| Course | NR 341 Complex Adult Health |
|---|---|
| Week | 6 |
| Paper type | Delegation scenario response |
| Length | About 1,110 words, 3 pages |
| Format | APA 7 student paper |
| School | Chamberlain University |
| Program | BSN (pre-licensure) |
| Updated | October 2026 |
Free sample paper for NR 341 Week 6
Delegation Scenario Response: Six Patients, One LPN and One Nursing Assistant on a Night Shift, With Every Task Carrying Its Instruction and Its Report-Back
Student Name
College of Nursing, Chamberlain University
NR 341: Complex Adult Health
Instructor Name
Month Day, Year
Delegation Scenario Response: Six Patients, One LPN and One Nursing Assistant on a Night Shift, With Every Task Carrying Its Instruction and Its Report-Back
Resources, Named by Scope
I am the registered nurse in charge of a six-patient group on the surgical side of a busy general floor, working nights from 1900 to 0730. With me are a licensed practical nurse (LPN), Denise, who in this state may give oral, subcutaneous and intramuscular medications and reinforce teaching but may not perform initial assessments, give IV push medications or take verbal orders, and a nursing assistant, Marco, who may take vital signs, measure intake and output, perform glucose checks under the unit's competency sign-off, reposition, help with hygiene and walk stable patients. The details are composite.
The national delegation guidelines place responsibility for delegation on the licensed nurse and set out five rights that each delegation has to meet, covering the task itself, the circumstances, the person chosen, the directions given, and how the work is supervised and checked (National Council of State Boards of Nursing [NCSBN], 2016). The assignment below is written to show those decisions, not just a list of who is busy.
Patients, Cut to One Line
Room 21, 58-year-old man, day 1 after bowel resection: epidural, pain 3, stable; needs walking twice tonight.
Room 22, 83-year-old woman with pneumonia: new confusion since 1700; saturation 91% on 2 L.
Room 23, 44-year-old woman with diabetic foot infection: glucose 240 at 1700; IV antibiotic due at 2200.
Room 24, 71-year-old man with heart failure: stable, weight down 1 kg; diuretic given; oral medications at 2100.
Room 25, 36-year-old man with cellulitis: stable, ready for discharge in the morning; needs discharge teaching reinforced.
Room 26, 66-year-old woman admitted at 1830 with a GI bleed: hemoglobin 8.1, blood transfusion ordered, first unit to start at 2000.
The Assignment Sheet
Table 1 is the sheet as posted at 1915.
Table 1
Delegated Tasks With Instructions and Report-Back Conditions
| Task | To | Instruction given | Report back to me |
|---|---|---|---|
| Vital signs, all rooms, 2000 and 0000 | Marco | Full set including saturation; Room 22 every 2 hours | At once: any heart rate over 110, systolic under 100, saturation under 92%, or a patient newly harder to wake |
| Glucose checks, Rooms 23 and 24, 2100 and 0600 | Marco | Use the unit meter; record in the chart | At once: any value under 70 or over 300 |
| Walk Room 21 in the hallway at 2100 and 0600 | Marco | With the epidural pump on the pole; sit him down if dizzy | At once: dizziness, leg weakness or numbness |
| Oral medications, Rooms 24 and 25, 2100 | Denise | Check apical pulse before Room 24's metoprolol; hold if under 60 | Any held dose, and why |
| Reinforce discharge teaching, Room 25 | Denise | Use the printed plan I reviewed with him at 1930 | Any question he asks that is not on the plan |
| Subcutaneous insulin, Room 23, per scale | Denise | From Marco's result, per the ordered scale | Any dose over 8 units, before giving |
Note. Report-back conditions were read aloud to each person at 1915 and each repeated them.
Instructions Travel With Tasks
Each delegated task carries three things: the person, the instruction and the exact result that must come back to me. A task handed over without a report-back condition passes on the work and keeps none of the accountability, and the accountability stays with me either way. Bittner and Gravlin (2009) found that nurses expected assistive staff to report significant findings, and that delegation worked when there was a relationship and clear communication between the nurse and the assistant. That is why every row on the sheet names a number or a change, not a general "let me know if anything is wrong." Marco does not have to decide what is abnormal; the sheet decides it for him.
The vital sign instruction for Room 22 is the most important line on the sheet. Her new confusion could be a sign that her pneumonia is worsening, and her saturation is already at 91%. By setting her checks every 2 hours and naming "newly harder to wake" as a report-back condition, I have made Marco my early warning without asking him to assess her.
The Tasks That Were Kept
Four things stay with me, and the reason for each is scope or judgment. The blood transfusion in Room 26 stays with me: starting it, staying for the first 15 minutes, and checking her vital signs at 15 minutes are the nurse's responsibility, and a reaction would need immediate assessment. The assessment of Room 22's confusion stays with me, because new confusion in an 83-year-old needs a nursing assessment and possibly a call to the provider; the LPN cannot perform the initial assessment and the assistant cannot interpret it. The IV antibiotic in Room 23 stays with me because this hospital's LPN policy does not include hanging IV antibiotics, even where state rules might allow it. And the epidural in Room 21 is checked by me every 4 hours, because only a registered nurse can assess the level of block.
Keeping these four is also a way of protecting the others. If I had handed Denise the transfusion checks because she was free at 2000, and Room 26 had reacted, she would have been in the room with a problem she is not permitted to assess, and I would have been the one who put her there. The sheet is built so that nobody is left holding a task that could turn into something outside their scope, and so that when a task grows beyond what was delegated, the report-back condition brings it back to me before it does.
