NSG-300 Care Plan & Discussion Assignment

Assignment Overview

 You will develop a focused nursing care plan for an adult client with common alterations in health and participate in a structured discussion that demonstrates clinical judgement, cultural sensitivity, and professional communication. The format mirrors current foundational nursing coursework emphasizing health promotion, risk reduction, basic care and comfort, and integration of safety and infection control into everyday practice.

Learning Outcomes

By completing this assignment, you will:

• Apply the nursing process (assessment, diagnosis, planning, implementation, evaluation) to develop a holistic, client-centered plan of care for an adult client with a common health alteration (e.g., pain, impaired mobility, fluid or electrolyte imbalance, risk for infection).

• Demonstrate beginning-level clinical reasoning in prioritizing nursing diagnoses, setting SMART goals, and selecting safe, evidence-based nursing interventions.

• Integrate concepts of health promotion, safety, and culturally sensitive communication into written and discussion-based work.

• Use professional nursing language and current evidence to support decisions in both the written care plan and online discussion posts.

Part A: Individual Holistic Nursing Care Plan

Case Scenario (Select or Use Faculty-Assigned)

Choose one adult client scenario provided by your instructor (e.g., postoperative pain, new-onset heart failure, dehydration with electrolyte imbalance, or respiratory infection), or if allowed, select a recent adult client from clinical or simulation who presents with a clear primary problem and at least one risk factor. Ensure the case provides enough data (vital signs, brief history, current symptoms, relevant labs or diagnostics) to support a focused yet holistic nursing assessment.

Care Plan Requirements (4–5 Pages, Double-Spaced)

Assessment Summary

Provide a concise, organized summary of subjective and objective data (key symptoms, vital signs, focused physical findings, pertinent labs or diagnostics, relevant psychosocial or cultural information).

Identify at least two priority abnormal findings and briefly explain their clinical significance for this client.

Nursing Diagnoses

Formulate two NANDA-I–formatted nursing diagnoses: one actual problem diagnosis and one risk or secondary priority diagnosis.

Include diagnostic label, related factors (R/T), and defining characteristics (AEB) when applicable.

Provide a short rationale (2–3 sentences) for why each diagnosis is appropriate and prioritized for this client.

SMART Goals / Expected Outcomes

For each diagnosis, write one to two client-centered SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound).

Ensure goals address both physiologic status (e.g., pain, fluid balance, mobility) and safety or comfort when relevant.

Nursing Interventions and Rationales

List at least four specific, independent nursing interventions for each priority diagnosis (minimum eight total).

For each intervention, provide a brief evidence-based rationale (1–2 sentences) supported by current nursing literature or clinical guidelines.

Include at least one teaching-focused intervention and one safety-focused intervention across the plan.

Evaluation

Describe how you will evaluate whether each SMART goal is met, partially met, or unmet, specifying what data you will reassess (e.g., vital signs, pain scores, intake/output, functional status, client statements).

Note one potential revision you would make if a goal is not met within the time frame.

Holistic and Cultural Considerations

Briefly address how culture, health literacy, psychosocial context, and family or support systems will influence your communication, teaching, and care priorities for this client.

Include at least one example of adapting care or education to respect the client’s cultural or spiritual preferences.

Formatting and Evidence

• Length: 4–5 pages, not including title page and reference list; standard academic font and spacing.

• Citation style: Follow your program’s required format (e.g., APA); include 3–5 current (2019–2025) scholarly or authoritative sources to support rationales and care decisions.

Part B: Online Discussion Post and Peer Responses

Initial Discussion Post (Approx. 200–250 Words)

Using the same client from your care plan, write a focused discussion post that highlights your clinical reasoning and invites peer feedback, consistent with NSG-300 online discussion expectations. Structure your post as follows:

Brief Client Snapshot

In 3–4 sentences, summarize the client’s main problem, key assessment findings, and one relevant psychosocial or cultural factor.

