| Course | NU298CL Capstone Clinical |
|---|---|
| Unit | Unit 3 |
| Paper type | Reflective journal entry |
| Length | About 810 words, 5 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | BSN (prelicensure) |
| Updated | October 2026 |
Free sample paper for NU298CL Unit 3
Something to Help Him Sleep at 0140: A Reflective Journal Entry on the First Night a Preceptor Reviewed Decisions Only Afterward, When a Composite 81-Year-Old Man Asked for a Sleeping Pill and the Answer Turned Out to Be His Bladder
[Student Name]
Purdue University Global
NU298CL: Capstone Clinical
Unit 3 Reflective Journal Entry
[Instructor Name]
[Date]
The patient, preceptor and night are composite; values and times are bracketed where illustrative, and all medications and procedures followed existing orders and the unit's protocols.
The Arrangement Changed at 1900
Until this night, my preceptor approved each decision before I acted. At the [1900] huddle she told me that from tonight she would review my decisions at set times instead, at [2300], [0300] and [0600], unless I called her. I felt pleased and nervous at once.
What Happened
[Mr. E.], 81, was on day two of treatment for pneumonia. At [0140] he rang and said he could not sleep and wanted "a sleeping pill." He was restless, pulling at his sheets. His medication record listed diphenhydramine at bedtime as needed for sleep, ordered on admission.
A Sentence He Could Not Finish
When I asked how he was feeling, he started, "I just want to get home to my..." and stopped, looking at the window. He did not finish. I asked him to recite the months in reverse order, starting from December, as a quick check of attention. He reached October and stopped. Earlier that evening he had answered the same question correctly. Sudden inattention and fluctuating awareness in an older adult are core features of delirium (Inouye et al., 2014).
The pill would have helped me more than him: it would have ended the call light, and it might have tipped a confused man into a worse night.
Why the Drawer Stayed Shut
Diphenhydramine is strongly anticholinergic, and the Beers Criteria advise avoiding it in older adults because it can cause confusion, urinary retention and falls (American Geriatrics Society Beers Criteria Update Expert Panel, 2023). Giving it to a man who might be becoming delirious could make his confusion worse. I did not give it. I also did not dismiss his request; I asked what was keeping him awake.
Six Hundred and Forty Milliliters
He said he "had to go" but could not. He had last voided at [1900]. A bladder scan showed [640] milliliters. Urinary retention is common in older men, especially when acutely ill, and can cause restlessness and agitation that look like insomnia or delirium (Harding et al., 2023). I called my preceptor at [0155], as she had said I could. She came, agreed, and we followed the unit's retention protocol with a straight catheter under the existing order. [700] milliliters drained. By [0230] he was asleep.
What I Brought to the Decision
I knew the Beers Criteria from pharmacology and the delirium screen from my medical-surgical rotations. I did not know, until that night, how easily an ordered PRN could look like the right answer. The record said diphenhydramine was ordered; the patient asked for a sleeping pill. Both pointed the same way. Only the assessment pointed elsewhere.
What My Preceptor Said
At the [0300] review, she said I had done two things right: I assessed before I medicated, and I called when I needed a second person rather than waiting for the review time. She also suggested I report the diphenhydramine order to the day team, since it remained active for a patient who might be delirious. I added it to my handoff.
How It Felt to Decide Alone
When I left his room the first time, I was tempted to give the pill simply because it was ordered and the decision would be over. Deciding not to give it meant staying with an uncertain situation for another fifteen minutes, which felt uncomfortable without my preceptor beside me. Calling her at [0155] did not feel like failing the new arrangement; it felt like using it the way she intended.
What I Learned
A request for a sleeping pill is a symptom, not a diagnosis. In older adults, restlessness at night can come from delirium, pain, a full bladder, constipation, hunger, fear or noise. The medication answers none of those, and some it makes worse.
One Habit for Later Nights
Before giving any as-needed sleep medicine to an older adult, I will check four things: attention, pain, bladder and the time of the last bowel movement. I will chart each check. My preceptor can verify the habit in my notes at each review.
Still Unresolved
It is not yet clear to me to judge when an older patient's sleeplessness is simply sleeplessness, and when it is safe to give a sleep aid. I plan to ask the pharmacist which options the unit uses for older adults who truly cannot sleep.
