| Course | NU225 Pediatric Nursing |
|---|---|
| Unit | Unit 5 |
| Paper type | Concept map with written key |
| Length | About 870 words, 6 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | BSN (prelicensure) |
| Updated | October 2026 |
Free sample paper for NU225 Unit 5
Five Days of Fever and Red, Peeling Fingertips: A Concept Map of a Composite Three-Year-Old With Kawasaki Disease, Built Outward From the Hub to His Heart, His Temper and a Family Watching an Echocardiogram Schedule
[Student Name]
Purdue University Global
NU225: Pediatric Nursing
Unit 5 Concept Map
[Instructor Name]
[Date]
The child and family are composite; the map is given as a hub, rings and labeled links because the original is a diagram, values are bracketed where illustrative, and treatment is directed by the medical team.
The Hub
[Noah], composite, 3 years, [14.5] kg. Fever above [39] C for five days not relieved by acetaminophen. Both eyes red without discharge. Lips red and cracked, tongue bright red. Rash on the trunk. Hands and feet red and swollen. One swollen lymph node in the neck, [2] cm. Irritable, refusing to walk. Diagnosis: Kawasaki disease, an acute inflammation of medium-sized blood vessels in young children, of unknown cause. Plan: intravenous immunoglobulin (IVIG) [2] g/kg as a single infusion and aspirin as ordered; echocardiogram on admission.
Inner Ring: Physiological Problems
1. Risk for coronary artery injury. Link from hub: "inflames artery walls, causing." Data on the line: baseline echocardiogram [normal coronary sizes]. Without treatment, about one in five children develop coronary aneurysms; giving IVIG within ten days of fever onset lowers that risk about fivefold (Newburger et al., 2016).
2. Hyperthermia. Link: "drives." Data: temperature [39.6] C, heart rate [150].
3. Risk for fluid volume deficit. Link: "fever and refusing to drink lead to." Data: [3] wet diapers in 24 hours, dry lips.
4. Impaired skin and oral mucosa. Link: "inflammation causes." Data: cracked lips, red swollen hands; peeling of fingertips expected in the second to third week.
5. Acute pain and irritability. Link: "swollen joints, sore mouth and inflammation produce." Data: FLACC score [6], refuses to stand.
Treatment links: IVIG "reduces inflammation, protecting" problem 1 and "usually breaks" problem 2. Aspirin "reduces inflammation and, at lower dose later, prevents clots in" problem 1. IV fluids "restore" problem 3.
The fever is what the family sees, but the coronary arteries are what the treatment is racing to protect, and the clock started on the first day of fever.
Middle Ring: Developmental Problems
6. Disrupted routine and fear in a three-year-old. Link: "hospitalization and procedures cause." A preschooler understands illness through magical thinking and may see procedures as punishment (Perry et al., 2022). Interventions on the line: simple explanations just before each procedure, a parent present, a favorite toy, choices where possible.
7. Refusal to walk. Link: "joint pain and swelling cause." Walking is kept on the map because a three-year-old who stops walking needs reassurance that he will walk again; play on the bed and short supported steps when he is ready.
8. Risk from live vaccines. Link: "high-dose IVIG interferes with." Measles and varicella vaccines are usually postponed for about eleven months after IVIG because the antibodies in the infusion can stop them working. This sits in the developmental ring because it changes his well-child schedule.
Outer Ring: Family
9. Parental anxiety about the heart. Link: "the word aneurysm creates." Data: his mother asks whether he will have heart problems as an adult.
10. A five-year-old sister at home. Link: "parents' absence affects." Plan: grandparent care, a phone call each evening.
11. Follow-up burden. Link: "treatment requires." Echocardiograms are usually repeated in the weeks after illness, when aneurysms, if they develop, reach their largest size, about six weeks after onset (Newburger et al., 2016).
12. Aspirin at home. Link: "requires teaching on." Children taking aspirin who catch influenza or chickenpox are at risk of a rare but serious liver and brain illness, so parents report exposures and the family's influenza vaccination is discussed with the provider (Burns & Glodé, 2004).
Key: Ranked Priorities
1. Risk for coronary artery injury: IVIG on time, monitoring during infusion for reactions and fluid overload, echocardiogram results reviewed.
2. Hyperthermia and fluid deficit: temperature every [4] hours and after IVIG, intake and output, wet diapers.
3. Pain and irritability: FLACC, comfort, mouth care with soft swabs and lip balm.
4. Developmental fear and refusal to walk: preparation and play.
5. Family: plain explanations, the follow-up schedule in writing, aspirin and vaccine teaching.
How the Rings Connect
The rings are not separate lists. The fever in the inner ring makes him irritable and unwilling to drink, which feeds the developmental problems in the middle ring and the parents' fear in the outer ring. The coronary risk in the inner ring creates the echocardiogram schedule in the outer ring, and the IVIG that protects his heart changes his vaccine timing in the middle ring. Drawing these cross-links in the original diagram shows the reader that a single decision, such as when to give IVIG, reaches every ring at once. It also explains why the nurse's teaching about aspirin and vaccines belongs on a map that starts with a fever.
