| Course | NU 730 Systems-Based Practice |
|---|---|
| Unit | Unit 3 |
| Paper type | Handoff failure analysis |
| Length | About 1,010 words, 6 pages |
| Format | APA 7 student paper |
| School | Herzing University |
| Program | MSN |
| Updated | October 2026 |
Free sample paper for NU 730 Unit 3
A Twelve-Hour Antibiotic Gap After Emergency Department to ICU Transfer: A Handoff Failure Analysis
Student Name
Department of Nursing, Herzing University
NU 730: Systems-Based Practice
Instructor Name
February 4, 2026
A Twelve-Hour Antibiotic Gap After Emergency Department to ICU Transfer: A Handoff Failure Analysis
The Transfer
This analysis concerns a composite case. Mrs. D., 71, came to the emergency department at 16:40 with fever, confusion, and hypotension from a urinary source. She met criteria for septic shock. The emergency team drew blood cultures, gave 30 mL/kg of intravenous fluid, and gave the first dose of piperacillin-tazobactam at 18:10, which was ordered every eight hours. She was admitted to the intensive care unit at 18:55, but no bed was ready, and she boarded in the emergency department until 22:30, when she was transferred. The next dose of piperacillin-tazobactam was given at 06:05 the following morning, nearly 12 hours after the first. Her lactate was not rechecked until 07:00. She required vasopressors overnight but survived and was discharged on day nine. No permanent harm was identified, but a dose of her key antibiotic was effectively missed during the most critical hours of septic shock, when timely antimicrobial treatment matters (Seymour et al., 2017).
Timeline
18:10: first dose given in the emergency department, documented in the emergency department medication administration record, next dose due 02:10. 18:55: intensive care admission orders entered by the intensivist through the admission order set, which included piperacillin-tazobactam every eight hours with the start time defaulting to the next standard administration time on the unit, 06:00. 19:30: the emergency nurse gave a verbal report by phone to the intensive care charge nurse, covering vital signs, fluids, and "antibiotics given." 21:00: the emergency department nurse caring for Mrs. D. was reassigned to a new trauma patient; a float nurse assumed her care. 22:30: transfer to the intensive care unit; the receiving nurse reviewed the active intensive care orders, which showed the next dose at 06:00. 02:10: the dose actually due passed without action. 06:05: dose given as scheduled on the intensive care orders.
What Existed, What Moved, and What Arrived
Information that was recorded but never read: the 18:10 administration time and the 02:10 due time were in the emergency department's administration record. They did not move into the intensive care orders, because the admission order set created a new order with its own default schedule rather than continuing the emergency order. The receiving nurse had access to the emergency record, but nothing prompted her to look, and the intensive care orders appeared complete.
Information that was never recorded: the plan to repeat the lactate within six hours. The emergency physician intended it and mentioned it to the intensivist by phone, but no order was entered, so it existed only in two people's memories and in neither record.
Information that moved but lost its meaning: the phrase "antibiotics given" in the verbal report. It was accurate but told the receiver neither when nor what was due next. Handoffs that lack structure are a recurring contributor to sentinel events, and structured handoff programs with standardized elements have reduced errors (Starmer et al., 2014).
The two failures differ in kind, and the difference matters for repair. The antibiotic gap was a failure of transmission: correct information existed in the system and did not reach the person who needed it. The missing lactate was a failure of capture: the plan never entered any record, so no design of the handoff could have carried it. The first calls for changes in how orders are built and displayed; the second calls for a habit, supported by the handoff format, of turning every stated plan into an order or a written task before the conversation ends.
Conditions That Made the Failure Likely
Order set design: the intensive care admission order set defaulted antibiotic start times to standard unit times, a reasonable design for elective admissions and a hazardous one for patients arriving with doses already given. No rule compared new antibiotic orders with recent administrations. Boarding: Mrs. D. spent more than three hours as an intensive care admission physically in the emergency department, under emergency nursing but with intensive care orders, a condition in which neither team fully owns the medication schedule. Workload and reassignment: the nurse who gave the first dose was reassigned before transfer, so the person who knew the due time was not the person who handed off. Unstructured verbal report: the phone report followed no standard format, and the receiving charge nurse was not the nurse who would care for the patient. Each condition alone might have been harmless; together they aligned, much as the model of accidents as holes lining up across layers of defense describes (Reason, 2000).
Why Blaming the Receiving Nurse Would Be Wrong
The receiving nurse followed the active orders, which looked complete and correct. Faulting her for not searching the emergency record for a discrepancy she had no reason to suspect would identify the last person in the chain rather than the conditions that set the trap. Any nurse receiving that patient through that order set during a boarding period would have been likely to make the same decision.
Changes Aimed at the Conditions
First, order set: change the intensive care antibiotic orders so that, for patients with a dose given in the previous 12 hours, the start time must be chosen explicitly, with the last administration time displayed. Second, decision support: add a rule that alerts the pharmacist when a new antibiotic order's first dose is more than two hours later than the due time based on the last recorded administration. Third, structured handoff: adopt a standardized handoff format for emergency to intensive care transfers, including last dose times and due times for time-critical medications, and pending tasks such as repeat lactate. Fourth, boarding ownership: define that, while a patient boards, the intensive care nurse or a designated boarding nurse owns the medication schedule, with an explicit handoff at the moment of admission rather than at physical transfer.
Measures: proportion of transferred patients with antibiotic gaps longer than the ordered interval, audited monthly for six months; time from admission to first intensive care antibiotic dose for patients who received one in the emergency department.