Priority Nursing Diagnosis and Rationale

State one priority nursing diagnosis in NANDA format and give a concise rationale (2–3 sentences) explaining why it is your top priority.

One SMART Goal and Two Interventions

Share one SMART goal and two specific, realistic nursing interventions you would implement within the next 24–48 hours for this client, with brief rationales.

Evidence Support

Integrate at least one current scholarly source to support your chosen interventions or teaching strategies, cited correctly in-text and in a short reference list beneath your post.

Peer Responses (Three Posts, 100–150 Words Each)

Respond to at least three classmates who selected different clients or different priority diagnoses than yours, following typical NSG-300 discussion criteria. Each response should:

• Identify one strength in the peer’s assessment, diagnosis, goals, or interventions.

• Offer one additional nursing intervention, client teaching point, or safety consideration that could strengthen their plan, with a brief rationale.

• Maintain professional, respectful language that reflects foundational nursing communication standards.

Grading Rubric (Abbreviated)

1. Clinical Reasoning & Nursing Process (30%)

Exemplary: Accurately applies all steps of the nursing process; diagnoses, goals, and interventions are clearly linked to assessment data and show strong reasoning and prioritization.

Proficient: Nursing process is generally accurate with minor gaps; prioritization and reasoning are mostly clear and appropriate.

Developing: Some inaccuracies or omissions; links between data, diagnoses, and interventions are limited or partially unclear.

Beginning: Minimal or inaccurate use of the nursing process; weak or missing prioritization and reasoning.

2. Evidence-Based and Holistic Care (25%)

Uses 3–5 current, relevant scholarly sources to support interventions and teaching; integrates safety, health promotion, and cultural considerations into the care plan and discussion.

Partial credit if evidence is limited, loosely connected, or holistic aspects are briefly acknowledged but not well developed.

3. Discussion Quality & Peer Engagement (20%)

Initial post meets content, length, and evidence expectations; responses are timely, constructive, and extend peers’ reasoning with additional, relevant insights.

Lower performance if posts are late, largely descriptive, or do not contribute meaningfully to the learning community.

4. Organization, Clarity, and Professional Writing (15%)

Writing is clear, organized, and free of major errors; uses professional nursing terminology and respectful language; follows assignment format and citation guidelines.

Reduced credit for frequent errors, disorganized structure, or missing required components.

5. Completion of All Components (10%)

All required sections of the care plan and discussion (initial post plus three peer responses) submitted by deadlines.

Partial credit if any component is incomplete or missing.

Many first-year nursing students search for clear examples of NSG-300 Foundations of Nursing assignments, including holistic care plan templates, discussion board expectations, and current grading rubrics for  courses. This brief models how foundational nursing programs integrate the nursing process, clinical reasoning, and evidence-based practice into early coursework so students can build safe, client-centered care habits from the beginning of their training.

 References

Maurício, A.B., Lira, A.L.B.C., Carvalho, G.A.S. & Lopes, M.V.d.O. (2022) ‘Effect of a guide for clinical reasoning on nursing students’ diagnostic accuracy’, Revista Latino-Americana de Enfermagem, 30, e3518.

Mwale, O.G. & Görgens-Ekermans, G. (2025) ‘Acquisition of clinical reasoning skills by undergraduate nursing students: Towards the development of a middle-range theory’, Healthcare, 13(4), 412.

Neethling, A., Poggenpoel, M. & Myburgh, C.P.H. (2025) ‘Strategies to develop clinical reasoning in nursing students’, Health SA Gesondheid, 30, 2389.

World Health Organization (2025) Nursing and midwifery. Geneva: WHO.

Haryanti, D.Y., Sari, A.P. & Yudianto, K. (2024) ‘Complementary therapy and holistic nursing care plan’, in International Applied Science Conference Proceedings. Jember: Universitas Muhammadiyah Jember, pp. 159–164.

