| Course | NSG 321 Advanced Leadership and Management |
|---|---|
| Unit | Unit 6 |
| Paper type | Just culture event review |
| Length | About 1,230 words, 7 pages |
| Format | APA 7 student paper |
| School | Herzing University |
| Program | RN to BSN |
| Updated | October 2026 |
Free sample paper for NSG 321 Unit 6
A Heparin Rate Error at 2 a.m.: A Just Culture Review of One Slip and One Workaround
Student Name
Department of Nursing, Herzing University
NSG 321: Advanced Leadership and Management
Instructor Name
February 26, 2026
A Heparin Rate Error at 2 a.m.: A Just Culture Review of One Slip and One Workaround
The Event
On a composite 28-bed cardiac step-down unit, a patient on a weight-based heparin infusion for a pulmonary embolism had an activated partial thromboplastin time (aPTT) drawn at 1 a.m. that was below the therapeutic range. The nomogram called for the rate to increase from 1,000 to 1,100 units per hour. The heparin concentration was 100 units per mL, so the correct pump rate was 11 mL per hour. At 2 a.m., the patient's nurse, Rachel, a registered nurse with four years on the unit, programmed the pump at 18 mL per hour, which delivered 1,800 units per hour. No second nurse checked the change. The 6 a.m. aPTT was well above range; the day nurse held the infusion according to the nomogram, recognized the rate, and reported the event. Over four hours, the patient received about 2,800 units more than ordered. There was no bleeding, and the patient required additional monitoring but suffered no lasting harm.
Reconstruction: What Was Known at the Time
I interviewed Rachel, the charge nurse, and two other night nurses, and reviewed the pump log, the medication record, and the staffing sheet. The aim was to understand the event as it looked at 2 a.m., not as it looks now that the outcome is known. Hindsight makes the error look obvious; at the time it was one of many tasks in a busy hour.
At 1:45 a.m., Rachel had five patients, one of whom was being prepared for an urgent transfer to the intensive care unit. She was paged about the aPTT result while in that patient's room. She calculated the new rate correctly on paper, 11 mL per hour, and wrote it on the paper nomogram. She then went to the heparin patient's room. The pump log shows she programmed the infusion in the pump's basic mode, which accepts any rate in mL per hour, rather than through the drug library, which would have asked for the dose in units per hour and flagged 1,800 units per hour as above the usual range. In the room, the patient's call light for the bathroom was on, and she assisted the patient before programming. She says she does not remember entering 18 and believes she read 18 from the previous patient's pump setting written on her report sheet, where the next line listed a different patient's infusion at 18 mL per hour.
The unit policy requires an independent double check by a second registered nurse for every heparin rate change. The other night nurse on her side of the unit was in the transferring patient's room. Rachel did not wait or ask the charge nurse. She told me that on nights, heparin double checks are often done after the fact or not at all when staff are busy, and that she had never seen anyone questioned about it.
System Conditions Present
Four conditions contributed. First, workload: two nurses on Rachel's side of the unit had ten patients, one of them unstable. Second, the pump's basic mode: a review of the pump logs for the previous month showed that about 40% of heparin infusions on the unit were running in basic mode. Nurses explained why: the drug library entry for heparin requires the patient's weight, and when a patient's weight is not entered in the pump profile, a workaround through basic mode is faster. Third, the report sheet: the unit's handwritten report sheet lists infusion rates for all of a nurse's patients close together, which invites reading the wrong line. Fourth, the double check: the policy assumes a second nurse is available within minutes, which on nights is often not true, and the practice of skipping it had become normal without anyone noticing a problem, because until this event nothing had gone wrong.
Classification
Marx (2001) sorts behavior into three groups. The first is human error, meaning an unintended slip or lapse. The second is at-risk behavior, a choice that raises risk when the person does not see the risk or thinks it is warranted. The third is reckless behavior, in which the person knowingly ignores a large risk that nothing justifies. The classification is applied to the act, not to the person or the outcome.
Entering 18 instead of 11 was human error. Rachel intended to enter the correct rate, had calculated it correctly, and made a slip in execution under distraction. Errors of this kind arise from the conditions surrounding a person as much as from the person (Reason, 2000). Using basic mode and skipping the double check were at-risk behaviors. They were choices, but choices the unit had normalized: many nurses made the same ones, the drug library workaround was common knowledge, and no one had been coached about either. Rachel did not believe she was taking a significant risk. Nothing in the reconstruction suggests reckless behavior. A substitution test supports this: asked what they would likely have done in the same situation, the three other night nurses interviewed said they might have made the same choices.
The Response to the Individual
For the slip, the response is support. I met with Rachel, told her that the rate entry was an error anyone could make under those conditions, and made sure she knew the patient had no lasting harm. Nurses involved in errors often experience significant distress, and the conversation included an offer of the peer support program. For the at-risk behaviors, the response is coaching: a conversation about why the double check and the drug library exist, what they would have caught, and what to do when a second nurse is not available, which is to call the charge nurse rather than proceed alone. The coaching is recorded as coaching, not discipline, and no disciplinary action follows. Treating a normalized shortcut as misconduct would punish one nurse for a practice the unit tolerated and would make the next nurse less likely to report (Dekker, 2016).
