NU140CL Unit 9 Case Presentation Example

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This NU140CL Unit 9 sample is a case presentation to a clinical group about a composite 66-year-old man with pneumonia who kept removing his nasal cannula at night, dropping his saturation to 84 percent twice. It was written for Purdue Global NU 140CL, Nursing Fundamentals Clinical, a course in the prelicensure BSN. Speaking notes beside a short slide outline walk the group through his background, the problem, an assessment that found dry, cracked nostrils, sore ears and evening confusion, and the conclusion that discomfort and nighttime delirium, not refusal, explained it. Humidified oxygen, ear protection, delirium screening, family presence and results follow, then what the student learned and three questions for discussion.

CourseNU140CL Nursing Fundamentals Clinical
UnitUnit 9
Paper typeCase presentation
LengthAbout 840 words, 6 pages double-spaced
FormatAPA 7 student paper
SchoolPurdue University Global
ProgramBSN (prelicensure)
UpdatedOctober 2026

Free sample paper for NU140CL Unit 9

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He Kept Taking the Oxygen Off at Night: A Case Presentation to a Clinical Group on a Composite 66-Year-Old With Pneumonia, Given as Speaking Notes With a Slide Outline and Three Questions for Discussion

[Student Name]

Purdue University Global

NU140CL: Nursing Fundamentals Clinical

Unit 9 Case Presentation

[Instructor Name]

[Date]

The patient is composite; values are bracketed where illustrative, and the presentation follows a typical ten-minute post-conference format.

What this part is doingThe presentation is written to be heard once and followed, so each section opens by saying where it is going.
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Slide 1: Introduction

Speaking notes: "Today I'm presenting Patient H, a 66-year-old man with pneumonia who kept taking his oxygen off at night. I'll cover his background, what we found, why he was doing it, what we changed and how it went. I'll finish with three questions for us to talk about."

Slide 2: Background

Speaking notes: "Patient H is a retired bus mechanic admitted four days ago with pneumonia in his right lower lobe. He has high blood pressure and drinks two to three beers a night at home. He lives with his wife. On admission his oxygen saturation was [86] percent on room air, and he was started on oxygen by nasal cannula at [2] liters, with a target of [92] to [96] percent, and IV antibiotics."

Slide 3: The Problem

Speaking notes: "On his second and third nights, the night nurse found him with the cannula off and his saturation at [84] and then [85] percent. Each time he put it back on when asked and said he didn't remember taking it off. During the day he kept it on. The question I asked was: why at night?"

Slide 4: Assessment

Speaking notes: "When I assessed him on day three, I found three things. First, his nostrils were dry and cracked, and he said the cannula 'burns' and his ears were sore where the tubing sat. Second, he was alert and oriented in the morning, but his wife said he had been 'a bit muddled' the last two evenings, and the night nurse documented that he thought he was at home. Third, his last drink was the night before admission, three days earlier."

He was not refusing the oxygen; at night he was confused and uncomfortable, and in the morning he did not remember.

What this part is doingThe assessment slide gathers the evidence that changes the problem from refusal to confusion and discomfort.
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Slide 5: What We Thought Was Happening

Speaking notes: "Putting that together, we thought two things were going on. The cannula was uncomfortable: dry, cold oxygen was drying his nose, and the tubing was rubbing his ears. In care plan terms that was acute confusion as well as impaired comfort (Herdman et al., 2024). He had signs of delirium at night, which can be caused by infection, low oxygen itself, poor sleep, and possibly alcohol withdrawal given his drinking. Delirium in older hospital patients often fluctuates and gets worse in the evening, and it is frequently missed when patients seem clear in the morning (Inouye et al., 2014)."

Slide 6: What We Changed

Speaking notes: "My nurse and I talked with the provider. We added humidification to his oxygen, used foam ear protectors on the tubing, and applied a water-based gel to his nostrils. The team started a delirium screen every shift and an alcohol withdrawal assessment, and his evening sleep was protected by clustering care. His wife agreed to stay until he fell asleep. We kept his room lit dimly rather than dark so he could see where he was."

Slide 7: Results

Speaking notes: "Over the next two nights, he kept the cannula on, and his overnight saturation stayed at [92] percent or higher. His delirium screen was positive on the first evening and negative on the second. His withdrawal score stayed low. By day six he was on room air. His nostrils had healed, and he went home on day seven with his wife, oriented and sleeping well."

Slide 7b: What I Learned

Speaking notes: "The biggest lesson for me was that 'patient keeps removing oxygen' is a finding to assess, not a behavior to correct. For two nights the plan was to remind him, and reminders did nothing, because at 2 a.m. he did not know where he was and his nose hurt. I also learned how much the night nurse's notes mattered. Her line that he thought he was at home was the clue that tied everything together, and I almost skipped the night notes when I prepared. Now I read every shift's notes for the last two days before I meet a patient."

