NR 351 Week 2 APA Formatting Exercise Example Example

Foundational Concepts for the Practicing RN Chamberlain University Free custom sample in 24 to 48h

A short paper on noise at night on inpatient units, corrected line by line to APA 7, is the document shown in this NR 351 Week 2 sample paper, an APA formatting exercise. Chamberlain NR 351 (NR-351), Foundational Concepts for the Practicing RN, uses this early RN-to-BSN assignment to teach practicing nurses the format they will use in every later course. The corrected paper carries the seven title page elements of a student paper, repeats the title in bold on the first page without an Introduction heading, uses Level 1 headings, paraphrases instead of quoting and checks every citation against the reference list. Its content covers sources of noise such as alarms, strategies like quiet time protocols, how to measure noise with a sound level meter and patient reports, and barriers to quieter nights, citing Busch-Vishniac and colleagues, Xie and colleagues and the World Health Organization.

CourseNR 351 Foundational Concepts for the Practicing RN
Week2
Paper typeAPA formatting exercise
LengthAbout 1,100 words, 6 pages
FormatAPA 7 student paper
SchoolChamberlain University
ProgramRN-to-BSN
UpdatedOctober 2026

Free sample paper for NR 351 Week 2

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Noise at Night on Inpatient Units: What It Costs Patients and What Nurses Can Change

Student Name

College of Nursing, Chamberlain University

NR 351: Foundational Concepts for the Practicing RN

Instructor Name

Month Day, Year

What this page is doingThis is the corrected version of the exercise document. The title page now carries exactly the seven elements APA 7 requires for a student paper, in order: page number, title in bold on the page itself, author, affiliation with the college and university, course number and name, instructor and due date. The running head and the words Running head, carried over from the sixth edition in the original, were removed because student papers no longer use them.
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Noise at Night on Inpatient Units: What It Costs Patients and What Nurses Can Change

Hospitals are loud places at night, and they have become louder over time. In a study of noise at a large academic medical center, Busch-Vishniac et al. (2005) measured sound levels across patient care areas and found that average levels exceeded the World Health Organization's recommendations for hospital patient rooms in every location measured, both during the day and at night. They also reported that average nighttime noise levels in hospitals had risen steadily over the previous decades. The World Health Organization's guidelines for community noise recommend that sound levels in hospital patient rooms stay low at night, with an average guideline value of 30 decibels and a maximum of 40 decibels for single noise events (Berglund et al., 1999). Most inpatient units come nowhere near those values.

Noise matters because it disrupts sleep, and sleep matters for recovery. Patients in intensive care units, where noise is often highest, report noise as one of the most disturbing features of their stay, and studies reviewed by Xie et al. (2009) link noise to fragmented sleep, raised heart rate and blood pressure, and patient distress. Sleep disruption is also associated with delirium in older patients, although the relationship is complicated by illness, medications and other factors. The effects are not limited to patients. Staff working in noisy environments report more fatigue and difficulty concentrating, and noise can mask alarms and conversations that need to be heard.

What this page is doingCorrections on this page: the paper title is repeated in bold at the top of the first body page, and the introduction carries no Introduction heading, as APA 7 requires. Extra spacing between paragraphs, set by the word processor's default, was removed so that the text is uniformly double spaced. Each paragraph's first line is indented one half inch with the ruler rather than with the space bar.
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Sources of Noise

Much of the noise on an inpatient unit at night comes from sources that staff control. Alarms from monitors, infusion pumps and bed exit systems are among the loudest and most frequent, and many of them are not clinically actionable. Conversations at nurses' stations and in hallways, overhead paging, telephones, carts, doors and ice machines add to the background. Xie et al. (2009) note that in intensive care units, a large share of peak noise events comes from staff activity and equipment rather than from patients. This matters because it means that noise is not simply an unavoidable feature of hospital care; it is partly a result of how units are organized and how staff behave.

Some noise cannot be avoided. Alarms that signal real deterioration must be heard, and emergencies bring noise with them. The goal is not silence but the removal of noise that serves no purpose at the hours when patients most need to sleep.