References
American Geriatrics Society Beers Criteria Update Expert Panel. (2023). American Geriatrics Society 2023 updated AGS Beers Criteria for potentially inappropriate medication use in older adults. Journal of the American Geriatrics Society, 71(7), 2052-2081. https://doi.org/10.1111/jgs.18372
Harding, M. M., Kwong, J., Hagler, D., & Reinisch, C. (2023). Lewis's medical-surgical nursing: Assessment and management of clinical problems (12th ed.). Elsevier.
Inouye, S. K., Westendorp, R. G., & Saczynski, J. S. (2014). Delirium in elderly people. The Lancet, 383(9920), 911-922. https://doi.org/10.1016/S0140-6736(13)60688-1
The Purdue Global NU298CL Unit 3 instructions
Unit 3 usually asks for a reflective journal entry on a decision made with growing independence during the capstone immersion. Prompts commonly want the context, what happened, the reasoning behind the decision, the outcome, feedback received and a habit or change for future practice. Instructors look for clinical reasoning supported by evidence, honesty about uncertainty and the urge to take an easy option, appropriate use of the preceptor and attention to system issues the event revealed. The entry should end with something checkable. Patient details are composite. Written as I and kept to roughly two pages, the entry still sources every clinical claim in APA 7. Many programs also ask how the new level of independence felt.
Inside the NU298CL Unit 3 example
The entry first explains the new review arrangement set at the 1900 huddle. The event follows: the request at 0140 and the ordered sleep aid. A section describes the unfinished sentence and the attention test, citing a review of delirium in older people, with the highlighted sentence about whom the pill would help. Another explains why the drug stayed in the drawer, citing the Beers Criteria, with a margin note. The bladder scan and the call to the preceptor follow, citing the medical-surgical text. Sections cover what the student brought, the preceptor's feedback with a margin note, how it felt to decide, the lesson and a four-check habit.
NU298CL Unit 3 rubric: what earns full points
Reflective journal rubrics in NU 298CL tend to award points for description, clinical reasoning, use of evidence, self-awareness, use of supervision and a concrete change. Description points depend on a clear sequence with times. Reasoning points go to assessing before medicating and explaining why. Evidence points are earned by citing delirium and medication safety sources accurately. Self-awareness points reward naming the temptation of the easy option. Supervision points go to calling the preceptor at the right moment under the new arrangement. Change points require a habit the preceptor can verify. Entries that also notice a system issue, such as an active order that should be reviewed, usually show the broadest learning.
NU298CL Unit 3 help from the desk
Reflective journals often lose points by narrating the night without examining the decision at its center. Another common gap is treating an ordered as-needed medication as automatically appropriate, without assessing why the patient is asking. Some students describe independence as never calling the preceptor, which misreads the arrangement. Others end with a general lesson rather than a habit. Describe the moment, explain what you checked and why, cite the evidence behind your choice, record the preceptor's feedback, note any system issue and name one habit someone could check in your notes. Admit what you are still unsure about. Note the times of each step, since reviewers will look for them.
Get an NU298CL Unit 3 example written to your instructions
Rolfe, Gibbs, Driscoll, Johns or a list of prompt questions: whichever the Unit 3 instructions name supplies the headings. Describe one decision made while nobody was checking, in general terms, and attach the prompt and rubric. It becomes a composite night told through that model. First custom sample free; 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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NU298CL Unit 3 questions, answered
Where can I find a free NU298CL Unit 3 sample paper?
The full NU298CL Unit 3 reflective journal entry is on this page, following a decision not to give a sleep aid to a composite 81-year-old and the bladder scan that explained his restlessness, with three sources. A decision from your own immersion can be examined the same way.
Why avoid diphenhydramine in older adults in NU298CL Unit 3?
It is strongly anticholinergic and can cause confusion, urinary retention and falls, which is why the Beers list flags it for people over sixty-five.
How can a nurse quickly screen attention at night?
By asking the patient to recite the months in reverse, which a person with delirium often cannot complete.
Can urinary retention cause restlessness?
Yes. In older adults a full bladder can cause agitation that looks like insomnia or delirium, so a bladder scan is part of the assessment.
What does independence mean for a capstone student?
Making decisions with the preceptor reviewing afterward, while still calling for help when a second person is needed.