| Course | NSG 122 Nursing Fundamental Concepts |
|---|---|
| Unit | Unit 6 |
| Paper type | Safety and mobility plan |
| Length | About 760 words, 5 pages |
| Format | APA 7 student paper |
| School | Herzing University |
| Program | BSN |
| Updated | October 2026 |
Free sample paper for NSG 122 Unit 6
Before, During, and After Each Transfer: A Safety and Mobility Plan for an 84-Year-Old Man Who Gets Dizzy on Standing and Does Not Like to Ask
Student Name
Department of Nursing, Herzing University
NSG 122: Nursing Fundamental Concepts
Instructor Name
February 18, 2026
Before, During, and After Each Transfer: A Safety and Mobility Plan for an 84-Year-Old Man Who Gets Dizzy on Standing and Does Not Like to Ask
Mobility Status
Same composite patient as Units 1 to 5, now on his second day. His daughter confirms his usual abilities by phone, and the physical therapist's first note was read before writing this plan. Manages unaided: turning in bed, sitting up at the edge of the bed, feeding himself, washing his face and hands. Needs help: standing from the bed or chair (one person, with a gait belt), walking to the bathroom with his own four-wheeled walker, getting on and off the toilet. What has changed lately: at home he walked to the corner shop with his walker; since the illness he tires after about 10 meters and becomes dizzy on standing, with a systolic drop of 16 mm Hg this morning. He got up alone once overnight to reach the toilet.
Risk Factors, Each Tied to the Case
Blood pressure falls when he stands (16 mm Hg this morning, 22 mm Hg on admission). Loose stools with urgency, which push him to hurry. An intravenous line and pole that he must manage while walking. Reduced strength and endurance after three days of little food and fluid. Reluctance to call for help: "I don't want to be a bother." An unfamiliar room at night. Morse Fall Scale score of 60, in the high-risk range (Morse et al., 1989). Not present: confusion, sedating medicines, visual impairment beyond reading glasses, and any fall in the twelve months before admission.
Stage 1: Before Assisting Him to Stand
Assess: ask how he feels and whether he is dizzy while lying; check that his intravenous line is secure and the pole is on the side he will walk on. Have him sit on the edge of the bed with feet flat on the floor for one to two minutes before standing, and ask again about dizziness. If he is dizzy sitting, he stays sitting and the primary nurse is told.
Prepare the environment at this stage: bed lowered to its lowest height with brakes on; walker placed directly in front of him; nonslip socks on; path to the bathroom clear of the chair and tray table; bathroom light on at night.
Explain: tell him what will happen and ask him to push up from the bed, not pull on the walker.
Stage 2: While Assisting
Apply the gait belt around his waist over his gown, snug enough to fit a flat hand beneath. Stand on his weaker side, holding the belt from behind. Count to three together and have him stand with his hands on the bed, then move them to the walker once he is upright.
Watch and record: his face and his report of dizziness in the first minute of standing, since the drop in blood pressure is greatest then; steadiness, step length, and whether he lifts his feet; his breathing and color; how far he walks before tiring. If he says he is dizzy, he is lowered back to the bed or onto a chair that has been placed nearby, not walked onward.
Environmental items at this stage: the call light moved to the bathroom rail within his reach; the intravenous pole wheeled by the nurse, not by him.
Stage 3: Once He Is Settled
Document: the time; the assistance given (one person, gait belt, walker); distance walked; any dizziness and when it began; his blood pressure if it was measured; and how he tolerated it.
Leave him safe: bed at its lowest height; call light in his right hand, and ask him to show you he can press it; urinal on the bedside table in reach for the night; walker within reach but out of the path; bed alarm on, as the unit's high-risk protocol requires; hourly rounding that includes asking whether he needs the toilet, which addresses the reason he got up alone.
Teaching: repeat, in his words, when he should call. A tailored fall-prevention program that included individual risk assessment and bedside plans shared with patients reduced falls on hospital units in a randomized trial, with the largest effect in patients aged 65 and older (Dykes et al., 2010). His plan is posted at the bedside in large print for him and his daughter.
Sources
Morse Fall Scale: Morse et al. (1989). Transfer technique and gait belt use: the course fundamentals text (Potter et al., 2023). Individualized fall prevention: Dykes et al. (2010). The patient is a composite, and the unit's own falls policy governs in practice.
