| Course | NU143 Maternal Infant Nursing |
|---|---|
| Unit | Unit 4 |
| Paper type | Care plan |
| Length | About 840 words, 6 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | BSN (prelicensure) |
| Updated | October 2026 |
Free sample paper for NU143 Unit 4
A Plan That Moves With the Labor: A Care Plan Following a Composite First-Time Mother, 24, From Active Labor at Six Centimeters Through Birth and the First Hour, With Her Written Wish to Avoid an Epidural
[Student Name]
Purdue University Global
NU143: Maternal Infant Nursing
Unit 4 Care Plan
[Instructor Name]
[Date]
The patient is composite; times and values are bracketed where illustrative, and the plan follows common labor nursing practice.
The Patient
[Ms. K.], composite, 24, gravida 1, para 0, at [39] weeks and [5] days, arrives at [0900] with contractions every [3] to [4] minutes for five hours, cervix [6] cm, membranes intact, fetal heart rate baseline [135] with moderate variability. Her written plan asks for freedom to move, intermittent monitoring if allowed, no epidural unless she asks, and immediate skin-to-skin contact. Her partner is with her.
Stage One, Active Phase: [0900] to [1200]
Priority: acute pain related to labor contractions, with the goal of coping in the way she chose. Interventions: intermittent auscultation of the fetal heart at the intervals set by protocol for low-risk labor; position changes, walking, a birthing ball and shower; counter-pressure on her lower back by her partner, who is taught how; encouraging her to empty her bladder every two hours, since a full bladder can slow descent; offering fluids. Supporting movement and limiting routine interventions in low-risk labor is consistent with national guidance (American College of Obstetricians and Gynecologists, 2019). Evaluation at [1130]: cervix [8] cm; she rates coping as "hard but okay"; fetal heart rate baseline and variability unchanged, consistent with a normal pattern (Macones et al., 2008).
Stage One, Transition: [1200] to [1300]
Priority: risk for loss of coping as contractions peak. Interventions: staying in the room continuously; short, calm instructions; breathing with her through each contraction; cool cloths; reminding her of progress. At [1215] she says she cannot go on and asks about an epidural. The nurse acknowledges her request, explains that she is at [9] cm and that an epidural takes time to place and work, and asks what she wants. She chooses to try nitrous oxide first, which the unit offers, then decides it is enough.
Her birth plan was a starting point, not a contract; the plan is revised around what she asks for at 1215, not what she wrote in advance.
Stage Two, Pushing: [1300] to [1400]
Priority: risk for maternal fatigue and perineal injury; continued fetal assessment. Interventions: allowing her to push with the urge rather than on command; upright or side-lying positions as she prefers; warm compresses to the perineum as the head crowns; fetal heart rate checks after each contraction per protocol. Evaluation: spontaneous vaginal birth at [1352] of a girl; small first-degree tear.
Stage Three and the First Hour
Priority: risk for postpartum hemorrhage; promotion of bonding. Interventions: skin-to-skin contact immediately, as she requested; oxytocin after birth per protocol; checking the fundus at [15]-minute intervals through that first hour, confirming a firm uterus at or near the navel; estimating blood loss; helping with a first breastfeed when the baby shows feeding cues (Perry et al., 2022). Evaluation: placenta delivered intact at [1401]; estimated blood loss [300] mL; fundus firm at the navel; baby latched at [1430].
What Would Have Changed the Plan
Each stage carried conditions that would have changed it. In active labor, a fetal heart rate that lost variability or showed recurrent late decelerations would have meant moving from intermittent listening to continuous monitoring and calling the provider. If her membranes ruptured, the fluid's color and the fetal heart rate would be checked at once, since meconium-stained fluid or a sudden slowing could signal a problem. In transition, if she had chosen an epidural, the plan would have added an IV fluid bolus as ordered, blood pressure checks after placement and help with position changes, since she would lose the ability to walk. In the first hour, a boggy uterus or bleeding above [500] mL would have triggered fundal massage, a call for help and the hemorrhage protocol. Writing these conditions into the plan beforehand means the nurse does not have to invent a response under pressure.
The Partner's Role
Her partner was part of the plan from the start. He was shown how to give counter-pressure on her lower back, how to offer sips of water between contractions and how to remind her to change position. During transition, when she asked for an epidural, he looked at the nurse for guidance; the nurse turned the question back to Ms. K., so the decision stayed hers. After the birth, he cut the cord and held the baby skin-to-skin while she was being checked, which kept the baby warm and gave him a role he later described as the best part of the day.
Reflection on the Plan
The care plan worked because each stage had its own priority and its own evaluation. A single plan for the whole labor would have kept pain management at the top long after hemorrhage risk had become the more important problem.
