| Course | NSG 660 Scholarly Practice |
|---|---|
| Unit | Unit 8 |
| Paper type | Scholarly reading portfolio |
| Length | About 1,060 words, 6 pages |
| Format | APA 7 student paper |
| School | Herzing University |
| Program | BSN |
| Updated | October 2026 |
Free sample paper for NSG 660 Unit 8
One Question About Incentive Spirometry, Eight Weeks of Reading: A Portfolio With the Early Mistakes Left In and Annotated
Student Name
Department of Nursing, Herzing University
NSG 660: Scholarly Practice
Instructor Name
March 3, 2026
One Question About Incentive Spirometry, Eight Weeks of Reading: A Portfolio With the Early Mistakes Left In and Annotated
Piece 1: The Question in Its First Form
Original, as said at the nurses' station on the composite surgical floor: "Nobody uses these things. Do they even work?"
Annotation: the sentence packs three problems into one: the effect of the device, the habits of the patients holding it, and the value of a checkbox nobody reads. Unit 1 separated them and set the second and third aside. That decision turned out to be half wrong, as the commentary after Piece 3 explains.
Commentary: From Question to Search
The first question could not be searched, so it produced the four drafts in Unit 1, ending with a PICO question about adults after abdominal surgery, the device added to breathing, coughing, and walking, compared with those measures alone, and new oxygen needs or pneumonia as the outcome. The drafting forced a decision the original complaint had hidden: the real comparison on this floor was never device versus nothing, because every patient on this floor already gets breathing exercises.
Piece 2: The Search Record, Including What Failed
The final PubMed search is in Unit 1, with each step's count. Two attempts that returned nothing useful are recorded here because they changed the approach. A first search restricted to the last ten years returned mostly cardiac and thoracic studies and removed the abdominal surgery trials from 1991 and 1996 that the guideline still cites; the date limit was dropped. A CINAHL search for nursing studies on spirometer adherence returned surveys of staff opinion and no measurement of patient use; that search was not repeated, and its failure is itself a finding about the literature.
Annotation: the Unit 1 document said the search did not change the question. That was true of the wording. It was not true of the scope, because the failed adherence search is what later pulled a cardiac surgery trial into the reading.
Piece 3: Appraisals, Shortened, Not Rewritten
Unit 2, the bariatric trial (Pantel et al., 2017), shortened: a randomized noninferiority trial in 224 mostly middle-aged women after weight-loss surgery; removing the device made no detectable difference to low oxygen levels or 30-day complications. The comparison matches our question; the population does not. The trial reports what patients were told to do, not what they did.
Unit 3, four sources compared, shortened: the Cochrane review (do Nascimento Junior et al., 2014) is the strongest source for our population and finds no evidence of benefit; the guideline (Restrepo et al., 2011) advises against the device used alone; the reminder trial in cardiac surgery (Eltorai et al., 2019) is the only source that measured use; the consumer page promises healthier lungs while citing a review that found no general benefit.
Annotation on Unit 3: that document called the reminder trial poor in fit because it was in cardiac surgery. The judgment was correct about the population and too quick about the question. Because the adherence question set aside in Piece 1 had no abdominal surgery evidence at all, the cardiac trial became the only evidence available for it. The original decision to set adherence aside is the early judgment that did not survive.
Commentary: What the Appraisals Did to the Comparison
The appraisals changed what the comparison grid in Unit 4 had to do. Reading the trials one at a time made it clear that they measured different things under the same name, so the grid was built with the outcome definition in its own column. That column produced the main finding of the whole course: the studies agree that the routine device makes no measurable difference, but they agree across several different definitions of complication, and only one trial tested the comparison in our question.
Piece 4: The Comparison and the Guideline Trace, in Brief
Unit 4 set five studies in one grid and concluded that handing out the device with a standard order has no demonstrated effect on complications after abdominal surgery, and that whether use which is measured and supported would do better remains unknown. Unit 5 then traced the guideline's strongest recommendation that includes the device, graded 1A, and found that its cited sources support breathing, coughing, walking, and pain control as a package, with the device's place in it resting on judgment rather than on a study that tested it.
