Written to be spoken in under two minutes, this NU573 presentation carries a composite teacher from one-line summary to Graves disease and a plan, keeping only findings that matter. Searches like "nu 573 unit 2 assignment example", "nu573 unit 2 sample" and "nu573 unit 2 example" land here.
Two Minutes for a Racing Pulse: A Written Case Presentation Ending on a Working Diagnosis of Graves Disease
[Student Name]
Purdue University Global
NU573: AGNP I Clinical - Adolescent and Adult Focus
Unit 2 Written Case Presentation
[Instructor Name]
[Date]
The patient is a composite; values and the timing marks are bracketed.
The Presentation
[0:00] One-liner. Ms. [B.] is a 33-year-old teacher with no significant history presenting with two months of palpitations, heat intolerance and a 4-kilogram unintended weight loss.
[0:10] History. Symptoms began in late August. She checks her pulse on her watch and sees 100 to 110 at rest. She has three loose stools a day, sleeps poorly and feels shaky. No neck pain, no recent pregnancy or delivery, no iodine contrast, no biotin or thyroid supplements, and no family history of thyroid disease that she knows of.
[0:40] Exam. Pulse [108] and regular, blood pressure [128/66]. Fine tremor of the outstretched hands. Thyroid smooth, diffusely enlarged about twice normal, nontender, with no nodules. Lid retraction and mild proptosis bilaterally. Warm, moist skin.
[1:05] Data. None yet; thyroid tests pending.
[1:10] Assessment. Thyrotoxicosis, most likely Graves disease, because of a diffuse nontender goiter with eye findings (Smith & Hegedüs, 2016). Painless thyroiditis is second, still possible without the eye signs being specific. Toxic nodular goiter is third and less likely without nodules at her age.
[1:30] Plan. TSH, free T4, total T3 and TSH receptor antibodies, following the approach in which antibodies can confirm Graves without an uptake scan (Ross et al., 2016). Start [propranolol] for symptoms. Return in one week.
[1:45] Question. I would like your opinion on whether to start methimazole now, before the antibody result, given how clear the exam is.
What Was Cut, and Why
1. Normal review of systems beyond the pertinent negatives: nothing it contained changed the assessment.
2. Childhood tonsillectomy: irrelevant to the problem.
3. Her coffee habit, beyond one mention in the chart: caffeine can cause palpitations but not a goiter or proptosis.
4. Her full medication list, which is only an oral contraceptive: kept in the chart, noted aloud only if asked.
Why the Pertinent Negatives Stayed
Each pertinent negative separates one cause from another. No neck pain argues against subacute thyroiditis, which is typically painful. No recent delivery argues against postpartum thyroiditis. No iodine contrast or supplements argues against iodine-induced or factitious thyrotoxicosis. A negative that does not separate causes does not belong in two minutes.
Why the Assessment Commits
The presentation names one diagnosis first. Graves disease accounts for most hyperthyroidism in women her age, and the combination of a diffuse goiter and eye signs makes it very likely (Kahaly et al., 2018). The alternatives are listed in order, each with the finding that still supports it, so the preceptor can challenge the ranking.
References
Kahaly, G. J., Bartalena, L., Hegedüs, L., Leenhardt, L., Poppe, K., & Pearce, S. H. (2018). 2018 European Thyroid Association guideline for the management of Graves' hyperthyroidism. European Thyroid Journal, 7(4), 167-186. https://doi.org/10.1159/000490384
Ross, D. S., Burch, H. B., Cooper, D. S., Greenlee, M. C., Laurberg, P., Maia, A. L., Rivkees, S. A., Samuels, M., Sosa, J. A., Stan, M. N., & Walter, M. A. (2016). 2016 American Thyroid Association guidelines for diagnosis and management of hyperthyroidism and other causes of thyrotoxicosis. Thyroid, 26(10), 1343-1421. https://doi.org/10.1089/thy.2016.0229
Smith, T. J., & Hegedüs, L. (2016). Graves' disease. New England Journal of Medicine, 375(16), 1552-1565. https://doi.org/10.1056/NEJMra1510030
How this NU573 Unit 2 example is structured
Sections come in the sequence a preceptor expects to hear: one-liner, history of present illness, relevant background, exam, data, assessment, plan. What distinguishes the written version is selection. Every finding that survives had to change the assessment or rule out something dangerous; her normal review of systems, a childhood tonsillectomy and her coffee habit beyond one mention were cut, and a note under the text lists what was removed and why. Pertinent negatives stay when they separate causes: no neck tenderness argues against subacute thyroiditis, and no recent delivery against postpartum thyroiditis. The assessment names one diagnosis first, then the alternatives in order, each paired with the finding that still supports it. The plan is short, and the presentation ends by stating the specific point on which the author would like the preceptor's opinion.
Get an NU573 Unit 2 example written to your instructions
Give us the complaint, age and time limit your prompt sets, and the presentation is drafted on an invented patient, its word count timed to fit. Paste the instructions along with the presentation rubric, noting whether faculty grade the spoken or the written version. There is no charge for the first sample, and it arrives 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.
NU573 Unit 2 questions, answered
How long should a written case presentation be?
Long enough to speak in the time the course allows, which is often two to three minutes for an early presentation. At a normal speaking pace that is roughly 250 to 400 words. Reading the draft aloud with a timer is the simplest check, and anything well over the limit usually holds findings that do not change the assessment.
Should normal findings be included?
Only the ones that matter. A normal finding belongs when it argues against a dangerous or likely alternative, and those are the pertinent negatives. A full list of normal systems suits the chart; spoken aloud, it buries the findings that drive the assessment and eats into the time limit.
Is it acceptable to end with a question for the preceptor?
Often, yes. Many preceptors welcome a presentation that closes on a specific question, such as whether to order a test now or wait, because it shows the presenter knows where the decision is uncertain. The question should follow a committed assessment and plan, not replace them.