| Course | NSG 298 Review of Nursing Concepts |
|---|---|
| Unit | Unit 2 |
| Paper type | Sequencing attempt log |
| Length | About 550 words, 4 pages |
| Format | APA 7 student paper |
| School | Herzing University |
| Program | BSN |
| Updated | October 2026 |
Free sample paper for NSG 298 Unit 2
Four Ordering Items, My Order Beside the Accepted Order, and the Principle That Separates Them: A Sequencing Attempt Log
Student Name
Department of Nursing, Herzing University
NSG 298: Review of Nursing Concepts
Instructor Name
January 22, 2026
Four Ordering Items, My Order Beside the Accepted Order, and the Principle That Separates Them: A Sequencing Attempt Log
The Log
Four ordered-response items from the course's practice set, each described in my own words. Actions are numbered in the order I placed them; the accepted order uses the same numbers. The principle column names, in a few words, what produced the accepted order.
| Item | My order | Accepted order | Principle |
|---|---|---|---|
| A. Suspected reaction 15 minutes into a blood transfusion: (1) stop the transfusion, (2) notify the provider, (3) keep the line open with saline through new tubing, (4) check vital signs, (5) send the bag and tubing to the blood bank | 1, 4, 2, 3, 5 | 1, 3, 4, 2, 5 | Stop the cause, then protect access, then assess, then report |
| B. Adult found unresponsive in bed: (1) check for breathing and a pulse, (2) call for help and the emergency team, (3) start chest compressions, (4) check responsiveness, (5) attach the defibrillator when it arrives | 4, 1, 2, 3, 5 | 4, 2, 1, 3, 5 | Call for help before the full check once unresponsiveness is confirmed |
| C. Drawing up two insulins in one syringe: (1) inject air into the cloudy vial, (2) inject air into the clear vial, (3) withdraw the clear insulin, (4) withdraw the cloudy insulin | 2, 3, 1, 4 | 1, 2, 3, 4 | Air into cloudy first, then clear; withdraw clear before cloudy |
| D. Patient falls in the bathroom and is lying on the floor: (1) assess for injury and level of consciousness, (2) call for help, (3) check vital signs, (4) help the patient back to bed, (5) notify the provider and complete a report | 2, 1, 3, 4, 5 | 2, 1, 3, 4, 5 | Help, assess before moving, then move, then report |
Row A
I checked vital signs before keeping the line open. The accepted order places the saline line second, because once the blood is stopped, the patient may need fluids or emergency medicines, and the intravenous access must not be lost or be flushed with the blood still in the old tubing. I understood each action but placed assessment ahead of protecting access. The principle, stop the cause and then protect access before assessing, also applies to other reactions, such as to an intravenous antibiotic. The course text lists the same sequence for transfusion reactions (Hinkle et al., 2022).
Row B
I checked breathing and a pulse before calling for help. Current resuscitation guidance for health care providers is to call for help and the emergency team as soon as a patient is found unresponsive, then check breathing and pulse together for no more than about 10 seconds, so that help and the defibrillator are already coming when compressions start (Panchal et al., 2020). My order would have cost the time of a full check before help was on its way. I had learned the older idea that you check before you call.
Row C
I began with the clear vial. The accepted order injects air into the cloudy vial first, without withdrawing, then air into the clear vial and withdrawal of the clear insulin, then the cloudy. The reason is that the clear, short-acting insulin must never be contaminated with the cloudy, intermediate-acting insulin, so the clear vial is entered with a clean needle and drawn first. I knew "clear before cloudy" for withdrawal but applied it to the air injection too. The item was testing the air steps, not the withdrawal.
Row D
My order matched. I record it because the principle, assess before moving, is the same principle I broke in Row A in a different form: acting on the obvious next step before securing the safer one.
Comparing the Rows
Reading the principle column down shows one pattern in three rows: the accepted order puts a protective step, calling for help or protecting access, before an assessment step. My instinct was to assess first, which feels thorough but delays the protective step. That is a testable pattern for the error portfolio in Unit 8. If it is real, it should also appear in single-answer priority items, such as choosing to reassess a patient when the keyed answer is to call for help; Unit 1's item on the restless surgical patient, where I chose a number over an unexplained change, may be a relative of it. The test will be whether the pattern recurs in new items taken after I have named it, or whether naming it is enough to correct it. Ordering items belong to the clinical judgment skills the examination now measures, particularly taking action in the right sequence (National Council of State Boards of Nursing [NCSBN], 2023).
References
Hinkle, J. L., Cheever, K. H., & Overbaugh, K. J. (2022). Brunner & Suddarth's textbook of medical-surgical nursing (15th ed.). Wolters Kluwer.
National Council of State Boards of Nursing. (2023). 2023 NCLEX-RN test plan.