Annotation: the trace was the piece that most changed my reading habits. Before it, a 1A label would have ended the question for me.
Piece 5: The Change and Its Measure
Unit 6 proposed swapping the default spirometer order for hourly deep breaths, supported coughs, and three daily walks, led by nurses, for all adults after abdominal surgery, keeping the device for patients with a higher-risk flag, with a baseline of 11 in 142 patients (7.7%) with a new oxygen need or pneumonia, a review at three months, and reversal above 10%. Unit 7 turned it into a five-minute huddle presentation. The risk flag came directly from the one abdominal trial that compared approaches by risk (Hall et al., 1996), which is why the proposal is narrower than the evidence summary alone would suggest.
What I Now Read Differently
Looking back across the eight weeks, the most useful habit the course built was keeping the earlier versions. Each time a later unit contradicted an earlier one, the earlier document was still there to show what I had believed and why, which made it possible to see whether the change came from new evidence or from a better reading of evidence I already had. Most of the changes turned out to be the second kind.
I now read the methods section before the abstract's conclusion, and I look for what the comparison group actually received before I look at any result. I read strength labels as two separate claims, one about how firmly a body recommends and one about how good the evidence is. And I no longer treat a population mismatch as a reason to discard a study; I ask which part of my question the study can still answer. The judgment from the first week that has not survived is that adherence was a separate problem. It was the problem the literature could least answer, and it is where the proposal's trial will have to produce its own evidence.
References
do Nascimento Junior, P., Módolo, N. S., Andrade, S., Guimarães, M. M., Braz, L. G., & El Dib, R. (2014). Incentive spirometry for prevention of postoperative pulmonary complications in upper abdominal surgery. Cochrane Database of Systematic Reviews, (2), Article CD006058. https://doi.org/10.1002/14651858.CD006058.pub3
Eltorai, A. E. M., Baird, G. L., Eltorai, A. S., Healey, T. T., Agarwal, S., Ventetuolo, C. E., Martin, T. J., Chen, J., Kazemi, L., Keable, C. A., Diaz, E., Pangborn, J., Fox, J., Connors, K., Sellke, F. W., Elias, J. A., & Daniels, A. H. (2019). Effect of an incentive spirometer patient reminder after coronary artery bypass grafting: A randomized clinical trial. JAMA Surgery, 154(7), 579-588. https://doi.org/10.1001/jamasurg.2019.0520
Hall, J. C., Tarala, R. A., Tapper, J., & Hall, J. L. (1996). Prevention of respiratory complications after abdominal surgery: A randomised clinical trial. BMJ, 312(7024), 148-152. https://doi.org/10.1136/bmj.312.7024.148
Pantel, H., Hwang, J., Brams, D., Schnelldorfer, T., & Nepomnayshy, D. (2017). Effect of incentive spirometry on postoperative hypoxemia and pulmonary complications after bariatric surgery: A randomized clinical trial. JAMA Surgery, 152(5), 422-428. https://doi.org/10.1001/jamasurg.2016.4981
Restrepo, R. D., Wettstein, R., Wittnebel, L., & Tracy, M. (2011). Incentive spirometry: 2011. Respiratory Care, 56(10), 1600-1604. https://doi.org/10.4187/respcare.01471
Reading the NSG 660 Unit 8 instructions
Unit 8 gathers the course's scholarly reading on one question into a portfolio. Expect to include your question, search, appraisals, comparison and proposal, with commentary linking them and a reflection on what changed in how you read. Students often ask whether to fix early mistakes and how long the portfolio should be. Leave early mistakes visible, since they show growth. Shorten pieces rather than rewriting them, and say what was cut. Commentary between pieces should explain how one led to the next. The reflection should name one specific reading habit you now use. Keep the portfolio focused on a single question so the thread is clear from start to finish.
