| Course | NUR 552 Dynamics of Professional Nursing I |
|---|---|
| Module | Module 2 |
| Paper type | Narrated educational slide presentation with speaker notes |
| Length | About 642 words, 5 pages |
| Format | APA 7 slide deck with speaker notes |
| School | Arizona State University |
| Program | MS in Nursing |
| Updated | October 2026 |
Free sample paper for NUR 552 Module 2
Wires, Alarms and Night Checks: A Trauma-Informed Care In-Service for a Telemetry Unit
Student Name
Edson College of Nursing and Health Innovation, Arizona State University
NUR 552: Dynamics of Professional Nursing I
Instructor Name
Month Day, Year
Slide 1: Wires, Alarms and Night Checks
Trauma-informed care on a telemetry unit. A ten-minute in-service for nurses, technicians and unit staff.
Speaker notes: Most of what we do on telemetry is routine for us. For some patients, it is not routine at all. This short in-service looks at our daily work through the eyes of someone who has lived through trauma.
Slide 2: What Trauma Is
An event or series of events experienced as harmful or threatening, with lasting effects on well-being. Common: many adults report at least one adverse childhood experience.
Speaker notes: SAMHSA describes trauma in terms of three Es: the event, how the person experienced it and its lasting effects (Substance Abuse and Mental Health Services Administration [SAMHSA], 2014). The landmark study of adverse childhood experiences found such experiences to be common among adult health plan members, with risk of later heart disease and other chronic illness climbing as the number of adversity types rose (Felitti et al., 1998). That means many of our cardiac patients carry trauma histories.
Slide 3: Why It Matters Here
Being undressed, touched, wired, woken and restricted can echo past harm. Reactions can look like anger, refusal, pulling at leads or "noncompliance."
Speaker notes: When a patient rips off his leads at 2 a.m., we usually see a safety problem. Sometimes it is a trauma response. Trauma-informed care asks us to wonder what happened to the person, not only what is wrong with him.
Slide 4: The Four Rs
Realize the impact of trauma. Recognize the signs. Respond with policies and practice. Resist re-traumatization.
Speaker notes: SAMHSA's framework asks a whole organization to realize, recognize, respond and resist re-traumatization (SAMHSA, 2014). We cannot screen every patient for trauma, but we can make our routines safer for everyone.
Slide 5: The Six Principles
Feeling safe. Being told the truth and what comes next. Support from peers. Shared power. Real choices and a voice. Respect for culture, history and gender.
Speaker notes: SAMHSA's six principles, shown here in plain words, apply to patients and to staff. Our textbook's chapter on trauma-informed care links them to compassionate nursing practice (Friberg & Saewert, 2024). On the next slides, I will turn them into five changes we can make starting tonight.
Slide 6: Change 1, Night Checks
Knock, say your name and role, and say why you are there before turning on a light. Use the dimmest light that works.
Speaker notes: Waking to a stranger in the dark is frightening for anyone. A few words before we touch someone builds safety and transparency.
Slide 7: Change 2, Lead Placement
Explain each step. Ask permission before uncovering the chest. Offer to let the patient place the leads with guidance.
Speaker notes: Offering choice returns some control to the patient. Many patients will place their own leads correctly if we show them where.
Slide 8: Change 3, Alarms and Restraint Alternatives
Explain what the alarms mean. Before considering restraints for a patient pulling at lines, try presence, explanation and a sitter.
Speaker notes: Restraints can be deeply re-traumatizing. Our first response to agitation should be curiosity and calm, and the charge nurse can help find a sitter.
Slide 9: Change 4 and 5, Language and Discharge
Use "What happened?" not "What's wrong with you?" in our heads and our handoffs. At discharge, ask what support the patient has at home and offer resources without requiring disclosure.
Speaker notes: Words in handoff shape how the next shift sees a patient. Calling someone "combative" travels; describing what happened and what helped is more useful.
Slide 10: Taking Care of Each Other
Trauma-informed care includes staff. Debrief after hard events. Know the employee assistance program.