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2. Assignment II

NSG-300 Foundations of Nursing: Assessment Brief & Assignment Guidelines

Assignment Overview

NSG-300 Foundations of Nursing introduces core competencies in the nursing process, patient assessment, clinical communication, and evidence-based practice. This assignment reinforces your understanding of how nurses systematically approach patient care through structured documentation, critical thinking, and clinical reasoning. The nursing process remains central to professional practice, enabling nurses to deliver individualized, safe, and effective patient care across diverse healthcare settings.

Assignment Components

NSG-300 Foundations of Nursing: Complete Assignment Guide

Part 1: Comprehensive Patient Assessment & Nursing Care Plan

Select a real or realistic patient scenario that reflects common presentations in acute care, community health, or long-term care settings. Your assessment should demonstrate systematic data collection across physical, psychosocial, cultural, and environmental dimensions of care.

Assessment Component Breakdown

• Health History Collection: Gather subjective data through structured interview technique, documenting chief complaint, history of present illness, past medical history, medications, allergies, and social determinants of health (housing, employment, social support, access to care)
• Physical Examination Findings: Document objective data from head-to-toe assessment including vital signs, general appearance, and system-specific findings using appropriate terminology and measurement standards
• Diagnostic & Laboratory Data: Interpret relevant test results, imaging findings, or other objective markers that inform your clinical picture
• Psychosocial Assessment: Address mental health status, coping mechanisms, emotional response to illness, and spiritual or cultural considerations impacting care

Nursing Diagnosis Formulation

From your assessment data, derive two to three priority nursing diagnoses using NANDA-I approved language. Each diagnosis should be structured according to the following format:

• Problem Statement: The nursing diagnosis label
• Etiology: Related factors supported by assessment findings
• Signs and Symptoms: Defining characteristics or “as evidenced by” statements grounded in your collected data

Planning & Goal Development

For each nursing diagnosis, establish patient-centered goals using the SMART framework (Specific, Measurable, Achievable, Realistic, Time-bound). Differentiate between short-term goals (typically 24-48 hours) and long-term goals (days to weeks depending on acuity and setting).

1. Ensure goals reflect patient preferences and values
2. Write goals in measurable, observable terms
3. Align expected outcomes directly with the nursing diagnosis
4. Include a realistic timeframe for achievement

Nursing Interventions & Implementation

Identify evidence-based interventions that directly address your nursing diagnoses. Each intervention should include the action, frequency, and person responsible. Include at minimum one intervention supported by current research or clinical guidelines published within the last five years.

• Dependent nursing interventions (following physician or advanced practice orders)
• Independent nursing interventions (initiated by the nurse based on clinical judgment)
• Collaborative interventions (coordinated with other healthcare team members)

Evaluation of Care

Describe how you would evaluate whether your patient met the established goals. Include criteria for goal achievement, methods for reassessment, and how you would modify the care plan if goals were not met.

Part 2: SOAP Note Documentation

Write a complete SOAP note entry as if documenting a patient interaction during your assigned time. This exercise reinforces professional communication and legal documentation standards in nursing.

Subjective Section (S)

Record what the patient reports in their own words or your paraphrase of their statements. Include relevant comments about their perception of their condition, symptom onset, severity, and functional impact.

Objective Section (O)

Document measurable data: vital signs with ranges, physical examination findings, laboratory or diagnostic results, and observable behaviors. Use precise, non-judgmental language.

Assessment Section (A)

Synthesize subjective and objective data into your clinical impression. State the nursing diagnosis clearly, explain the clinical reasoning connecting your findings to the diagnosis, and note any changes from previous assessments.

Plan Section (P)

Outline specific actions to be taken, including nursing interventions, patient education, consultations or referrals, and follow-up monitoring. Link interventions directly to assessment findings.

Part 3: Critical Analysis Essay

Write a 1500-2000 word essay addressing one of the following prompts. Your response should synthesize course concepts with current evidence, demonstrating your ability to apply foundational nursing knowledge to clinical practice.

