions it answers | Three questions per section in my notebook |
| Thursday 1215 to 1245 (lunch) | Flashcards from Wednesday's questions | Answer from memory before turning the card | Count of cards right on first try |
| Saturday 0900 to 1030 | Mixed practice quiz, 30 questions | Timed, then same logging as Monday | Score and log |
| Sunday 1600 to 1630 | Plan next week | Look at the log and choose the error pattern to target | One sentence at the top of next week's page |
Note. Total 5 hours 45 minutes. Work shifts are Thursday and Friday evenings.
The times are chosen around my actual week, not an ideal one. I work Thursday and Friday evenings, so nothing heavy is scheduled then; Thursday's block is 30 minutes at lunch, the only quiet half hour I reliably have. The Tuesday block is early in the morning because Monday's misses are fresh and my house is quiet before my children wake. Saturday carries the longest block because it is the one morning I can protect. If a block is missed, it is not moved to another day; it is simply missed and the log shows it, which is more honest than a plan that keeps sliding.
Methods That Leave a Trace
Every method in the table leaves something I can look at a week later, which is how I will know whether the plan is working. Dunlosky et al. (2013), reviewing research on ten common study techniques, rated two as having high utility: practice testing and distributed practice. They rated rereading and highlighting as low utility. My old habit was to reread my notes and highlight the textbook the night before a quiz. This plan replaces both with testing myself on questions, spread across the week, and with writing the reason each wrong option is wrong, which forces me to state the principle rather than recognize it.
The one-line reason for each wrong option matters most for my particular error. If I write, for the patient with pain of 8, "expected, has an order, can wait 10 minutes," and for the confused patient, "new, unexplained, could be hypoxia or bleeding," I am practicing the exact distinction I missed. After two weeks, my log should show whether I am still choosing severity over change.
The Week That Collapses
Some week this term, a child will be sick, a shift will be added, or a clinical day will run long, and the plan above will not happen. I would rather decide now what survives than decide at 2300 on a Wednesday. The minimum week is two blocks: the Monday prioritization questions, cut to ten, and the Sunday planning block. Together they take less than an hour. If I do only those, I keep the log going and I keep practicing the one skill I most need. Everything else is dropped without guilt, and the next week starts from the log rather than from trying to catch up on everything missed.
I will also watch for the opposite failure: the week that feels busy but where the time went to rereading instead of testing. If my log for a week is empty but I spent hours with the textbook, the plan has collapsed in a way that looks like effort, and the Sunday block should name it.
How I Will Know
The plan has one measure: on the Week 4 practice quiz, I want to miss no more than one prioritization question, and I want my logged reasons for the questions I miss to show a different error than ranking by severity. If I am still making the same mistake at Week 4, the plan needs a different method, most likely working through prioritization questions aloud with a classmate who can challenge my reasoning, and I will change it then.
References
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58. https://doi.org/10.1177/1529100612453266
Reading the NR 103 Week 2 instructions
The Week 2 assignment asks for a written study plan for the term, not a list of good intentions. Expect the instructions to call for a look at where you are now, the time you really have, the methods you will use and how you will know the plan is working. Many sections ask for a short paper in APA format with at least one scholarly source on learning or study strategies. The plan should fit your real week, including work and family hours, rather than an ideal one. A strong response names a specific weakness first, because a plan with no finding behind it cannot say what it is fixing. Check your section for length and source minimums.
How the NR 103 Week 2 example is put together
The plan opens on a single quiz item: four abnormal patients, and the writer chose pain of 8 over the newly confused patient. A short section explains why that option looked right, which turns into the finding that the writer ranks by severity while the questions rank by change. A table sets out the week by day and clock time, from Monday at 1900 to a 30-minute Thursday lunch block, totaling 5 hours 45 minutes around evening shifts. Each method leaves a trace, such as a question log with one-line reasons, justified with Dunlosky et al. (2013). A minimum week is set for when a child is sick. The close sets one target for the Week 4 quiz.
Where the points sit in the NR 103 Week 2 rubric
Instructors grading this plan usually look for a clear self-assessment, a realistic schedule, evidence-based methods, a way to measure progress and APA mechanics. The self-assessment row is where specific plans pull ahead, and a named error pattern from a real quiz does that. The schedule row rewards times and days that fit a stated work week. The methods row pays for strategies backed by a source and tied to the weakness, which is why practice testing replaces rereading here. Measurement is often the thinnest part of student plans, so this one sets a numeric target and a test of whether the error changed. Formatting, the reference entry and a working table finish the grade.
NR 103 Week 2 help from the desk
Plans lose points when they are made of verbs like study more and stay organized, which cannot be scheduled. Another common gap is a plan with no diagnosis at the top, so it prescribes more of what already failed. Highlighting and rereading show up often as methods, and they leave nothing a grader can see. Some students schedule thirty hours a week while also working, which reads as unrealistic. Others never say how they will know the plan worked. If your grades are good so far, use the hardest question type you have met as the starting point. Share your schedule and quiz results, and a custom NR 103 plan can be drafted around them.
Get a NR 103 Week 2 example written to your instructions
Send the assignment prompt, the rubric and, if you have one, the quiz or exam breakdown you are working from, and a custom NR 103 example is written to those instructions and returned inside 24 to 48 hours. The first one is free. Real marks make a far better starting point than an invented weakness.
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NR 103 Week 2 questions, answered
My grades are fine so far. What do I write about?
Use the item you got right for the wrong reason, or the one you guessed between two options and happened to land on. Both are real and both will cost you later, when the same content arrives inside a question about a person instead of a definition. A plan built on a near miss is more honest than one built on a manufactured weakness, and it reads that way.
How detailed should the schedule be?
Detailed enough that somebody else could follow it on your behalf. If a reader cannot tell what you would be doing at four on Wednesday, the grid is decorative. That said, a plan covering seven days at fifteen minute resolution collapses by Thursday. Most sections reward a page with a handful of protected blocks and a clear rule for what happens when one is lost.
Does this assignment want references?
Many sections ask for one or two, and the usual choice is a source on testing yourself rather than rereading, or something published about preparing for the licensing exam. Pick one that supports the method you actually chose. A reference attached to a habit you did not adopt is worse than none, because it shows the reading happened separately from the plan.
Where can I find a free NR 103 Week 2 sample paper?
This page carries the full Week 2 study plan, from the missed prioritization question through the weekly table, the minimum week and the Week 4 target, with notes on each section.
Why does the NR 103 Week 2 plan use practice testing?
Dunlosky and colleagues rated practice testing and distributed practice as high utility, so the plan swaps rereading for timed questions with a written reason for each wrong option.