Speaker notes: Many of us have our own trauma histories, and our work exposes us to more. The same principles of safety and peer support apply to how we treat each other. Thank you.
References
Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine, 14(4), 245-258. https://doi.org/10.1016/S0749-3797(98)00017-8
Friberg, E. E., & Saewert, K. J. (Eds.). (2024). Conceptual foundations: The bridge to professional nursing practice (8th ed.). Elsevier.
Substance Abuse and Mental Health Services Administration. (2014). SAMHSA's concept of trauma and guidance for a trauma-informed approach (HHS Publication No. SMA 14-4884). https://library.samhsa.gov/product/samhsas-concept-trauma-and-guidance-trauma-informed-approach/sma14-4884
What the NUR 552 Module 2 instructions ask for
Module 3, Compassionate Care, covers caring, empathy and respect, the CAIPER I-TEAM module on empathy and mindfulness and a lesson on trauma-informed care with SAMHSA's guidance, readings and videos on ACE fundamentals and a chapter in Friberg and Saewert. The Trauma-Informed Care Video Presentation asks you to prepare a narrated video that teaches trauma-informed care to the members of the health care team where you work, and it is worth 15 points. Think of it as an in-service: short, practical and aimed at people who will hear it between tasks. Ground it in SAMHSA's framework and translate the principles into actions your own team can take on its next shift.
How the NUR 552 Module 2 example is put together
Ten slides carry the in-service, with brief text on screen and fuller narration in the notes. The first three explain what trauma is, how common it is, using the adverse childhood experiences study, and why telemetry routines can feel threatening. Slides 4 and 5 present SAMHSA's four Rs and six principles, with the course text's chapter cited. Slides 6 through 9 turn the principles into five changes to routines the audience performs every shift: night checks, lead placement, alarms and restraint alternatives, handoff language and discharge. The final slide applies the same principles to staff. Three sources support the presentation, and the narration stays conversational so the video works as a real in-service.
Reading the NUR 552 Module 2 grading rubric
The video carries 15 points, and its rubric is likely to weigh accurate content on trauma-informed care, appropriate audience focus, practical application, organization and professional delivery with sources cited. Presentations earn most when SAMHSA's principles are turned into actions the audience can take, not only listed. Knowing the audience, in this case nurses, technicians and support staff, shows in the examples chosen. Accurate use of the ACE study and the four Rs supports credibility. Clear slides with brief text and fuller narration suit a video format. Attention to staff well-being, which SAMHSA's framework includes, shows a complete understanding. Audio quality and pacing matter in a narrated presentation.
NUR 552 Module 2 help from the desk
A common weakness is a video that defines trauma and lists the six principles without showing what to do differently. Spend half the time on changes your team can make. Another is aiming the talk at an academic audience; your colleagues want brief, practical examples. Avoid stigmatizing language, even when describing behaviors. If you describe your unit and its routines to the desk, an in-service outline can be built around them. Practice the narration so it sounds natural, and check the audio before recording the full video. Keep it short enough to watch during a break, cite your sources on the final slide or in the notes and add captions so colleagues can follow it on a muted phone.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Arizona State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
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NUR 552 Module 2 questions, answered
Where can I find a free NUR 552 Module 2 sample paper?
This page carries a full NUR 552 Trauma-Informed Care Video Presentation sample, a ten-slide narrated in-service for a telemetry team.
What does the NUR 552 trauma-informed care video require?
A narrated educational video on trauma-informed care for the members of the health care team where the student works, worth 15 points.
What are SAMHSA's four Rs?
Realize the impact of trauma, recognize its signs, respond with policies and practice and resist re-traumatization.
What are the six principles of trauma-informed care?
SAMHSA lists safety, trust built through openness, support from peers, shared decision-making, empowerment with real choices and attention to culture, history and gender.
How long should the NUR 552 video be?
Check Canvas for the time limit; an in-service of about ten minutes with brief slides and fuller narration suits most teams.