| Course | NU652 AGACNP Acute Care Diagnosis and Management II |
|---|---|
| Unit | Unit 4 |
| Paper type | Diagnostic error case review |
| Length | About 1,100 words, 6 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | MSN |
| Updated | September 2026 |
Free sample paper for NU652 Unit 4
A Stomach Bug That Was an Embolus: A Diagnostic Error Case Review of Acute Mesenteric Ischemia in a 74-Year-Old Woman Who Had Stopped Her Anticoagulant
[Student Name]
Purdue University Global
NU652: AGACNP Acute Care Diagnosis and Management II
Unit 4 Diagnostic Error Case Review
[Instructor Name]
[Date]
The patient and every clinician are composite and identified by role; times and values are bracketed.
Definition
A 2015 National Academies report defines diagnostic error as the failure to establish an accurate and timely explanation of the patient's health problem, or to communicate that explanation to the patient (National Academies of Sciences, Engineering, and Medicine, 2015). This case met both parts. The explanation was wrong and late, and the patient left the first visit told that she had a stomach bug, with no instruction that would have brought her back sooner. The review treats the communication failure as its own finding, since it is the part most easily overlooked.
Summary
Mrs. [B.] is a [74]-year-old woman with atrial fibrillation and hypertension who stopped her apixaban [two] weeks before the event because of its cost, without telling her clinicians. She developed sudden severe pain around her navel at [06:00], vomited twice and had one loose stool. At the first emergency visit her abdomen was soft and only mildly tender, and she was discharged with ondansetron. She returned at [04:30] the next morning with a distended, rigid abdomen. CT angiography showed an embolus in the superior mesenteric artery. At laparotomy, [80] cm of necrotic small bowel was resected. She survived and was discharged on day [12].
Timeline
1. [09:10], day 1. Emergency department triage: pain [9] of 10, pulse [104] and irregular, blood pressure [148/86], temperature [37.2]. Triaged as moderate acuity.
2. [10:05]. Clinician assessment: pain described as severe and constant, abdomen soft with mild periumbilical tenderness. Anticoagulant history not asked; the medication list, last updated [eight] months earlier, still showed apixaban.
3. [10:40]. White count [14.8]; lipase, liver tests and creatinine normal. Lactate not ordered. Pain improved to [6] after intravenous morphine.
4. [12:15]. Discharged with a diagnosis of gastroenteritis, ondansetron and general return precautions. The pain was noted as "better with medication."
5. [04:30], day 2. Return by ambulance: pain [10], abdomen distended and rigid, pulse [128], blood pressure [96/58], lactate [5.8] mmol/L.
6. [05:40]. CT angiography: embolic occlusion of the superior mesenteric artery beyond the middle colic branch, with thickened, poorly enhancing small bowel.
7. [07:15]. Laparotomy, embolectomy and resection of [80] cm of small bowel.
Classification of Contributing Factors
Graber et al. (2005) sorted the causes of 100 diagnostic errors in internal medicine into no-fault, system-related and cognitive factors, and found that most errors involved both of the latter, with premature closure the single most common cognitive cause. This case fits that pattern.
Cognitive factors:
1. Premature closure. Gastroenteritis was accepted after vomiting and one loose stool, and alternatives were not reconsidered when the pain was described as severe with a soft abdomen. Pain out of proportion to the examination is the classic early sign of mesenteric ischemia, and it was documented as a reassuring finding.
2. Faulty data gathering. The anticoagulant history was not taken, so the most important risk factor in the chart, atrial fibrillation without anticoagulation, was never assembled.
3. Misjudging salience. The irregular pulse and the white count were recorded but not linked to an embolic source. Improvement after morphine was read as evidence of a benign cause.
System-related factors:
1. The medication list was [eight] months old and was not reconciled at triage.
2. No emergency department pathway prompted consideration of mesenteric ischemia in patients over [60] with atrial fibrillation and severe abdominal pain.
3. Lactate was not part of the standard abdominal pain order set.
4. Discharge instructions were generic and did not name worsening pain or distension as reasons to return at once.
No-fault factors: the early examination was genuinely soft, and early mesenteric ischemia can present that way. That makes the case hard, but it does not make it unavoidable, because the history and risk factors were available.
What Should Have Happened
The World Society of Emergency Surgery guideline describes acute mesenteric ischemia as uncommon, with mortality still around 50 percent when untreated, and stresses that early diagnosis and timely treatment are what reduce it (Bala et al., 2022). The guideline recommends CT angiography without delay when the diagnosis is suspected, and warns that a normal lactate does not exclude it. In Mrs. [B.]'s case, suspicion needed only three facts that were available at [10:05]: age over 70, atrial fibrillation and severe pain with a soft abdomen. A CT angiogram that morning would likely have found the embolus before the bowel died. The morphine deserves a separate comment, because it shaped the discharge. Analgesia does not hide a surgical abdomen in the way older teaching claimed, and giving it was right. The error was in the interpretation: a pain score that fell from [9] to [6] after an opioid was recorded as improvement and used as a reason to discharge. For a patient whose pain was already out of proportion to her examination, a partial response to morphine says little about the cause. What it did was make the chart look reassuring to the clinician who wrote the discharge, and to anyone who read the note later.
Recommendations
1. Reconcile anticoagulants at triage for every patient with a history of atrial fibrillation.
2. Add a prompt to the abdominal pain pathway: in patients over [60] with atrial fibrillation or known vascular disease and severe pain, consider CT angiography before discharge.
3. Include lactate in the abdominal pain order set for older adults, with the caveat that a normal value does not exclude ischemia.
4. Require a diagnostic time-out before discharging any patient whose pain needed an opioid: what else could this be, and what would make me wrong?