References
American College of Obstetricians and Gynecologists. (2019). Approaches to limit intervention during labor and birth (Committee Opinion No. 766). Obstetrics & Gynecology, 133(2), e164-e173. https://doi.org/10.1097/AOG.0000000000003074
Macones, G. A., Hankins, G. D. V., Spong, C. Y., Hauth, J., & Moore, T. (2008). The 2008 National Institute of Child Health and Human Development workshop report on electronic fetal monitoring: Update on definitions, interpretation, and research guidelines. Obstetrics & Gynecology, 112(3), 661-666. https://doi.org/10.1097/AOG.0b013e3181841395
Perry, S. E., Hockenberry, M. J., Cashion, K., Alden, K. R., Olshansky, E., & Lowdermilk, D. L. (2022). Maternal child nursing care (7th ed.). Elsevier.
NU143 Unit 4 instructions, in plain terms
Unit 4 usually asks for a labor care plan built across the stages, because the patient changes by the hour. Prompts commonly want priorities, interventions and evaluations for each stage, attention to the patient's wishes, and fetal assessment throughout. Instructors look for priorities that shift as labor progresses, from coping and fetal well-being early to hemorrhage prevention after birth, rather than one problem carried through. Respect for a birth plan should not become rigidity: when the patient's wishes change, the plan should change with accurate information. Writing contingencies for likely problems, and including support people, shows a plan that would work in a real labor room. Times should be bracketed where illustrative.
How this NU143 Unit 4 example is built
The plan opens with the patient, her gestational age, cervical status, fetal heart rate and written birth plan. Active labor covers intermittent listening, movement, counter-pressure and bladder emptying, citing guidance on limiting intervention. Transition covers continuous presence and her request for an epidural at 9 centimeters, with the highlighted line on revising around her choice and a margin note. Pushing covers spontaneous efforts, positions and warm compresses, and the third stage covers skin-to-skin contact, oxytocin, fundal checks and the first feed. Sections on contingencies for each stage and her partner's role follow, with a margin note, and a reflection explains why staging the plan mattered. Each stage ends with its own evaluation line.
Reading the NU143 Unit 4 grading rubric
Labor care plans in NU 143 earn credit for stage-specific priorities, evidence-based interventions, responsiveness to the patient and evaluation at each stage. Priority points go to plans whose main problem changes as labor progresses. Interventions should follow evidence, such as supporting movement in low-risk labor, cited in APA 7. Responsiveness rewards honoring the patient's wishes while giving accurate information when they change. Evaluation is credited when each stage reports measurable findings, such as cervical change, blood loss and fundal tone. Contingencies written in advance and inclusion of the support person show depth, and graders notice when hemorrhage prevention follows birth. Showing the plan change when her wishes changed often earns credit for patient-centered care. A stage-based layout helps graders see the shift in priorities.
NU143 Unit 4 help: mistakes that cost points
Labor care plans often list one diagnosis, such as pain, for the whole labor, missing the shift to hemorrhage risk after birth. Another frequent gap is treating a birth plan as fixed, either ignoring it or refusing to adapt when the patient changes her mind. Some plans describe interventions without evaluating them stage by stage. Many forget the partner. Build the plan in stages, set a priority for each, use evidence for interventions, evaluate with findings, write contingencies for likely problems, revise around the patient's changing choices with accurate information, and give the support person a defined role. Read your plan as if you were the nurse arriving at transition. Check that each stage has an evaluation.
Get an NU143 Unit 4 example written to your instructions
Some sections want this plan built by body system or in a concept-map layout instead of by stage; others supply their own diagnosis list. Whichever it is, include the form, the labor scenario and the rubric, and the care plan follows them. The first sample written to your instructions is free, with delivery in 24-48h. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
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- NU143 Unit 7: Teaching Plan
- NU143 Unit 8: Seminar Reflection
- NU143 Unit 9: Concept Map
- NU143 Unit 10: Final Case Study
- NU142CL Unit 4: Clinical Journal
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NU143 Unit 4 questions, answered
Where can I find a free NU143 Unit 4 sample paper?
You can read the complete NU143 Unit 4 labor care plan here, organized by stage from active labor to the first hour, with contingencies, the partner's role and a reflection, citing three sources. We can build a stage-based plan for your patient.
Why build a labor care plan by stage?
Priorities change as labor progresses. Coping and fetal well-being lead early, while hemorrhage prevention and bonding lead after birth, so a single plan would keep the wrong problem at the top.
How should a nurse respond when a patient changes her birth plan?
Acknowledge the request, give accurate information about her progress and options, and let her decide. The sample patient chose nitrous oxide after hearing she was at 9 centimeters.
What are the priorities in the first hour after birth?
Preventing hemorrhage with oxytocin, fundal checks and blood loss estimation, and promoting bonding through skin-to-skin contact and a first feed when the baby shows cues.
What role can a partner play in labor?
Counter-pressure, fluids, reminders to change position and emotional support, while the nurse keeps decisions with the patient. The sample partner also held the baby skin-to-skin after birth.