References
Reason, J. (2000). Human error: Models and management. BMJ, 320(7237), 768-770. https://doi.org/10.1136/bmj.320.7237.768
Seymour, C. W., Gesten, F., Prescott, H. C., Friedrich, M. E., Iwashyna, T. J., Phillips, G. S., Lemeshow, S., Osborn, T., Terry, K. M., & Levy, M. M. (2017). Time to treatment and mortality during mandated emergency care for sepsis. New England Journal of Medicine, 376(23), 2235-2244. https://doi.org/10.1056/NEJMoa1703058
Starmer, A. J., Spector, N. D., Srivastava, R., West, D. C., Rosenbluth, G., Allen, A. D., Noble, E. L., Tse, L. L., Dalal, A. K., Keohane, C. A., Lipsitz, S. R., Rothschild, J. M., Wien, M. F., Yoon, C. S., Zigmont, K. R., Wilson, K. M., O'Toole, J. K., Solan, L. G., Aylor, M., ... Landrigan, C. P. (2014). Changes in medical errors after implementation of a handoff program. New England Journal of Medicine, 371(19), 1803-1812. https://doi.org/10.1056/NEJMsa1405556
Reading the NU 730 Unit 3 instructions
This unit's paper analyzes a care transition or handoff that failed, using a systems approach to find the conditions that allowed it. Expect to describe the event with a timeline, identify what information was lost or delayed, analyze contributing factors at the individual, team and system levels, and propose changes. Many versions ask you to apply a framework such as Reason's model of human error or a handoff tool like I-PASS. Use a de-identified or composite case; your section may permit an event from your workplace if details are changed. A precise timeline is often the most useful part. Avoid writing it as a root cause investigation report unless your section asks for that format, because the focus here is on the handoff itself.
Inside the NU 730 Unit 3 example
The paper opens with the transfer described in clinical terms: presentation, diagnosis, first dose and transfer time. A timeline follows with exact times for every event, from the first dose to the morning administration. The next section is the analytic core, sorting information into what was recorded, what traveled with the patient and what reached the receiving team. That three-way split shows the gap was a design problem, not a memory lapse. Conditions are listed by type, including the order set default, the separate administration records and the absence of a dose time in the verbal report. A section explains, with Reason's model, why the nurse's actions were reasonable given what she saw. Changes target each condition, from a required start time to a field in the transfer note.
Reading the NU 730 Unit 3 rubric
For a handoff failure analysis, Herzing rubrics generally score the event description, the analysis of contributing factors, the use of a framework or evidence, the recommendations and the writing. Event description points reward a clear, objective timeline. Contributing factors usually count most, with full marks only when individual, team and system conditions are identified and linked to the failure. Framework points go to accurate application of a model such as Reason's, not a summary of it. Evidence criteria look for literature on handoffs, such as Starmer and colleagues' I-PASS study, and on the clinical stakes, such as sepsis timing. Recommendations are scored on whether they address the conditions found. Writing covers organization, a just-culture tone and APA 7.
Common NU 730 Unit 3 mistakes, and how to avoid them
In Unit 3 the most frequent problem is a narrative that ends with the nurse should have checked. Graders read that as blame and a missed analysis. Another issue is a vague timeline, which makes it impossible to see where information dropped. Students also list contributing factors without linking each to the failure. Recommendations such as education on handoffs rarely address design conditions like order set defaults. Some papers leave out the clinical consequence, here a delayed antibiotic in septic shock, which is why the failure matters. Citing a framework without applying it is common. Finally, keep the case unidentifiable, and if you build a composite, say so at the start so the grader knows the details are constructed.
Get a NU 730 Unit 3 example written to your instructions
Send the Unit 3 instructions and the rubric from your NU 730 classroom, plus a de-identified outline of the transfer that failed. We write a custom example with the timeline rebuilt, the failure sorted by type and a structural fix owned by a role, returned in 24 to 48 hours. The first custom sample is free.
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NU 730 Unit 3 questions, answered
Can I use an event from my own workplace?
In many sections yes, once identifying detail is removed, and it usually produces a stronger paper because you know what actually happened. Do not use protected patient information, internal incident reports or anything covered by peer review protection at your organization. Describe the event in your own words at the level of roles, timing and information, which is all the analysis needs.
What if I do not know why the handoff failed?
Then the paper says so and reasons from what is known. Naming two plausible mechanisms and explaining what evidence would distinguish them reads far stronger than a confident cause invented to finish the paragraph. Systems work is often done with incomplete information, and a rubric reading for analysis credits the honest treatment of uncertainty.
How is this different from a root cause investigation?
The reasoning is similar and the deliverable is not. A formal investigation is an organizational process with a team, a protected record and a corrective action plan, while this is a scholarly analysis written by one nurse with published evidence attached. Borrow the discipline of the method, cite the literature on handoff failure, and keep the paper in academic form.
Where can I find a free NU 730 Unit 3 sample paper?
The whole NU 730 Unit 3 antibiotic gap analysis is on this page free to read, with the timeline, conditions and changes. If your event involves another transition, such as surgery to the floor or hospital to nursing home, ask for a custom paper.
How do I analyze a handoff failure without blaming a nurse?
Separate what information existed, what was handed over and what the receiving clinician actually saw, then look for design conditions. In this sample the dose time sat in a record the ICU nurse never opened, so the fix targets the order set and transfer note.