Slide 8: Questions for Discussion

Speaking notes: "Here are three questions. First, how could we have caught his evening confusion sooner, since he seemed fine every morning? Second, when should a patient who removes oxygen be screened for delirium instead of being reminded to keep it on? Third, his wife staying helped a lot. How do your units involve family at night?"

What this part is doingThe questions come from what the case showed the group could do better, which invites discussion rather than agreement.
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Presenter's Note on Delivery

I kept to eight slides with no more than three lines each, so the group would listen rather than read. I practiced aloud twice and timed it at [nine] minutes, leaving time for discussion (Potter et al., 2023).

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References

Herdman, T. H., Kamitsuru, S., & Takáo Lopes, C. (Eds.). (2024). NANDA International nursing diagnoses: Definitions and classification, 2024-2026 (13th ed.). Thieme.

Inouye, S. K., Westendorp, R. G. J., & Saczynski, J. S. (2014). Delirium in elderly people. The Lancet, 383(9920), 911-922. https://doi.org/10.1016/S0140-6736(13)60688-1

Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. (2023). Fundamentals of nursing (11th ed.). Elsevier.

The Purdue Global NU140CL Unit 9 instructions

Unit 9 usually asks you to present one patient to your clinical group in about ten minutes, with slides or notes, followed by discussion. Prompts commonly want background, the main nursing problem, assessment findings, what the team did and why, outcomes, and questions for the group. Faculty judge whether classmates can follow the case on one hearing and whether the presentation leads to real discussion. Organization matters: each section should say where it is going. Assessment findings should build toward an explanation of the problem, and interventions should follow from that explanation. Evidence supporting the interpretation, honest reflection on what was missed and open questions for the group make the strongest presentations.

Inside the NU140CL Unit 9 example

The presentation runs across eight slides plus a reflection slide, each with speaking notes. It opens by telling the group what will be covered, then gives his history and oxygen orders, and states the problem as a question about why it happened at night. The assessment slide gathers three findings, with the highlighted line reframing refusal as confusion and discomfort. The next slide explains the team's interpretation, citing a review on delirium in older patients. Changes, results and what the student learned follow, including the value of night shift notes. Three discussion questions close it, and a delivery note explains slide limits and timing practiced aloud. Each slide's notes open by saying where the talk goes next.

NU140CL Unit 9 rubric: what earns full points

Case presentations in NU 140CL are typically graded on organization, clinical reasoning, communication, and facilitation of discussion. Organization earns credit when the case unfolds in a logical order that classmates can follow once. Clinical reasoning points go to assessment findings that build toward an explanation and interventions that follow from it, supported by evidence cited in APA 7. Communication rewards clear speaking notes, uncluttered slides and timing within the limit. Facilitation is judged on questions that open real discussion rather than inviting agreement. Reflection on what was missed or learned often lifts a presentation from a report to a teaching moment for the group. Keeping to time shows respect for the group and is often scored directly.

NU140CL Unit 9 help from the desk

Presentations often read the chart aloud, system by system, which buries the problem the group needs to think about. Another frequent issue is jumping to interventions without explaining what the assessment showed. Slides crowded with text pull attention away from the speaker. Questions at the end are sometimes too easy to discuss. Open with the problem as a question, build the assessment toward an answer, explain why each change was made, report results, admit what was missed, keep slides to a few lines, rehearse aloud for time, and close with questions your classmates could argue about from their own units. Practice the opening sentence until it sounds natural.

Get an NU140CL Unit 9 example written to your instructions

Slides, a poster or notes only? Say which your section wants, and send the Unit 9 presentation instructions, the rubric and the time limit. Notes and slides arrive together within 24-48h, centered on a fictional patient whose problem is comparable, and a first request carries no fee. De-identify anything shared about your own patient first. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.

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Where can I find a free NU140CL Unit 9 sample paper?

This page holds the full NU140CL Unit 9 case presentation with speaking notes and slide outline, from background and assessment to changes, results, lessons and three discussion questions, with three references. We can prepare a presentation on your own patient.

Why did the NU140CL Unit 9 patient remove his oxygen?

Dry oxygen had cracked his nostrils, the tubing hurt his ears, and he had signs of delirium in the evenings. At night he was confused and uncomfortable, and in the morning he did not remember removing it.

How was the oxygen problem solved?

Humidified oxygen, foam ear protectors and nasal gel eased discomfort, while delirium screening, protected sleep, dim lighting and his wife's presence at bedtime addressed confusion. He kept the cannula on afterward.

Why can delirium be missed in the morning?

Delirium often fluctuates and worsens in the evening, so a patient may seem clear during day shifts. Night nursing notes, like the one saying he thought he was at home, can reveal it.

How long should a clinical case presentation be?

The sample is timed at about nine minutes, rehearsed aloud, with eight slides of no more than three lines each, leaving time for discussion within a ten-minute slot.