| Course | NU263 Medical-Surgical Nursing III |
|---|---|
| Unit | Unit 3 |
| Paper type | Respiratory failure workup |
| Length | About 890 words, 6 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | BSN (prelicensure) |
| Updated | October 2026 |
Free sample paper for NU263 Unit 3
Breaths Stacked on Breaths: A Respiratory Failure Workup Pairing Each Gas With the Ventilator Setting That Produced It for a Composite 28-Year-Old Woman Intubated for Severe Asthma, From Trapped Air and a Falling Pressure to a Slower Rate and an Accepted Carbon Dioxide
[Student Name]
Purdue University Global
NU263: Medical-Surgical Nursing III
Unit 3 Respiratory Failure Workup
[Instructor Name]
[Date]
The patient is composite; values and settings are bracketed where illustrative, and ventilator settings are ordered by the provider and managed with the respiratory therapist.
The Patient
[Ms. T.], composite, 28, with asthma since childhood, two prior admissions, none intubated. After three days of a cold she became severely breathless. In the emergency department she received repeated inhaled bronchodilators, IV steroids and magnesium, but tired, and her carbon dioxide rose. She was intubated at [0200].
Two Columns Read Together
Gas 1, at [0300]. Settings: volume control, tidal volume [450] mL, rate [20], PEEP [5]. Gas: pH [7.15], carbon dioxide [78] mm Hg, oxygen [88] mm Hg on [50] percent oxygen. Pressures: peak [48], plateau [32]. Blood pressure [84/50], down from [128/80] before intubation. Expiratory hold measured trapped air, called auto-PEEP, at [14] cm of water. Gas 2, at [0500], after the changes below. Settings: tidal volume [400] mL, rate [12], higher inspiratory flow so that each breath takes less time and leaves more time to breathe out, PEEP [5]. Gas: pH [7.21], carbon dioxide [70] mm Hg, oxygen [96] mm Hg on [40] percent. Pressures: peak [40], plateau [26]. Auto-PEEP [6]. Blood pressure [112/70].
Why the First Settings Failed
In severe asthma, narrowed airways slow the flow of air out of the lungs. If a new breath starts before the last one has fully left, air is trapped and builds up with every breath, a process called dynamic hyperinflation. The trapped pressure, auto-PEEP, presses on the heart and great veins, reducing the blood returning to the heart, which is why her blood pressure fell after intubation. A rate of [20] gave her too little time to breathe out (Leatherman, 2015).
Each breath the machine gave her arrived before the last one had left; the fix was to give her fewer breaths, not more.
Why a Slower Rate Helped
Lowering the rate and shortening each breath lengthened the time to breathe out. Trapped air fell from [14] to [6], plateau pressure fell below [30] and her blood pressure recovered. Carbon dioxide stayed high, [70], but the pH of [7.21] was accepted. This strategy, called permissive hypercapnia, tolerates a raised carbon dioxide and a moderately low pH to avoid the harm of hyperinflation, provided the patient has no condition, such as a brain injury, that makes high carbon dioxide dangerous (Laher & Buchanan, 2018).
Peak and Plateau Pressures
The peak pressure reflects both airway resistance and lung stiffness; the plateau pressure, measured during a short pause, reflects the pressure in the alveoli. In asthma, a high peak with a lower plateau points to resistance in the airways, which is expected. A rising plateau signals hyperinflation and the risk of lung injury or pneumothorax.
Nursing Watch
1. Blood pressure after any change in settings, and after each suction or bag-ventilation, since fast bagging can worsen trapped air.
2. Signs of pneumothorax: sudden rise in peak pressure, falling saturation, unequal chest movement or breath sounds. Report at once.
3. Sedation as ordered, enough to prevent breathing against the ventilator, with the level assessed and recorded.
4. Bronchodilators and steroids on schedule, coordinated with the respiratory therapist.
5. If the blood pressure suddenly falls with very high trapped air, the team may briefly disconnect the ventilator to let the trapped air escape; nurses should know this maneuver is directed by the provider or respiratory therapist (Harding et al., 2023).
What the Family Needed to Hear
Her mother arrived at [0400], frightened by the number of alarms and by being told her daughter's carbon dioxide was high. The nurse explained in plain words that her daughter's lungs were trapping air, that the machine had been slowed down on purpose to let the air out, and that a high carbon dioxide was being allowed for now because it was safer than forcing more breaths. She was told what would show improvement: fewer alarms, lower pressures and lighter sedation over the next day or two. Families of young adults on ventilators often assume the worst from a single number, and a short explanation of the plan helps them read the room.
Evaluation
By day two, her trapped air was [3], carbon dioxide [52] and pH [7.31] on the same settings, and she was breathing more easily on lighter sedation. She was extubated on day three.
