| Course | NR 669 Advanced Nursing Role Immersion Part 3 |
|---|---|
| Week | 5 |
| Paper type | Progress brief |
| Length | About 1,100 words, 6 pages |
| Format | APA 7 student paper |
| School | Chamberlain University |
| Program | MSN |
| Updated | October 2026 |
Free sample paper for NR 669 Week 5
Progress Brief: Hours, Objectives Running and Stalled, What Now Exists That Did Not and the Plan for the Remaining Weeks in a Skilled Nursing Facility Immersion
Student Name
College of Nursing, Chamberlain University
NR 669: Advanced Nursing Role Immersion Part 3
Instructor Name
Month Day, Year
Progress Brief: Hours, Objectives Running and Stalled, What Now Exists That Did Not and the Plan for the Remaining Weeks in a Skilled Nursing Facility Immersion
Position, in Numbers
Hours logged in my own record: 96 of the 144 in my approved immersion plan. Objectives: five in the plan, of which three are running, one has been narrowed and one was exchanged in week 2. Surveillance weeks completed: 6. Hand hygiene observations: 80. Antibiotic starts reviewed: 17.
Movement, as Things That Now Exist
An infection line list kept current every Monday and Friday for six weeks, with 26 suspected infections entered and each marked against the revised surveillance definitions (Stone et al., 2012).
A hand hygiene audit summary for September and early October, two units, 80 observations, showing 58% adherence at room entry and exit in September and 69% in the first two weeks of October, after feedback at shift report began.
A one-page summary of 17 antibiotic starts against the minimum criteria for initiation (Loeb et al., 2001), prepared for the medical director's October visit.
A 15-minute teaching session on noticing and passing on changes that might mean infection, given to 19 certified nursing assistants at two shift reports on 6 and 8 October.
A script for in-the-moment hand hygiene reminders, added to the audit instructions.
Stalls, With Their Causes
The infection control committee presentation, narrowed out in week 2: the committee meets quarterly and its next meeting falls after the immersion.
The October quality committee presentation: scheduled, then moved to November by the administrator because of a state survey visit. Cause: the survey takes precedence over all meetings.
Feedback on antibiotic starts to prescribers: the medical director's October visit was cut to one day because of the survey. The summary was left with the director of nursing to pass on.
Each stall comes from the facility's calendar or regulators, not from a lack of willingness. The survey visit, in particular, absorbed the IP for most of a week.
What the Audits Show in More Detail
The 80 observations split evenly between the two long-term units. Most misses were at room exit after contact with the resident's surroundings, not at entry. Day shift and evening shift did not differ much. The rise after feedback began is encouraging, but the audits were not blinded and staff knew when they were happening; international guidance on hand hygiene notes the same limitation of direct observation (World Health Organization, 2009).
What the Antibiotic Review Shows So Far
Of 17 antibiotic starts reviewed, 11 were for suspected urinary infections, and most fell short of the consensus thresholds for beginning antibiotic treatment in residents. The review does not judge individual prescribers; it describes a pattern in how calls are made and answered, which the week 6 write-up examines.
What the IP Has Taken On
The IP now enters cases on the line list on days I am not there, using the same format. The IP has asked the director of nursing to keep Friday afternoons free of floor coverage when possible, which has held for three of the last four weeks. That small agreement is the most important change of the immersion so far, because it protects the hours in which the line list and audits get done, whether or not a student is present.
The Plan for the Remaining Weeks
Weeks 6 and 7: continue surveillance and audits; second round of the change-in-condition in-service for evening staff on 20 October; meet with the medical director by phone on 22 October to discuss the antibiotic summary.
Week 7: draft a one-page decision aid for nurses calling a prescriber about a suspected urinary infection, based on the antibiotic review.
Week 8: hand over the line list and audit tool use to the IP; final summary.
Each date is set against the facility's calendar: the survey team left on 9 October; the next quality committee is 12 November.
How the Remaining Weeks Protect What Has Been Built
The final weeks focus on handing over rather than adding. The line list format is already in the IP's hands. The audit tool will be left with completed examples and the in-the-moment script. The antibiotic summary will go to the medical director with the decision aid draft. The goal is that nothing produced during the immersion depends on my continuing presence, since the facility has no one else to carry it.
What Has Changed in My Own Practice Since the Last Brief
I now ask what I am permitted to do before each new task, since the hand hygiene episode. I bring one-page summaries rather than longer reports to people who need to act on them. And I check the facility's calendar for survey windows and committee dates before promising any date, which the October stalls taught me. Each change came from a stall or an episode in the first five weeks, and each would have been hard to learn from reading alone. Together they amount to a way of working inside an organization whose calendar I do not control, which is most of what an advanced role requires.
Risks to the Plan
Another survey visit, an outbreak or a run of staff call-outs would each pull the IP away and could stall the handover. If that happens, the handover materials will be left in the IP's binder with a one-page guide, so they can be picked up later without me.
One Request
That the director of nursing allow me to attend the 22 October phone call with the medical director, so that the antibiotic summary is discussed with the person who can act on it.
What the Numbers Do Not Show
Whether surveillance and audits will continue when I leave. The IP has said the line list will be kept, but the IP also covered three nursing shifts in the past two weeks. The progress depends partly on my being an extra pair of hands, which the final weeks need to address. Nursing home infection preventionist time is limited nationally (Stone et al., 2020), and my hours are a temporary addition to it.
Hours Note
The hours figure is reported once, at the top, because the brief's purpose is position, not attendance. Hours, encounters and the preceptor's signatures are my own records in the program's system. This brief reports only the total.
