A finished NU 345 Unit 2 assessment organized by functional patterns rather than by body system. Every pattern is populated, including the uncomfortable ones. Searches like "nu 345 unit 2 assignment example", "nu345 unit 2 sample" and "nu 345 unit 2 example" land here.
What a finished NU 345 Unit 2 functional health pattern assessment looks like
The finished assessment covers every pattern rather than the interesting ones. Sleep, elimination, activity, coping, roles, sexuality and values all appear, including the ones writers habitually skip, because the framework's value is that it asks about areas a systems review never reaches. Each pattern is populated with what the person actually said, quoted where it carries meaning, rather than with a clinical summary of it. Patterns are then read against each other, since a sleep problem and a coping pattern and a role change usually turn out to be one thing rather than three. Strengths are recorded as well as problems. Where a pattern could not be assessed, the assessment says so instead of leaving it blank, and it distinguishes what the person declined from what was never asked.
How a NU 345 Unit 2 example is structured
The assessment works through the framework and then integrates. It opens with the person, the setting and how the information was gathered. Each pattern then receives its own section with what was asked, what was said and what the nurse observed, in the person's own words where those matter. An integration section reads the patterns against one another and names where several point at a single underlying situation. A strengths section records what is working, which the framework asks for and most submissions omit. A gaps section states which patterns could not be assessed and why. A priorities section ranks what needs attention, with the person's own ranking recorded alongside the nurse's. The closing states what the next contact would pursue.
Every pattern, not the comfortable ones
Sexuality, coping, roles and values are assessed rather than skipped, since those are what a systems review never reaches.
Their words, not a summary
What the person said is recorded and quoted where it carries meaning rather than translated into clinical phrasing.
Patterns read together
Sleep, coping and a role change frequently turn out to be one situation, and the integration section is where that appears.
Strengths recorded
What is working is documented as the framework requires, which most submissions leave out entirely.
Not assessed is not blank
Patterns that could not be covered are marked, separating what the person declined from what was never asked.
Where marks go in NU 345 Unit 2
Skipping the uncomfortable patterns is the reliable shortfall, and sexuality and values are the two that vanish most often, which leaves the framework doing the job of a systems review. Second is patterns populated with clinical summary rather than with what the person said. Third is no integration, so the assessment is eleven sections and no picture. Fourth is strengths omitted, which the framework explicitly asks for. Fifth is blanks left ambiguous, so a reader cannot tell whether something was refused or forgotten. The strongest versions show several patterns pointing at one underlying situation, since that is what the framework exists to reveal. Eleven completed sections and no picture is a form filled rather than an assessment.
Get a NU 345 Unit 2 example written to your instructions
Send the Unit 2 instructions and the rubric from your NU 345 classroom, plus the person or case your assessment covers. We write a custom example that populates every pattern and integrates them into one picture, returned in 24 to 48 hours. The first custom sample is free.
NU 345 Unit 2 questions, answered
Do I really have to cover the awkward patterns?
Yes, and skipping them is the most visible weakness in these submissions. Sexuality and values feel intrusive to ask about and they are where genuinely important information sits, particularly for older adults and for anybody managing a chronic condition. Ask plainly, record what you get, and note it if somebody declines.
What does integration actually look like?
Naming where patterns connect. Poor sleep, a coping pattern under strain and a recent role change are usually one situation seen three ways, and saying so is the analysis. An assessment that reports each pattern separately has completed the form without doing the thinking the framework was designed to prompt.
Why record strengths?
Because any plan will be built on them and because an assessment listing only problems misrepresents the person. Somebody with a difficult diagnosis may have excellent family support, a stable routine and a clear sense of what matters to them. Those are resources, and noting them changes what interventions are realistic.