What this page is doingCorrections on this page: the heading is now a Level 1 heading, centered and bold in title case, rather than an underlined line in italics. Every in-text citation was checked against the reference list in both directions; the original cited Xie in 2008 in the text and 2009 in the list, and the year now matches the published article.
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Strategies Nurses Can Use

Several strategies are within the reach of nursing staff and require little or no equipment. Quiet time protocols set a period, often from 2300 to 0500, during which lights are dimmed, doors are closed where safe, overhead paging stops and nonurgent tasks are clustered or rescheduled. Alarm management reduces the number of nonactionable alarms by setting patient-specific limits and removing monitoring that is no longer needed. Staff education about the effect of voices at the station, and simple changes such as moving shift report away from patient rooms or lowering phone ringer volume, reduce background noise. Patients can also be offered earplugs and eye masks, which Xie et al. (2009) describe as a low-cost option that some patients find helpful.

The evidence for these strategies varies. Some quiet time programs have reported lower measured noise levels and better patient-reported sleep, but many were before-and-after studies on single units, which cannot rule out other explanations. A unit adopting these strategies should measure noise and patient-reported sleep before and after the change rather than assume that the strategies worked.

What this page is doingCorrections on this page: a direct quotation from the original was replaced with a paraphrase, since the exercise asked that sources be paraphrased, and the paraphrase keeps the citation. Numbers below ten were checked against the APA rules on numerals: times written in 24-hour form and measurements with units stay as numerals.
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Measuring Noise on a Unit

A unit that wants to reduce noise needs a baseline, and measuring noise is simpler than many nurses assume. Sound level meters that record average and peak decibel levels over time are inexpensive, and a meter placed at the nurses' station and another in an empty patient room for a week of nights gives a picture of when noise peaks and what the typical level is. The two numbers that matter most are the average level across the night and the number of peak events above a set threshold, since patients are woken more often by sudden loud events than by a steady background. Staff can add a simple log of what was happening during peaks, which usually points to a handful of causes such as the 0400 laboratory draw, the linen cart or a particular alarm.

Patients' own reports are the other half of the baseline. A short question on the unit's existing discharge survey, asking how often noise kept the patient awake, costs nothing to add and measures what matters to patients directly. Measured noise and reported sleep often move together but not always, and tracking both keeps a unit from declaring success when the meter improves but patients still sleep poorly.

Barriers to Quieter Nights

Quiet nights compete with other goals. Night shift is when many units draw laboratory specimens, give scheduled medications and complete admissions from the emergency department, and each of these brings light, voices and movement into patient rooms. Reducing noise may mean moving some tasks to other hours, which affects laboratory schedules, pharmacy delivery times and physician rounding, none of which nursing controls alone. Staff may also resist quiet time protocols if they feel that they restrict communication at the station or slow down work at a busy hour. For these reasons, noise reduction works best when it is treated as a unit-wide change agreed with the departments whose routines affect the night, rather than as a request that nurses simply speak more quietly.

Conclusion

Nighttime noise is a patient safety and comfort problem that nurses can partly address. The evidence shows that hospital noise routinely exceeds recommended levels (Busch-Vishniac et al., 2005) and that it disrupts patients' sleep (Xie et al., 2009). Nurses control many of its sources, including conversations, alarms and the timing of care. Units that want quieter nights should begin by measuring their own noise and asking patients how they slept, and then choose from strategies that fit their setting. The recommended limits published by the World Health Organization (Berglund et al., 1999) offer a clear, if ambitious, target. Progress toward that target is best judged over months rather than weeks, since a single quiet week may reflect a low census rather than a change in practice.

What this page is doingCorrections on this page and the next: the reference list now begins on its own page with the label References centered and bold. Entries are alphabetized by first author, double spaced with a hanging indent set in the paragraph menu, titles of articles are in sentence case, journal names and volume numbers are italic, and each DOI is written as a full https address.
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References

Berglund, B., Lindvall, T., & Schwela, D. H. (Eds.). (1999). Guidelines for community noise. World Health Organization.