Return Points, Written In
Supervision is built into the shift at three fixed points. At 2130, after the evening medications and the first transfusion check, Denise, Marco and I meet at the station for five minutes to go through what each has seen. At 0100, we do the same. At 0600, before the morning glucose checks and the handover, we meet again. Between those points, the report-back conditions on the sheet decide when anyone comes to find me. If Room 26 starts to react to the transfusion or Room 22 gets worse, the plan changes: Denise takes over the evening medications I had kept, Marco takes on more vital signs, and I stay with the patient who needs me.
References
Bittner, N. P., & Gravlin, G. (2009). Critical thinking, delegation, and missed care in nursing practice. Journal of Nursing Administration, 39(3), 142-146. https://doi.org/10.1097/NNA.0b013e31819894b7
National Council of State Boards of Nursing. (2016). National guidelines for nursing delegation. Journal of Nursing Regulation, 7(1), 5-14. https://doi.org/10.1016/S2155-8256(16)31035-3
Reading the NR 341 Week 6 instructions
The Week 6 scenario gives you a patient group and staff and asks you to make delegation decisions. Look for requirements covering the scope of each team member, tasks delegated and retained with rationale, the instructions and communication involved, supervision and evaluation, and evidence in APA. Name each person by role and what that role may do in your state. Reduce each patient to the fact that matters for the shift. Attach an instruction and a report-back condition to every delegated task. Explain what you keep and why, based on scope or judgment. Build supervision into the shift at set times. Cite the national guidelines for the rights of delegation.
How the NR 341 Week 6 example is put together
The resources section describes the six-patient group, the LPN Denise and the assistant Marco, and the national guidelines' five rights. Each room is reduced to one line, from the bowel resection in Room 21 to the GI bleed awaiting blood in Room 26. Table 1 reproduces the assignment sheet, with the task, the person, the instruction and the condition for reporting back. The next section explains why every task carries three things and why Room 22's vital signs every two hours matter, given her confusion and saturation of 91%. The section on kept tasks names the transfusion and three others with reasons. The last section sets supervision at 2130 and two later points, with Bittner and Gravlin on missed care.
Reading the NR 341 Week 6 grading rubric
Delegation rubrics typically award points for correct scope of practice, appropriate delegation and retention decisions, clear communication, supervision and follow-up, use of the national guidelines and APA. Scope and appropriateness weigh the most, and they are earned when each task matches what the LPN or assistant may do. Communication scores when every task carries an instruction and a report-back value, as Table 1 shows. Retained tasks are credited when each has a reason, such as the first 15 minutes of a transfusion. Supervision earns points for fixed check times built into the shift. Applying the five rights from the national guidelines covers the evidence row. Explaining how keeping tasks protects the team shows the accountability graders look for.
NR 341 Week 6 help: mistakes that cost points
The biggest point loss is treating delegation as sharing out work evenly, without saying who may do what. Next is a delegated task with no instruction and no report-back condition, which hands over the work and the risk at once. Students also delegate the transfusion checks or a new assessment to the LPN because she is free, which can fall outside scope. Missing the change in Room 22 is the main clinical trap. Supervision described as "checking in" without times earns little. State rules vary, so name the scope you are assuming. If your scenario has a different staff mix, send it and an NR 341 delegation response can be mapped to each person's scope.
Get a NR 341 Week 6 example written to your instructions
Send the Week 6 prompt, the staffing scenario your section supplied and the sheet format it wants, and a custom example is written to those and returned inside 24 to 48 hours, the first one free. It arrives with the kept tasks argued as fully as the delegated ones, which is usually the half students find hardest to put into words.
More NR 341 papers and pre-licensure samples
- NR 341 Week 1: Competing Priorities Discussion Post
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- NR 341 Week 3: Rhabdomyolysis Concept Map Example
- NR 341 Week 4: Septic Shock Case Response
- NR 341 Week 5: Ventilated Patient Write-Up
- NR 341 Week 7: Rapid Response Analysis
- NR 341 Week 8: Complex Care Plan
- NR 452 Week 6: Implementation Plan
- NR 328 Week 6: Cystic Fibrosis Care Plan
- NR 103 Week 6: Failed Check-Off Reflection
- NR 327 Week 6: Newborn Transition Write-Up
NR 341 Week 6 questions, answered
How do I decide what cannot be delegated?
Work from what the task requires rather than from how hard it looks. Anything needing assessment, interpretation, teaching or a judgment about a changing patient stays with you, while stable, predictable work with a clear expected result can move. State the rule you are applying, then apply it visibly to two or three named tasks, since markers are reading the reasoning rather than the outcome.
What if the scenario does not say who is available?
State your assumption in one line and build on it. A staffing picture you have declared is markable; an undeclared one leaves a reader unable to judge any decision that follows. Keep it modest, because a response that solves the shift by assuming two extra staff has answered a much easier question than the one the prompt asked.
What happens when a delegated task comes back wrong?
Write that in. A response where every handed-off task returns on time and correct has avoided the interesting half of the week. Give one report that arrives late or reads oddly, show the writer going to see the patient rather than accepting the number, and say what that trip took away from everything else on the sheet.
Where can I find a free NR 341 Week 6 sample paper?
This page shows the whole Week 6 delegation response, the one-line patients, the assignment sheet with instructions and report-back conditions, the retained tasks, the supervision points and two references.
Why does the nurse keep the transfusion in the NR 341 Week 6 scenario?
Starting blood, staying for the first 15 minutes and checking vital signs at 15 minutes call for registered nurse assessment and judgment, so handing them to the LPN would leave her with a reaction outside her role.