5. Replace generic return precautions with specific ones for abdominal pain in older adults.
Cognitive strategies such as a deliberate pause to consider alternatives are among the approaches proposed to reduce errors of premature closure (Croskerry, 2003). The fourth recommendation builds that pause into the discharge process rather than leaving it to individual memory.
Communication and Disclosure
The error was disclosed to Mrs. [B.] and her son on day [three] by the attending emergency physician and the surgeon. They were told what was missed, why it mattered and what the department is changing. The review recommends that disclosure be documented and that the patient receive a written summary, since the National Academies definition makes communication part of the diagnosis itself.
References
Bala, M., Catena, F., Kashuk, J., De Simone, B., Gomes, C. A., Weber, D., Sartelli, M., Coccolini, F., Kluger, Y., Abu-Zidan, F. M., Picetti, E., Ansaloni, L., Augustin, G., Biffl, W. L., Ceresoli, M., Chiara, O., Chiarugi, M., Coimbra, R., Cui, Y., . . . Moore, E. E. (2022). Acute mesenteric ischemia: Updated guidelines of the World Society of Emergency Surgery. World Journal of Emergency Surgery, 17, Article 54. https://doi.org/10.1186/s13017-022-00443-x
Croskerry, P. (2003). The importance of cognitive errors in diagnosis and strategies to minimize them. Academic Medicine, 78(8), 775-780. https://doi.org/10.1097/00001888-200308000-00003
Graber, M. L., Franklin, N., & Gordon, R. (2005). Diagnostic error in internal medicine. Archives of Internal Medicine, 165(13), 1493-1499. https://doi.org/10.1001/archinte.165.13.1493
National Academies of Sciences, Engineering, and Medicine. (2015). Improving diagnosis in health care. The National Academies Press. https://doi.org/10.17226/21794
What the NU652 Unit 4 assignment asks for
The Unit 4 assignment asks you to review a case in which a diagnosis was missed, delayed or wrong, in the style of a morbidity and mortality conference. You define diagnostic error using a recognized source, summarize the case, build a timeline of decisions, classify the contributing factors with a named taxonomy, describe what should have happened and recommend changes. Clinicians should be identified by role, not name. Expect about six pages. The tone should be analytic rather than blaming, with system factors examined as carefully as individual ones, and the communication with the patient treated as part of the diagnosis.
How the NU 652 Unit 4 example is put together
The example opens with the definition and shows that the case met both parts of it, the explanation and its communication. A short summary is followed by a timeline that records what was known at each point, so each decision can be judged fairly. The classification section cites the Graber study, then sorts the case's factors into cognitive, system and no-fault groups, each tied to a timeline entry. A section on what should have happened uses the WSES guideline and names the three facts available at the first visit. A paragraph on morphine explains how pain relief was misread. Recommendations and disclosure complete the review.
Reading the NU652 Unit 4 grading rubric
The Unit 4 rubric weighs the use of a definition, the accuracy of the timeline, the classification of contributing factors, the recommendations and the professional tone. The definition earns full credit when it is applied to the case, not just quoted. The timeline is judged on whether it shows what each clinician knew at the time. Classification counts when a named taxonomy is used and each factor is linked to evidence from the case. Recommendations should be specific and aimed at the factors identified, including system changes. Tone matters: the rubric rewards analysis over blame, and identifying clinicians by role is expected. A disclosure section, stating what the patient was told and by whom, also earns credit in most sections.
NU652 Unit 4 help: mistakes that cost points
The most common mistake is writing the review with hindsight, judging early decisions by the final diagnosis. Another is naming only cognitive errors and ignoring system factors such as outdated medication lists. Students often use a taxonomy without tying each category to a specific moment. Recommendations can be vague, such as be more careful. Some reviews skip the communication part of the definition. Others overstate what earlier action would have achieved. And a review that names or blames an individual clinician, even implicitly, loses points for professionalism. Keep the timeline to what was known at each moment, and put what was learned later in a separate section. Graders look for that separation because it is what keeps a review fair.
Get an NU652 Unit 4 example written to your instructions
Programs vary in whether this review follows a morbidity and mortality template, a root cause format or a free essay, and the framework named in the prompt governs the rest. Attach that prompt, any case supplied with it, and the grading rubric. The first review is free, returned in 24-48h, with every classification tied to a charted fact. 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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NU652 Unit 4 questions, answered
Can the review use a different error taxonomy?
Yes, if your prompt names one. Singh and Sittig's Safer Dx framework and the DEER taxonomy of Schiff and colleagues both appear in course readings on diagnostic error. The sample uses whichever your instructor assigns and cites it from its original source, because a misattributed framework is one of the easiest deductions to avoid in this unit.
Does a diagnostic error review need a harmful outcome?
Not necessarily. The 2015 definition counts a delayed or uncommunicated diagnosis as an error whether or not harm followed, and some prompts deliberately use a case that ended well. The sample includes lasting weakness because its case calls for it, but the classification method works the same on a near miss or on a case without injury.
Where can I find a free NU652 Unit 4 sample paper?
The full NU652 Unit 4 diagnostic error case review is on this page, with the definition, timeline, Graber classification, what should have happened and five recommendations. A free review of a different missed diagnosis can be written from your case.
What is premature closure in NU652 Unit 4?
Accepting a diagnosis before it has been fully verified and stopping the search for alternatives. Graber and colleagues found it was the single most common cognitive cause of diagnostic error, and it is the main cognitive factor in the sample.
Was the NU652 Unit 4 error only a missed diagnosis?
No. The 2015 National Academies definition includes failing to communicate the explanation to the patient, and she left the first visit told she had a stomach bug, with generic return advice. The review treats that as a finding of its own.