Weaning Signs to Watch
As the airways open, the signs of readiness follow a pattern: trapped air falls toward zero, peak pressure drops, wheeze becomes softer and the patient breathes comfortably on lower sedation. The nurse tracks these together during the morning sedation pause, along with her ability to follow commands, so that the team can judge when she is ready for a breathing trial.
What the Workup Shows
Ventilator numbers mean little without the settings beside them. A carbon dioxide of [70] looks alarming on its own; beside a rate of [12], a plateau of [26] and trapped air of [6], it is the sign of a safer plan.
References
Harding, M. M., Kwong, J., Hagler, D., & Reinisch, C. (2023). Lewis's medical-surgical nursing: Assessment and management of clinical problems (12th ed.). Elsevier.
Laher, A. E., & Buchanan, S. K. (2018). Mechanically ventilating the severe asthmatic. Journal of Intensive Care Medicine, 33(9), 491-501. https://doi.org/10.1177/0885066617740079
Leatherman, J. (2015). Mechanical ventilation for severe asthma. Chest, 147(6), 1671-1680. https://doi.org/10.1378/chest.14-1733
Reading the NU 263 Unit 3 instructions
Unit 3 usually asks students to work up a patient in respiratory failure, interpreting blood gases, ventilator settings and pressures, and setting nursing priorities. Prompts commonly want the history, at least two gases with their settings, an explanation of what changed and why, and the nurse's monitoring responsibilities. Instructors look for gases read alongside settings rather than alone, accurate explanation of the condition's ventilator problem, recognition of complications and clear boundaries between the nurse's role and the respiratory therapist's and provider's. Family communication is often welcome. Workups typically run about five pages with numbered gas and setting pairs, drawing on reviews of ventilating severe asthma. Values are bracketed where illustrative.
How this NU263 Unit 3 example is built
The workup opens with Ms. T.'s history and failed emergency treatment. Two gases are each paired with their settings and pressures, including measured trapped air. A section explains dynamic hyperinflation and why her pressure fell, with a highlighted line about breaths arriving before the last had left. Another explains why the slower rate helped and why a high carbon dioxide was accepted, with a margin note. Peak and plateau pressures are distinguished. A five-item nursing watch follows, with a margin note on trapped air. A section covers what her mother needed to hear, then weaning signs, the evaluation on day two and a closing note on reading numbers with settings.
NU263 Unit 3 rubric: what earns full points
Respiratory failure rubrics in NU 263 tend to award marks for gas interpretation, linking gases to settings, explaining the ventilation problem, identifying risks, nursing monitoring and writing. Interpretation marks depend on correct reading of pH, carbon dioxide and oxygenation. Linking marks go to explaining each gas by its settings. Explanation marks are earned by describing trapped air and its effect on blood pressure. Risk marks reward recognizing pneumothorax and the danger of fast bagging. Monitoring marks require specific checks with their reasons. Writing marks cover structure and citations. Workups that explain why a higher carbon dioxide was the safer result usually demonstrate the depth the unit is testing.
NU263 Unit 3 help: mistakes that cost points
Respiratory failure workups often lose marks by reading a blood gas without the settings that produced it, which makes the numbers impossible to interpret. Another frequent error is treating a high carbon dioxide in a ventilated asthmatic as a reason to raise the rate, which worsens trapped air. Some students list ventilator care without tying it to the patient's condition. Others confuse peak and plateau pressures. Pair every gas with its settings, explain the condition's mechanics, judge each change by trapped air and blood pressure as well as by the gas, describe the nursing watch with reasons and stay within the nursing role. Name the respiratory therapist's part in every ventilator change you describe.
Get an NU263 Unit 3 example written to your instructions
Respiratory failure cases in Unit 3 range from hypercapnic flares to hypoxemic lung injury, on masks, high-flow cannulas or ventilators. Upload the instructor's case unchanged, plus its accompanying questions, the rubric and any ventilation protocol the course uses; gases get read against settings for that patient, values bracketed. First custom sample free, back in 24-48h. 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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NU263 Unit 3 questions, answered
Where can I find a free NU263 Unit 3 sample paper?
The full NU263 Unit 3 respiratory failure workup is here for a composite young woman ventilated for severe asthma, with paired gases and settings, nursing priorities and three sources. Send us the gases from your own case and we can help you read them.
What is auto-PEEP in NU263 Unit 3 terms?
Pressure from air trapped in the lungs when a new breath starts before the last has fully left, common in severe asthma on a ventilator.
Why lower the ventilator rate in severe asthma?
A slower rate gives more time to breathe out, reducing trapped air, lowering pressures and improving blood pressure.
What is permissive hypercapnia?
Accepting a raised carbon dioxide and moderately low pH to avoid the harm of high pressures and trapped air, when no condition makes high carbon dioxide dangerous.
What is the difference between peak and plateau pressure?
Peak pressure reflects airway resistance plus lung stiffness; plateau pressure, measured during a pause, reflects pressure in the air sacs.