Essay Prompt Options

• Option A – Nursing Process in Practice: Analyze how the five steps of the nursing process (Assessment, Diagnosis, Planning, Implementation, Evaluation) enable nurses to deliver individualized, safe, and effective care. Use a clinical scenario to illustrate your analysis.
• Option B – Patient-Centered Care: Discuss how nurses integrate patient values, preferences, and social determinants of health into care planning. Address barriers to patient-centered care and strategies to overcome them.
• Option C – Clinical Reasoning: Examine the role of critical thinking and clinical reasoning in nursing practice. Explain how nurses develop these cognitive skills and their importance in patient safety and quality outcomes.
• Option D – Documentation and Communication: Evaluate the purpose and importance of accurate, timely nursing documentation. Discuss legal, ethical, and patient safety implications of documentation practices.

Essay Structure Requirements

1. Introduction: Present your thesis statement and preview the main arguments (10-15% of essay)
2. Body Paragraphs: Develop each main idea with supporting evidence from course materials and peer-reviewed sources (60-70% of essay)
3. Critical Analysis: Go beyond description to analyze implications, relationships, and applications to practice
4. Conclusion: Synthesize key points and reinforce thesis; consider implications for your future nursing practice (10-15% of essay)

Part 4: Discussion Board Participation

Engage in structured online discussion about foundational nursing concepts. Your responses should demonstrate critical thinking, application of course concepts, and professional peer interaction.

Initial Post Requirements

• Post by mid-week, 300-400 words
• Address all components of the discussion prompt directly
• Incorporate at least one scholarly source (textbook, peer-reviewed journal, or clinical guideline)
• Explain your clinical reasoning or reasoning for your position
• Ask a thoughtful question that invites peer engagement

Peer Response Requirements

• Respond to at least two peers by end of week, 150-200 words each
• Build on their ideas, offer alternative perspectives, or ask clarifying questions
• Cite course materials or evidence to support your contributions
• Maintain respectful, professional tone

General Assignment Requirements

Writing Standards

• APA 7th edition format for all written components
• Title page, references, and in-text citations included
• Professional, academic tone free of colloquialisms
• Grammar, spelling, and punctuation accuracy (>95%)
• Organized structure with clear headings and logical flow

Evidence & Research

• Minimum of 5 peer-reviewed sources published within the last 5 years
• Credible sources: peer-reviewed journals, professional organizations, clinical practice guidelines
• Proper citation of all sources to avoid plagiarism
• Critical appraisal of evidence rather than passive acceptance

Clinical Application

• Demonstrate understanding of how concepts apply to actual nursing practice
• Use specific examples or scenarios to illustrate points
• Connect foundational knowledge to professional nursing standards
• Show awareness of individual differences (culture, age, socioeconomic status)

File Submission

• Save documents as .docx or .pdf format
• Name files clearly: LastName_NSG300_AssignmentName
• Submit through course learning management system by deadline
• Retain copies for your records

Grading Rubric

Assessment & Care Plan (40 points)

Assessment Data Collection (10 points)

• 9-10: Comprehensive, detailed data across all dimensions; well-organized presentation
• 7-8: Adequate data collection with minor gaps; generally organized
• 5-6: Basic data collection with some gaps; somewhat disorganized
• 0-4: Incomplete or poorly organized data

Nursing Diagnosis Formulation (10 points)

• 9-10: Diagnoses clearly stated using NANDA-I language; strong connection to data; well-articulated etiology and defining characteristics
• 7-8: Appropriate diagnoses with mostly clear connections to data
• 5-6: Diagnoses appropriate but connections to data somewhat unclear
• 0-4: Vague diagnoses or weak connection to assessment data

Planning & Goals (10 points)

• 9-10: SMART goals clearly written; short and long-term goals appropriate; goals patient-centered and measurable
• 7-8: Goals mostly SMART with minor issues; generally patient-centered
• 5-6: Some goals lack clarity or measurability
• 0-4: Goals vague, unmeasurable, or not patient-centered

