Inside: a complete NUR 305 Module 2 Milestone One on topic selection and rationale for an interactive patient care technology, formatted as an APA 7 student paper with headed sections, margin commentary and references. Searches like "nur 305 module 2 assignment", "nur305 module 2 milestone one" and "nur 305 module 2 example" land here.
The NUR 305 Module 2 example, in full
Topic Selection and Rationale: An Interactive Bedside Tablet System for Discharge Education After Cardiac Surgery
[Student Name]
Southern New Hampshire University
NUR 305: Information Management and Patient Care Technologies
Final Project Milestone One
[Instructor Name]
[Date]
The organization, setting and figures below are a composite written as a model document. No real employer, client, colleague or patient is described.
Topic Selection and Rationale: An Interactive Bedside Tablet System for Discharge Education After Cardiac Surgery
The Selected Technology
The technology selected for this project is an interactive patient care system delivered through a tablet mounted at each bedside. Systems of this kind connect to the hospital's electronic health record and allow nurses to assign short education videos and teach-back questions to a patient, track which modules the patient has completed, and see the patient's answers before discharge. Patients can also use the tablet to view their daily schedule, the names and photos of their care team, and selected results.
The setting is a composite 18-bed cardiac surgery step-down unit that receives patients after coronary artery bypass grafting and valve surgery, typically on the second postoperative day. Patients usually go home on day four or five. In those two or three days, nurses must teach sternal precautions, incision care, daily weights, medication changes, activity limits and warning signs, often to patients who are tired, in pain and adjusting to new medications.
The Practice Problem
Discharge education on the unit is delivered mainly through printed booklets and nurse teaching during the final shift. A review of 60 consecutive discharges over three months found that the education checklist was completed in the record for 54 of 60 patients, but a follow-up call two days after discharge found that 19 of the 51 patients reached could not correctly describe at least one of three key instructions: when to call the surgeon, how to protect the sternum, or why to weigh themselves daily. Over the same three months, the unit's 30-day readmission rate after cardiac surgery was 13 of 60 discharges, and four of those readmissions were for fluid overload or wound concerns that earlier recognition might have prevented.
The gap is not that education is missing but that completion is documented while understanding is not measured. A checklist records that teaching happened. It does not show whether the patient can use the information at home. Nurses on the unit describe teaching at the last moment, when the patient is anxious about leaving and family members are not present.
Rationale
Three reasons support this topic. First, the problem sits squarely within nursing practice. Patient education is a core nursing responsibility, and the technology would change how nurses deliver, reinforce and verify it. Second, the technology directly addresses the gap identified above. Short videos can be watched more than once, at times when the patient is rested or when family is visiting, and built-in teach-back questions give the nurse information about understanding before discharge, not after. Teach-back itself has evidence behind it: a systematic review and meta-analysis of discharge education using teach-back for patients with heart failure found an association with fewer readmissions (Oh et al., 2023). Heart failure is not the same population as cardiac surgery, but both groups must manage fluid, medications and warning signs after discharge.
Third, early studies suggest that hospitalized patients will use tablets and can benefit from them. In a pilot study, Greysen et al. (2014) gave tablets to hospitalized medical patients and found that most were able to use them to access health information and reported that the experience was useful, although some needed help getting started. A larger study found that hospitalized patients using tablets to review their own medication lists identified discrepancies that clinicians had missed (Prey et al., 2018), which suggests that patients can be active participants in their care when given accessible tools. These studies involved different patients and purposes, so their findings support the feasibility of the approach rather than proving that it will improve outcomes on this unit.
Stakeholders and the Nursing Role
Several groups have a stake in this technology. Patients and their families are the primary users and the people whose understanding the system is meant to improve. Staff nurses would assign content, review answers and reteach, so their workload and their judgment about which modules each patient needs will determine whether the system is used well. The unit's nurse educator would help select and review content, and cardiac surgeons and advanced practice providers would need to agree that the videos match the instructions they give. Informatics nurses and information technology staff would manage the integration with the electronic health record, and infection prevention would approve cleaning procedures. Hospital leaders would weigh cost against expected benefits, including fewer readmissions and better patient experience scores.