Inside the NSG 660 Unit 8 example
The portfolio opens with the question as first spoken at the nurses' station. Commentary explains the drafts that followed and why the first form could not be searched. The search piece includes failed searches with counts, such as a term that returned thousands of irrelevant records. The appraisal piece shortens earlier work without polishing it, keeping an early overreading of one trial. Commentary shows how appraisals reshaped the comparison grid. The comparison and guideline piece summarizes in a few sentences. The proposal piece restates the change and measure. The reflection names reading the outcome definition first as the most useful habit. Leaving the mistakes in is what makes the growth visible.
Where the points sit in the NSG 660 Unit 8 rubric
Herzing's rubric for a scholarly reading portfolio typically covers completeness, commentary linking pieces, honesty about early work, coherence around one question and reflection. Commentary and honesty about early work carry the most weight, because the portfolio exists to show growth rather than a polished result. Completeness points reward every required piece in shortened form. Coherence earns credit when one question runs throughout. Reflection points go to a specific reading habit with an example of its use. Failed searches included with counts are often credited. Clear labels for each piece help. Concision matters, since pasting full units hides the commentary. Melnyk and Fineout-Overholt and the Cochrane review support the work. An example of the new reading habit applied to a fresh article is often what lifts the reflection.
NSG 660 Unit 8 help before you submit
A Unit 8 reading portfolio most often weakens by rewriting early work to look better. Another frequent problem is pieces placed side by side with no commentary. Students often leave out failed searches. The reflection is general, such as I learned to read research. The question changes partway through. Pieces are pasted in full. The proposal is not tied back to the evidence pieces. Early overreading of a study is quietly corrected rather than acknowledged. Finally, keep the mistakes, because graders reward a portfolio that shows how the reader changed over the eight weeks. Another gap is a reflection with no example of the new habit in use, such as a recent article read outcome-first.
Get a NSG 660 Unit 8 example written to your instructions
Send the Unit 8 instructions and the rubric from your NSG 660 classroom, together with the earlier pieces the portfolio should carry. We write a custom example that keeps the first question in its poor form, holds the failed searches, puts a connective note between every document and closes in the present tense. First custom sample free, returned in 24 to 48 hours.
More NSG 660 papers and BSN samples
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- NSG 660 Unit 3: Source credibility comparison
- NSG 660 Unit 4: Study comparison grid
- NSG 660 Unit 5: Clinical guideline trace
- NSG 660 Unit 6: Practice change proposal
- NSG 660 Unit 7: Evidence presentation for colleagues
- NSG 423 Unit 8: Professional stance portfolio
- NSG 633 Unit 8: Frontline improvement pitch
- NSG 120 Unit 8: Patient teaching rationale
- NSG 121 Unit 8: Assessment competency file
NSG 660 Unit 8 questions, answered
Can I submit the earlier pieces unchanged?
Trim them rather than reprint them, and check what your course allows about reusing work handed in before. The portfolio is read for the movement between documents, so a piece running to its original length crowds out the connective notes that carry the credit. Leave the judgments as they were and annotate what has since changed.
What if my early appraisal was simply wrong?
That is the most useful material in the file. Leave the appraisal standing, add a note saying what was misread and what corrected it, and let the closing statement pick it up. Many sections give more weight to a documented change of mind than to a portfolio where every early judgment happens to have been right.
Does the portfolio need any new writing?
Usually the connective notes and the closing statement are new, and in many sections they are the only parts written for this unit. Treat them as the deliverable rather than as glue: each says what the previous document changed about the next, and the closing names what you now read differently and what remains unsettled.
Where can I find a free NSG 660 Unit 8 sample paper?
Read the complete NSG 660 Unit 8 reading portfolio here at no charge, eight weeks on one question with early mistakes kept. Your own eight weeks of reading can anchor a custom portfolio.
What should a nursing scholarly portfolio show?
How your question, search and reading changed over the course, with early work kept visible and commentary linking each piece. This sample does that for one question about incentive spirometry.