Interventions & Implementation (10 points)

• 9-10: Evidence-based interventions; includes dependent, independent, and collaborative actions; clearly linked to diagnoses
• 7-8: Appropriate interventions with mostly clear connections to diagnoses
• 5-6: Basic interventions with some missing evidence or connections
• 0-4: Interventions inappropriate or not evidence-based

SOAP Note Documentation (20 points)

• 17-20: All sections complete, thorough, and clear; appropriate terminology; precise charting
• 14-16: All sections present with minor incompleteness; appropriate terminology
• 11-13: Most sections complete; some terminology issues or lack of detail
• 0-10: Incomplete sections or significant errors in documentation

Critical Analysis Essay (25 points)

• 23-25: Excellent thesis; strong analysis and synthesis; sophisticated understanding; excellent support from multiple sources; well-organized
• 20-22: Clear thesis; good analysis; solid understanding; adequate sources; well-organized
• 17-19: Adequate thesis; some analysis; basic understanding; adequate sources; somewhat organized
• 14-16: Weak thesis; minimal analysis; limited understanding; few sources; disorganized
• 0-13: No clear thesis or analysis; poor organization

Discussion Board Participation (10 points)

• 9-10: Timely, substantive initial post; thoughtful peer responses; consistently cites sources; professional tone
• 7-8: Generally substantive posts; adequate peer engagement; usually cites sources
• 5-6: Adequate posts; minimal peer engagement; inconsistent citations
• 0-4: Late posts, minimal substance, or poor professional tone

Writing Quality & Format (5 points)

• 5: Excellent grammar, spelling, punctuation; proper APA format throughout
• 4: Good writing quality; mostly correct APA format
• 3: Adequate writing with minor errors; inconsistent APA format
• 2: Multiple writing errors; APA format issues
• 0-1: Significant writing/formatting problems that impede clarity

Learning Outcomes

Upon completion of this assignment, you will be able to:

1. Conduct a systematic, holistic health assessment integrating physical, psychosocial, cultural, and environmental data
2. Formulate priority nursing diagnoses using NANDA-I language grounded in assessment findings
3. Develop patient-centered, measurable goals and evidence-based nursing interventions
4. Document nursing care professionally and accurately using SOAP format
5. Apply critical thinking to analyze foundational nursing concepts and their clinical implications
6. Integrate current evidence into nursing practice recommendations
7. Engage in scholarly discussion demonstrating synthesis and analysis of course concepts

Resource References

Abudari, M.O., Khalil, M., Amer, K., Nassar, M. and Salehi, L., 2025. Development and validation of the Nursing Process Evaluation Tool (NPET): Assessing documentation quality of the nursing process. International Journal of Nursing Studies, 161, p.104922. https://doi.org/10.1016/j.ijnurstu.2024.104922

Löfgren, U., Hamm, M., Witt, N., Grapel, J., Camacho, P. and Carlsson, E., 2023. A supportive model for nursing students’ learning during clinical education in relation to the nursing process. Nurse Education in Practice, 68, p.103599. https://doi.org/10.1016/j.nepr.2023.103599

Wiseman, T., Jowsey, T., Morrison, S., Foster, M., Morales-Chapman, C., Goodwin, T., Galdamez, G. and Hecimovich, M., 2024. The impact of whole of patient nursing assessment processes on documentation quality in acute care settings: A systematic scoping review. Journal of Advanced Nursing, 80(5), pp.2847-2862. https://doi.org/10.1111/jan.16025

Areri, H.A., Dagne, H., Belete, T., Asmare, B., Sorsa, A., Ademe, B. and Alemu, T., 2024. Exploring the experience of nurses on nursing process implementation in selected referral hospitals of the Amhara Region of Ethiopia. Nursing Reports, 14(2), pp.486-503. https://doi.org/10.3390/nursingrep14020044