The Response to the System
The system response is larger than the individual one, because the conditions that produced this event are still in place for every nurse on the unit. Actions agreed with pharmacy, nursing informatics, and the unit practice council: patient weight will be entered in the pump profile at the time a heparin infusion is started, as part of the order verification step, removing the reason for the basic mode workaround; heparin infusions running in basic mode will appear on a weekly pump report reviewed by the unit educator; the report sheet will be redesigned so that each patient's infusions are in a separate box; and the charge nurse will act as the default second checker on nights when the nearest nurse is unavailable. The double check policy itself will be reviewed, because a check that cannot be done as written invites the drift that occurred here.
Protecting Reporting
The day nurse who reported the event was thanked, and the event was shared with the unit, without names, as an example of a report that led to changes. Staff were told plainly that the review found a system problem and that the nurse involved was coached, not disciplined. Whether staff continue to report depends on what they see happen to the people who report and to the people involved, more than on any statement of policy.
References
Dekker, S. (2016). Just culture: Restoring trust and accountability in your organization (3rd ed.). CRC Press.
Marx, D. (2001). Patient safety and the "just culture": A primer for health care executives. Columbia University.
Reason, J. (2000). Human error: Models and management. BMJ, 320(7237), 768-770. https://doi.org/10.1136/bmj.320.7237.768
NSG 321 Unit 6 instructions, in plain terms
Unit 6 asks you to review a safety event using just culture principles. Expect to describe the event, reconstruct what was known at the time, identify system conditions, classify behaviors as human error, at-risk behavior or reckless behavior, describe the response to the individual and the system and explain how reporting is protected. Many versions ask how to tell at-risk behavior from human error and when behavior is reckless. Check whether your section names a specific algorithm. Reconstruct from the nurse's view at the time, not with hindsight. One event can include more than one behavior type. The system response should usually be larger than the individual one. Thank the person who reported.
How this NSG 321 Unit 6 example is built
The review opens with the event in factual terms. The reconstruction section explains what the nurse saw and knew, drawn from interviews and the pump log. The conditions section lists four contributors, each with evidence. The classification section explains Marx's three categories and applies them, finding a slip and a workaround in the same event. The individual response section matches each behavior: console for the slip, coach for the workaround. The system response section addresses pump settings, double check practice on nights and staffing. The final section explains how reporting was thanked and shared without names. The review is fair to the nurse and honest about the system.
NSG 321 Unit 6 rubric: what full points look like
Herzing's rubric for a just culture review typically covers the event description, reconstruction, system conditions, classification of behavior, individual response, system response and protection of reporting. Classification draws the closest reading, since graders check that each behavior is sorted correctly and that one event can contain more than one type. Reconstruction points reward the view from the time. Condition criteria look for specific contributors. Response points go to matching responses to behavior types. System response should address root conditions. Reporting protection earns credit. Thanking the reporter and sharing the event without names is usually credited under protection of reporting. Marx's report and Dekker's Just Culture text belong in the APA 7 list.
Common NSG 321 Unit 6 mistakes, and how to avoid them
Just culture reviews in Unit 6 often slip by classifying the whole event as one behavior, missing that a slip and a workaround can occur together. Another frequent problem is hindsight, judging the nurse by what is known afterward. Students often focus on the individual and give the system a sentence. Workarounds are treated as reckless when they have become normal on the unit. The reporter is not thanked. Conditions such as workload are listed without evidence. Finally, make the system response larger than the individual one, because graders reward reviews that fix the conditions that would produce the same error again. Another gap is forgetting to follow up on whether the system changes, such as pump library updates, actually happened.
Get a NSG 321 Unit 6 example written to your instructions
Send the Unit 6 instructions and the rubric from your NSG 321 classroom, plus the event your review examines. We write a custom example that reconstructs without hindsight, classifies the behavior and matches the response, returned in 24 to 48 hours. The first custom sample is free.
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NSG 321 Unit 6 questions, answered
How do I tell at-risk behavior from human error?
Error is inadvertent; at-risk behavior is a chosen shortcut whose risk the person did not appreciate, usually because it had worked many times before. The test is whether they made a decision. If they did, ask what made that decision look reasonable at the time, because the answer is almost always something about how the unit operates.
When is a behavior actually reckless?
When the person consciously disregarded a substantial and known risk. That is a high bar and it is rare, which is why misclassifying at-risk behavior as reckless does so much damage. Reserve it for cases where somebody knew the risk, understood it applied, and proceeded anyway, and state the evidence for each of those three.
Why does protecting reporting matter in the review?
Because the information supply depends on it. Staff who watch a colleague disciplined for an ordinary error stop reporting, and a unit with no reports is not a unit with no events. Say what will be shared, what will not, and how the response is consistent with what staff were told about reporting, because that consistency is what keeps the next event visible.
Where can I find a free NSG 321 Unit 6 sample paper?
This page carries the complete NSG 321 Unit 6 heparin error review at no cost, reconstruction, classification and both responses. A review of a different safety event can be prepared on request.
What is the difference between human error and at-risk behavior?
Human error is an unintended slip or lapse; at-risk behavior is a choice where the risk is not recognized or seems justified, such as skipping a double check that has become routine. This sample finds both in one heparin event.