What, so what, now what: an NU143CL Unit 5 clinical journal model in which periodic breathing and blue hands stop looking like emergencies; every event is composite. Searches like "nu 143cl unit 5 assignment example", "nu143cl unit 5 sample" and "nu143cl unit 5 example" land here.
What a finished NU143CL Unit 5 clinical journal looks like
About 700 words in the first person, under three headings. What? describes the moment: an assessment on a composite second-day newborn, respirations counted for thirty seconds and doubled, two pauses of about [8] seconds noticed, hands and feet blue, and the writer reaching for the call light before asking the nurse. So what? examines the error. Breathing in newborns is irregular, which is why the rate is counted for a full minute; pauses shorter than twenty seconds without color or heart rate change are periodic breathing; blue extremities beside a well-colored trunk and lips are acrocyanosis, common in the first days. The writer names the belief underneath, that any pause or blue skin means danger. Now what? sets two habits: a full-minute count, and checking central color at the lips and trunk alongside the hands and feet.
How a NU143CL Unit 5 example is structured
Rolfe's model supplies the three headings, and the sample keeps them in order because many sections name a model and grade its stages as structure. What? is description only, in the past tense, with no judgment yet. So what? is the longest part and carries the entry's sources: the course text on newborn respiratory patterns and one on skin color findings. It analyzes the reasoning error rather than the feeling, though a sentence on the writer's alarm is kept, since the prompt asks about the shift's effect on the writer. Now what? names changes an instructor could observe on the next shift. A closing sentence marks the events as composite; in a graded entry the moment, the feelings and the changes all come from the student's own shift. Patient details are absent entirely, not merely changed.
Half a minute was the first error
Counting for thirty seconds and doubling works for adults with regular breathing. In a newborn it can catch a pause and badly misjudge the rate, and the entry makes this its first analytic point.
Periodic breathing, defined
Pauses under twenty seconds, with no color change and no drop in heart rate, are common in newborns. The entry states the definition and sets the observed pauses against it.
Where blue matters
Blue hands and feet in the first days are expected; blue lips, tongue or trunk are not. The entry records that central color was never checked, which is the gap the writer's alarm covered over.
The belief under the reaction
The writer had carried adult norms onto the floor. Naming that belief turns the entry from an embarrassing moment into an account of how a reading of normal changed.
Habits an instructor could see
A full-minute count and a look at lips and trunk alongside hands and feet both show at the bedside, which a vague promise of more care would not.
Where marks go in NU143CL Unit 5
The heaviest loss goes to entries that recount the entire shift, since the prompt wants the change and a full day buries the minute where something did. Under Rolfe, a So what? that stays with the writer's embarrassment and never examines the thirty-second count leaves the analysis stage empty. Clinical statements inside the reflection are graded like any other: calling every pause apnea, or listing blue hands as a warning sign in a second-day baby, costs accuracy marks. A Now what? promising more care gives the instructor nothing to watch for on the next shift. The three headings blended into continuous prose, where the section expects them visible, lose structure points. Details that could identify the baby, the parents or the nurse draw privacy comments, and borrowed experience written as the writer's is misconduct, not style.
Get a NU143CL Unit 5 example written to your instructions
Does your section expect a reflective model, or an open prompt about what you learned? Say which, send the journal rubric, and sketch the type of finding that surprised you, with nothing that identifies a patient. The sample entry invents a comparable moment, since only your own shift can supply the real events. First custom sample free, 24-48h.
NU143CL Unit 5 questions, answered
Why count a newborn's respirations for a full minute?
Because newborn breathing is irregular, with bursts and short pauses, so a thirty-second count doubled can land far from the true rate. Course texts and most floor protocols call for a full sixty seconds, often while the baby is quiet. A journal that explains why the method changed shows understanding, not just a corrected habit.
Is it acceptable to write about a mistake I almost made?
Usually yes, and near misses of this kind often make strong entries because the reasoning error is visible and nobody was harmed. The entry should be factual and professional, and it should end on a change. Anything that did reach a patient belongs in the floor's reporting process and with the instructor, not first in a journal.
Does the journal need a citation?
Many sections require one in the analysis stage, and it should support the specific point being made. Here that means the course text's definition of periodic breathing or its description of acrocyanosis, not a general source on reflection. A citation tied to the clinical point is what turns the So what? section from feeling into analysis.