The nursing role deserves emphasis because technology projects are often led from outside nursing. If the system is chosen and configured without staff nurse input, it risks becoming a checkbox that records video completion while the real teaching still happens in a rush on the last day. Nurses on the unit already know which instructions patients most often misunderstand, which families need extra time and which teaching moments work best. That knowledge should shape the content library, the timing of assignments and the rules for what happens when a patient answers a teach-back question incorrectly. For this reason, the project will treat the tablet as a nursing tool that supports teaching, not as a replacement for it.
Anticipated Challenges
Several challenges are already apparent and will shape later milestones. Some patients, especially older adults with limited experience with technology or impaired vision, may struggle to use a tablet independently. Content must be available in the languages spoken by the unit's patients and written at an appropriate reading level. Nurses will need time and training to assign modules and review teach-back answers, and the unit must decide what happens when a patient answers incorrectly. Infection prevention will require a cleaning protocol for shared devices. Cost and integration with the electronic health record will be decisions for hospital leadership and informatics staff, and nursing input will be needed to make sure the system fits the unit's workflow rather than adding another task to the discharge day.
Direction for the Project
Milestone Two will review the evidence on interactive patient education technologies more fully, including effects on knowledge, self-care and readmission, and will examine usability for older adults. Milestone Three will propose an implementation and evaluation plan for the composite unit, with measures that capture understanding rather than completion, such as the proportion of patients who answer all teach-back questions correctly before discharge and the results of the two-day follow-up call. The final project will bring these pieces together into a recommendation about whether the unit should adopt the technology and how.
References
Greysen, S. R., Khanna, R. R., Jacolbia, R., Lee, H. M., & Auerbach, A. D. (2014). Tablet computers for hospitalized patients: A pilot study to improve inpatient engagement. Journal of Hospital Medicine, 9(6), 396-399. https://doi.org/10.1002/jhm.2169
Oh, S., Choi, H., Oh, E. G., & Lee, J. Y. (2023). Effectiveness of discharge education using teach-back method on readmission among heart failure patients: A systematic review and meta-analysis. Patient Education and Counseling, 107, Article 107559. https://doi.org/10.1016/j.pec.2022.11.001
Prey, J. E., Polubriaginof, F., Grossman, L. V., Masterson Creber, R., Tsapepas, D., Perotte, R., Qian, M., Restaino, S., Bakken, S., Hripcsak, G., Efird, L., Underwood, J., & Vawdrey, D. K. (2018). Engaging hospital patients in the medication reconciliation process using tablet computers. Journal of the American Medical Informatics Association, 25(11), 1460-1469. https://doi.org/10.1093/jamia/ocy115
How this NUR 305 Module 2 example is structured
A topic selection milestone succeeds when the reader agrees the topic is worth a whole project, so the paper builds that case in four steps. It names the technology precisely and describes the unit where it would be used. It then shows the practice problem with numbers from the unit, specifically gaps in discharge education after cardiac surgery. The rationale section explains why the technology fits nursing work and summarizes early studies of bedside tablets, noting their limits. The last section sets out the questions for Milestones Two and Three, which signals that the student has planned the whole project rather than only this piece.
Get NUR 305 Module 2 written to your instructions
Send the NUR 305 Milestone One guidelines and rubric along with the technology you are considering. A topic selection and rationale built to your prompt is returned in 24 to 48 hours, and the first one is free. The paper above is an original model document written by our desk, not a submitted student paper and not an official Southern New Hampshire University document.
NUR 305 Module 2 questions, answered
What does NUR 305 Module 2 Milestone One ask for?
Sections that run the final project through milestones commonly open with topic selection and rationale: choose a patient care technology or information management system, describe the setting, and explain why it matters to nursing practice and patient outcomes. Expect to support the rationale with a few scholarly sources.
How narrow should a NUR 305 technology topic be?
Narrow enough to evaluate in a single setting. A named type of technology used for a specific purpose on a specific unit, such as bedside tablets for discharge education after cardiac surgery, works better than a broad topic like electronic health records. A narrow topic gives the later milestones something concrete to analyze.
Can I pick a technology my unit does not use yet?
Usually yes. Many students propose a technology their unit is considering or that they have seen elsewhere. Describe the current process it would replace, explain the gap, and be honest that the evidence comes from other settings. The later milestones can then examine how it would fit your unit.