References
Loeb, M., Bentley, D. W., Bradley, S., Crossley, K., Garibaldi, R., Gantz, N., McGeer, A., Muder, R. R., Mylotte, J., Nicolle, L. E., Nurse, B., Paton, S., Simor, A. E., Smith, P., & Strausbaugh, L. (2001). Development of minimum criteria for the initiation of antibiotics in residents of long-term-care facilities: Results of a consensus conference. Infection Control & Hospital Epidemiology, 22(2), 120-124. https://doi.org/10.1086/501875
Stone, N. D., Ashraf, M. S., Calder, J., Crnich, C. J., Crossley, K., Drinka, P. J., Gould, C. V., Juthani-Mehta, M., Lautenbach, E., Loeb, M., MacCannell, T., Malani, P. N., Mody, L., Mylotte, J. M., Nicolle, L. E., Roghmann, M.-C., Schweon, S. J., Simor, A. E., Smith, P. W., . . . Bradley, S. F. (2012). Surveillance definitions of infections in long-term care facilities: Revisiting the McGeer criteria. Infection Control & Hospital Epidemiology, 33(10), 965-977. https://doi.org/10.1086/667743
Stone, P. W., Agarwal, M., & Pogorzelska-Maziarz, M. (2020). Infection preventionist staffing in nursing homes. American Journal of Infection Control, 48(3), 330-332. https://doi.org/10.1016/j.ajic.2019.12.010
World Health Organization. (2009). WHO guidelines on hand hygiene in health care. World Health Organization.
The Chamberlain NR 669 Week 5 instructions
Keep the brief short. Open on position in numbers: hours logged against your plan, objectives running and objectives stalled, given as figures rather than adjectives. Then report movement since your last account as things that now exist that did not before, such as a list, a summary, a delivered session or a script. Give each stall its reason as a feature of the setting, not as an apology. Lay out a plan for the remaining weeks, dated against the site's own calendar. Close with one request sized so the reader can grant it. Keep hours, encounters and signatures as your own records and report only totals. Note what the site has taken on itself.
How the NR 669 Week 5 example is put together
The sample reports 96 of 144 planned hours, three objectives running, one narrowed and one exchanged, six surveillance weeks, 80 audits and 17 antibiotic starts reviewed. Objects include a current line list with 26 entries, an audit summary showing adherence rising from 58% to 69% after feedback, an antibiotic summary, a session for 19 assistants and a reminder script. Stalls are the quarterly committee, a quality meeting moved by a state survey and a shortened medical director visit. The IP now keeps the line list and has Friday afternoons protected most weeks. The final weeks focus on handover, and the request is to join a call with the medical director. Risks to the handover, such as another survey or an outbreak, are named with a fallback.
NR 669 Week 5 rubric: what full points look like
Progress briefs lose most when they report effort, such as many hours spent on audits, rather than things that now exist. Next are positions given as adjectives, such as going well, which nobody can check. Many briefs explain stalls with apologies rather than naming the setting's features that caused them. Plans that ignore the site's calendar promise dates that will not hold. Requests that are vague or too large are rarely granted. Briefs that include detailed hours logs blur the student's own records with the graded document. Briefs that never mention handover suggest the progress will disappear when the student leaves. Briefs that hide what the site has taken on also make the progress look dependent on the student alone.
Common NR 669 Week 5 mistakes, and how to avoid them
A short brief is harder to write than a long one, because every line has to carry a fact. Working from your log, we can put position into numbers, report movement as objects and name the setting feature behind each stall. We can also help you date the remaining plan against your site's calendar and frame one grantable request. Checking the site's calendar for survey windows and committee dates before you write saves revising the plan later. The brief and its request are yours. Naming what the site has already taken on is worth including too.
Get a NR 669 Week 5 example written to your instructions
Send your brief instructions and rubric and a custom example returns inside 24-48h, the first one free. One thing this desk does not make: the hours sheet, the site agreement and the final evaluation written about you come from the placement itself, not from a rubric, and no example substitutes for them.
More NR 669 papers and MSN samples
- NR 669 Week 1: Role in Place Post
- NR 669 Week 2: Objectives Review
- NR 669 Week 3: Setting and Role Analysis
- NR 669 Week 4: Reflective Analysis
- NR 669 Week 6: Evidence and Application Write-up
- NR 669 Week 7: Outcome and Impact Summary
- NR 669 Week 8: Immersion Synthesis Paper
- NR 500 Week 5: Practice Problem Brief
- NR 662 Week 5: Integration Paper
- NR 500NP Week 5: Case-based Application Paper
- NR 560 Week 5: Proposal Draft Section
NR 669 Week 5 questions, answered
Is a progress brief the place to raise a problem with the site?
It is the place to state facts about the site: a clinic running one half day, a system nobody ever set you up on, a preceptor covering two units. Written as conditions those belong in the brief and they explain the schedule. Written as complaint they do not. Anything touching safety or whether the placement continues goes to your faculty directly.
What should the request at the end actually ask for?
Something small, specific and inside the preceptor's gift. An hour in a meeting you have not been in, an introduction to whoever owns a process, access to a system, a shift on a different day. Requests that size get answered. A request to redesign the immersion does not, and it makes the whole brief look unrealistic.
Nothing has moved in the last two weeks.
Then say so, and say why, in terms of the setting. A closed week, a preceptor out sick, a project waiting on somebody else's decision: those are facts a reader accepts without difficulty. The brief that fills a stall with description of routine work is the one that marks badly, because it conceals the thing the week wanted reported.
Where can I find a free NR 669 Week 5 sample paper?
The finished progress brief for an infection prevention immersion, with position in numbers and stalls explained, is reproduced on this page.
Why does the NR 669 Week 5 brief focus the final weeks on handover?
The facility has no one else to carry the line list, audits and antibiotic review, so they must work without the student before the immersion ends.