This page holds a finished NR 302 Week 2 health history interview, recorded so that the person's own phrasing and the student's technical wording stay visibly apart. Searches like "nr 302 week 2 assignment example", "nr302 week 2 sample" and "nr 302 week 2 example" land here.
What a finished NR 302 Week 2 health history interview looks like
Read the finished document and you can see two vocabularies sitting side by side without either being disguised as the other. Where the person had an ordinary phrase for something, the phrase is there in quotation marks, short, one line at most. Where the course has already supplied a term that fits exactly, the term is used and the plain phrase sits beside it in brackets. Where neither is certain, the record says what was reported and stops. Duration arrives as a number of days or years rather than as recently. Amounts arrive as amounts. Nothing in the document announces what any of it means, and the sections a beginner finds awkward to ask about run the same length as the easy ones.
How a NR 302 Week 2 example is structured
The headings and their order belong to the template your section issues, and the grade partly rests on using them as printed. Inside them the example holds one rule steady: every entry names its source before it names its content, so a reader knows whether a line came out of the person's mouth or out of the student's reading. Complaints open with the words used to report them and are then unpacked into the slots the form prints, onset, site, what makes it worse, what makes it better, each filled with something concrete. Past conditions carry years, or an age at the time where the year is gone. Medicines carry dose, route and how often. Family entries carry ages and outcomes. Consent documentation goes wherever the template puts it, not appended once the writing is finished.
Source named before content
Every line says whether it came from the person, from a relative in the room, or from the student's own reading, before it says what the line contains.
The speaker's phrase kept whole
A short run of the person's own wording wherever a technical replacement would change the meaning, held to a line so the record does not become a transcript.
Numbers where a word would wobble
Days, years, doses and counts written out, because a beginner's adjectives for time and quantity are the least reliable words in the whole document.
The technical term only when it fits
The proper word used where the course has already established it, with the plain phrase kept alongside, and left out entirely where the fit is only approximate.
Awkward headings at full length
Sleep, money, safety, alcohol and who the person can call: each given the space the template allots rather than cleared in one line to end the discomfort.
Where marks go in NR 302 Week 2
The dearest mistake is the upgrade: a person describes a squeeze in the chest and the record calls it angina, or says they feel wobbly and the record says dizziness, which is a different symptom with a different meaning. Once that word is on the page the original is gone and no reader can get it back. Second is the flat record, where every entry has been rewritten into the student's own summary voice so nothing is attributable and the interview may as well not have happened. After those: durations written as recently or a while ago, medicines listed as names with no dose, past conditions in no order, a field left empty where an estimate was possible, quotation marks doing so much work that the form's own structure disappears, and identifying details left in.
Get a NR 302 Week 2 example written to your instructions
Send the Week 2 instructions and the history form your classroom issues, and a custom example is written into those exact headings and returned inside 24 to 48 hours. The first one is free. The conversation you have, and the permission the other person gives you before it starts, are not things anyone can hand you.
NR 302 Week 2 questions, answered
Should I use the person's exact words or my own?
Both, in different places. Their wording belongs anywhere a substitution would lose information, which at this stage of the course is most descriptions of how something feels. Your own wording belongs in the structural parts, the dates, the sequence and the headings. The record that reads badly is the one where a student has silently converted a plain description into a clinical noun and left no trace of the original.
My section wants medical terms. Should I use them everywhere?
Use them where you can define them without looking. A term you half-know is worse than the plain description it replaced, because the grader now has to decide whether you meant it. Writing burning behind the breastbone after eating costs nothing and loses nothing, while a misapplied noun costs the entry and casts doubt on the ones around it.
The form has boxes I do not understand. What goes in them?
Write what the person told you, in language you can stand behind, and leave the interpretation blank if the form separates the two. Beginners often fill an unfamiliar box with a guess at what it wants, which is how a health history acquires findings nobody reported. A row answered plainly is marked; a row answered wrongly is marked and queried. Ask what the row means before the interview, not after.