Busch-Vishniac, I. J., West, J. E., Barnhill, C., Hunter, T., Orellana, D., & Chivukula, R. (2005). Noise levels in Johns Hopkins Hospital. The Journal of the Acoustical Society of America, 118(6), 3629-3645. https://doi.org/10.1121/1.2118327

Xie, H., Kang, J., & Mills, G. H. (2009). Clinical review: The impact of noise on patients' sleep and the effectiveness of noise reduction strategies in intensive care units. Critical Care, 13(2), Article 208. https://doi.org/10.1186/cc7154

NR 351 Week 2 instructions, in plain terms

The Week 2 exercise gives you a document with formatting errors and asks you to correct it to APA 7 student paper style. Typical requirements are a correct title page, page numbers, headings at the right level, citations in the text that agree with the reference entries, a correctly formatted reference page and consistent spacing. Work from the APA manual or the university's guide, not memory. Fix the title page first, since it sets the pattern. Remove the Introduction heading and repeat the title in bold. Check every in-text citation against the reference list in both directions. Replace direct quotations with paraphrase where the exercise asks. Apply a hanging indent and alphabetical order to the references.

How the NR 351 Week 2 example is put together

The paper begins with a corrected title page carrying page number, bold title, author, department and university, course, instructor and date. The first body page repeats the title and opens with Busch-Vishniac and colleagues' measurements at a large academic medical center. The Sources of Noise section, now a centered bold Level 1 heading, covers alarms and voices. The Strategies section describes quiet time from 2300 to 0500, and a quotation was replaced with a paraphrase. A section on measurement explains sound level meters and a survey question. Barriers and a conclusion follow. The reference page starts on its own page with Berglund and colleagues, Busch-Vishniac and colleagues and Xie and colleagues in order, double spaced with hanging indents.

Reading the NR 351 Week 2 grading rubric

APA exercise rubrics generally award points for the title page, page setup, headings, in-text citations, the reference list and overall consistency. The citation and reference match carries the most weight, because a mismatch suggests the sources were never handled. This paper earns it by checking every citation against the list in both directions. Title page points are credited for exactly the seven student paper elements in order. Headings score when levels follow the manual. Paraphrase is credited when it keeps the citation. The reference row is met by alphabetical order, hanging indents, italics in the right places and DOIs as links. Consistent double spacing with no extra space between paragraphs completes the rubric.

NR 351 Week 2 help from the desk

The heaviest loss on this exercise is a mismatch between citations and references, either a source cited and not listed or listed and never cited. The second is a student title page built with professional paper elements, such as a running head or author note. Students also leave the Introduction heading in, underline headings, add space between paragraphs or format the reference list in date order. Citation generators make errors in capitalization and italics that must be fixed by hand. Numbers under ten should be words in most cases. Check the date format for every source. If your exercise document has different errors, send it and our writers can mark each correction the way an NR 351 instructor would.

Get a NR 351 Week 2 example written to your instructions

Send the Week 2 exercise and the edition your section requires, along with any template it supplies, and a custom example is corrected into that format and returned inside 24 to 48 hours. The first one is free. Learning to catch these yourself is what the week is for.

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NR 351 Week 2 questions, answered

Which APA edition does the course use?

Whatever your section names, and the difference matters more than it sounds. Title page requirements, running heads and reference elements all changed between recent editions, so guidance found online may be confidently wrong for your assignment. Send the edition when you request an example, since a correctly formatted document in the wrong edition scores no better than an incorrect one.

Do I lose points for small formatting slips?

Usually yes, and that is the design of the assignment rather than harshness. This exercise exists so the errors get expensive once, early, instead of in every paper afterward. The ones that recur across a term, such as spacing and hanging indents, are worth fixing at the document level rather than line by line.

Can a citation generator do this for me?

It can produce a draft and it will produce errors, particularly in capitalization, identifiers and unusual source types. The exercise is testing whether you can find those, so a generated list pasted in unchecked tends to be the version that loses most. Use one if you like, then check every entry against the manual your section names.

Where can I find a free NR 351 Week 2 sample paper?

The corrected Week 2 APA exercise on nighttime noise, with its title page, headings, paraphrased sources, reference page and the margin notes explaining each correction, is on this page.

What title page elements does the NR 351 Week 2 paper use?

The seven elements of an APA 7 student paper: page number, the bold title, the author's name, the college and university, the course number and name, the instructor and the due date, with no running head.