References
Dykes, P. C., Carroll, D. L., Hurley, A., Lipsitz, S., Benoit, A., Chang, F., Meltzer, S., Tsurikova, R., Zuyov, L., & Middleton, B. (2010). Fall prevention in acute care hospitals: A randomized trial. JAMA, 304(17), 1912-1918. https://doi.org/10.1001/jama.2010.1567
Morse, J. M., Morse, R. M., & Tylko, S. J. (1989). Development of a scale to identify the fall-prone patient. Canadian Journal on Aging, 8(4), 366-377. https://doi.org/10.1017/S0714980800008576
Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. (2023). Fundamentals of nursing (11th ed.). Elsevier.
What the NSG 122 Unit 6 instructions ask for
Unit 6 asks you to plan safe mobility for a patient at risk of falling. Expect to describe mobility status, tie risk factors to the case, and plan actions before, during and after transfers or walking. Many versions ask which fall risk tool to use and how detailed transfer steps should be. Check whether your section names a tool such as the Morse Fall Scale. Each risk factor should come from the patient's data, not a general list. Before-transfer steps include assessment and environment checks. During-transfer steps include equipment and technique. After-transfer steps include documentation and reassessment. Orthostatic hypotension needs specific steps, such as sitting before standing. Include what the family reports about usual mobility, since it sets the goal.
Inside the NSG 122 Unit 6 example
The plan opens with the patient's usual and current mobility. The risk factors section lists each with its source in the chart, such as the orthostatic readings. Stage 1 lists checks before standing, including dizziness, footwear, bed height and a clear path. Stage 2 describes gait belt placement, hand positions and pacing. Stage 3 lists what to document and when to reassess. The staged structure makes the plan easy to follow at the bedside, and each step connects to a named risk factor. His daughter's account of his usual ability gives the plan a baseline to work back toward. Walker height and footwear are checked before every walk.
Reading the NSG 122 Unit 6 rubric
Herzing's rubric for a safety and mobility plan typically covers assessment of mobility, risk factors tied to the case, actions before, during and after transfer, use of equipment, documentation and sources. Each risk factor must be supported by the patient's own data, which graders check one by one. Mobility points reward usual and current status. Action criteria look for specific steps at each stage. Equipment points go to correct gait belt use and walker height. Documentation earns credit for what is recorded after each transfer. The fall tool score should be stated and cited. Environment checks are often credited. The Morse Fall Scale paper anchors the risk scoring here.
Common NSG 122 Unit 6 mistakes, and how to avoid them
Safety plans in Unit 6 commonly lose points by listing general fall precautions without tying them to this patient. Another frequent problem is skipping orthostatic steps for a patient who gets dizzy, such as sitting before standing. Students often describe gait belt use vaguely. Documentation after transfer is missing. Environment checks are left out. The fall tool score is not given. Reassessment is not planned. Footwear and lighting are forgotten. The family's knowledge of his usual mobility is not used. Finally, tie every step to a risk factor, because the strongest plans are built from the patient's data rather than copied from a standard list.
Get a NSG 122 Unit 6 example written to your instructions
Send the Unit 6 instructions and the rubric from your NSG 122 classroom, with the case or the mobility scenario the assignment gives. We write a custom example that sets the baseline first, ties each risk to a finding, keeps the checks inside every stage and attributes any scale named. First custom sample free, back in 24 to 48 hours.
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NSG 122 Unit 6 questions, answered
Does the plan need a named risk scale?
Only if your instructions ask for one, and then use the version your course supplies. Tools differ between settings and editions, and a score reported without saying which version produced it cannot be checked. If no tool is named, describe the findings that raise the risk in plain words and let the plan stand on those.
How much detail belongs in the environment section?
Enough that each item explains itself. Naming a piece of equipment adds nothing on its own, while saying which stage it supports and what finding made it relevant turns the line into reasoning. Keep the list short, since a long inventory tends to push the staged checks out of the space they need.
Is this the same as a fall prevention assignment?
They overlap, and some sections run them together, so read the instructions. A mobility plan covers moving and positioning across a shift and treats falls as one of the risks it manages. If your assignment centers on falls alone, keep the same structure but let the risk section carry more weight than the baseline.
Where can I find a free NSG 122 Unit 6 sample paper?
This page carries the complete NSG 122 Unit 6 safety plan at no cost, risk factors and steps before, during and after each transfer. Send your patient's risk factors for a custom plan.
How do you safely transfer a patient with orthostatic hypotension?
Check for dizziness lying down, have the patient sit on the edge of the bed for a minute or two, stand slowly with a gait belt and assistance and watch for symptoms. This sample stages those steps for an older man.