Panchal, A. R., Bartos, J. A., Cabañas, J. G., Donnino, M. W., Drennan, I. R., Hirsch, K. G., Kudenchuk, P. J., Kurz, M. C., Lavonas, E. J., Morley, P. T., O'Neil, B. J., Peberdy, M. A., Rittenberger, J. C., Rodriguez, A. J., Sawyer, K. N., Berg, K. M., Arafeh, J., Benoit, J. L., Chase, M., ... Magid, D. J. (2020). Part 3: Adult basic and advanced life support: 2020 American Heart Association guidelines for cardiopulmonary resuscitation and emergency cardiovascular care. Circulation, 142(16 Suppl. 2), S366-S468. https://doi.org/10.1161/CIR.0000000000000916
The Herzing NSG 298 Unit 2 instructions
Unit 2 asks you to log ordered-response items with your order beside the accepted order and the principle that explains the difference. Expect to describe each item, record both orders, name the separating principle and compare rows for a pattern. Students often ask whether to include items they got right and how to describe items without copying. Include a correct row if it shows a principle you broke elsewhere. Summarize each item rather than reproducing it. Principles should be general, such as call for help before assessing in cardiac arrest. A pattern across rows often reveals a habit, such as assessing when the situation calls for protecting or summoning first. Cite current guidelines where an order rests on them, since resuscitation sequences change between editions.
How the NSG 298 Unit 2 example is put together
The log opens with a short note on how items were chosen and summarized. Each row gives the item, the student's order, the accepted order and the principle. Row A explains protecting intravenous access in a reaction. Row B explains activating emergency response before assessment in a collapse. Row C explains the clear-before-cloudy rule and why air goes into the cloudy vial first. Row D shows a correct order and links it to the principle broken in Row A. The comparison section reads the principle column down and finds a habit of assessing first when protecting or calling should come first. The log is compact and the pattern is easy to see.
Reading the NSG 298 Unit 2 rubric
Herzing's rubric for a sequencing log typically covers item summaries, both orders, the separating principle, use of current guidelines and pattern analysis. The principle for each row draws close reading, since a vague principle will not help with the next ordered item. Summary points reward items in the student's own words. Order criteria look for both sequences recorded clearly. Guideline points go to current sources where an order depends on them. Pattern earns credit when a habit across rows is named. Including a correct row to illustrate a principle is often credited. The AHA resuscitation guidelines support Row B.
NSG 298 Unit 2 help: mistakes that cost points
Sequencing logs in Unit 2 commonly lose points by recording the accepted order without the student's own attempt beside it. Another frequent problem is a principle that restates the order rather than explaining why it comes that way. Students often rely on old resuscitation sequences that put assessment before calling for help. Items are copied verbatim, which review platforms usually prohibit. Patterns across rows are missing, so each miss looks like a one-off. Correct rows are left out even when they illustrate a principle broken elsewhere. Actions are not numbered, so the two orders are hard to compare. The insulin row forgets why air goes into the cloudy vial first. Sources for guideline-based orders are not cited. Finally, read the principle column down, because graders reward a log that finds the habit behind several wrong orders.
Get a NSG 298 Unit 2 example written to your instructions
Send the Unit 2 instructions and the rubric from your NSG 298 classroom, along with your own account of the ordering items and the arrangements you submitted. We write a custom example that sets the two orders side by side, names the principle behind each accepted sequence and explains the first divergence. First custom sample free, returned in 24 to 48 hours.
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NSG 298 Unit 2 questions, answered
Why keep the items I ordered correctly?
Because a rule that worked once may have been luck and a rule that worked four times is a pattern, and only the log can tell them apart. Correct rows also show which principles are already reliable, which keeps the later remediation work off ground you have covered. Sections vary on whether they want them, so check the instructions before dropping any.
What counts as a principle in the third column?
Something specific enough to decide between two defensible actions. Assessment before intervention, the least invasive option first, or the step that has to happen for the next one to be possible all qualify, while doing what is safest does not. Name the principle your course materials teach and use the same wording each time it appears.
Does the log need the item wording to make sense?
No, and leaving it out is safer. A row works from a short description of the situation and the actions in your own words, which is enough for a reader to follow the ordering. Where your instructions ask you to attach the items, follow that, and check whether your classroom permits it before pasting anything from a licensed bank.
Where can I find a free NSG 298 Unit 2 sample paper?
Read the complete NSG 298 Unit 2 sequencing log here at no charge, four ordering items with the principle that separates each order. Ask for a custom log built on your own practice items.
When mixing insulins, which vial do you draw from first?
Inject air into the cloudy vial first without drawing, then air into the clear vial and draw the clear insulin, then draw the cloudy. This sample explains why in a sequencing log row.