Evaluation
Within [36] hours of IVIG, Noah's fever resolved, he drank well and he walked to the playroom holding his father's hand. His second echocardiogram before discharge was normal. His parents left with dates for the next scans and a written list of signs to report.
References
Burns, J. C., & Glodé, M. P. (2004). Kawasaki syndrome. The Lancet, 364(9433), 533-544. https://doi.org/10.1016/S0140-6736(04)16814-1
Newburger, J. W., Takahashi, M., & Burns, J. C. (2016). Kawasaki disease. Journal of the American College of Cardiology, 67(14), 1738-1749. https://doi.org/10.1016/j.jacc.2015.12.073
Perry, S. E., Hockenberry, M. J., Cashion, K., Alden, K. R., Olshansky, E., & Lowdermilk, D. L. (2022). Maternal child nursing care (7th ed.). Elsevier.
The Purdue Global NU225 Unit 5 instructions
Unit 5 commonly asks for a concept map of a child with an acute or chronic illness, showing how the diagnosis connects to physiological, developmental and family problems, with a written key or explanation. Prompts usually want assessment data on the links, nursing problems clearly labeled, interventions connected to the problems they address and priorities ranked. Instructors look for a map organized around the child rather than the disease alone, verbs on every link, developmental needs specific to the child's age and family concerns tied to real features of the illness. A short evaluation is often requested. The key should explain the ranking. Pediatric texts and current clinical reviews are cited in APA 7, especially for treatment timing.
Inside the NU225 Unit 5 example
The map's hub lists Noah's age, weight, findings and treatment plan. The inner ring gives five physiological problems, each with a labeled link and data, starting with coronary risk and the reduction in aneurysms when IVIG is given early, cited from a cardiology review; the highlighted sentence and a margin comment both point to the treatment window. The middle ring covers preschool fear, walking and vaccine timing. The outer ring covers parental worry, a sibling, the echocardiogram schedule and aspirin precautions, with a margin note on linking family problems to clinical facts. A section explains how the rings connect. The key ranks five priorities, and an evaluation reports his fever, walking and second echocardiogram.
Where the points sit in the NU225 Unit 5 rubric
Concept map rubrics in NU 225 typically give points for completeness, accuracy of links, use of assessment data, developmental appropriateness, family focus, prioritization and the written key. Completeness points depend on physiological, developmental and family problems all appearing. Link points reward a verb on every line and relationships that are medically correct. Data points go to specific findings on the lines. Developmental points are earned by needs that fit a three-year-old rather than any child. Family points require problems tied to real features of the illness, such as the follow-up schedule. Prioritization is graded on ranking coronary risk first with a reason. Key points cover a clear explanation and citations in APA 7.
Common NU225 Unit 5 mistakes, and how to avoid them
Pediatric concept maps often lose points by centering the disease instead of the child, which leaves development and family out. Another frequent error is drawing lines with no labels, so the relationships cannot be checked. Some maps list the fever as the top problem because it is the most visible, missing the coronary risk that treatment is racing to prevent. Others forget practical teaching such as aspirin precautions and vaccine delays. Put the child in the hub, add physiological, developmental and family rings, write a verb and data on each line, connect treatments to every problem they affect and rank priorities in the key with reasons. Show at least one cross-link between rings.
Get an NU225 Unit 5 example written to your instructions
For Unit 5, the map starts wherever the case does: a heart defect, sickle cell disease, leukemia or a bleeding disorder. Share that case with any required template and the rubric. Every line in the finished map will be labeled, from the child's central problem out to the family. The first custom sample is free and takes 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.
More NU225 papers and BSN samples
- NU225 Unit 1: Family-Centered Care Discussion Post
- NU225 Unit 2: Growth Chart Interpretation
- NU225 Unit 3: Intussusception Case Study
- NU225 Unit 4: Pediatric Dosage Worksheet
- NU225 Unit 6: Caregiver Teaching Handout
- NU225 Unit 7: Immunization Schedule Brief
- NU225 Unit 8: Seminar Reflection
- NU225 Unit 9: Care Plan
- NU225 Unit 10: Population Health Brief
- NU145 Unit 5: Toddler Observation Paper
- NU144CL Unit 5: Clinical Journal Reflection
- NU144 Unit 5: SBAR Escalation Report
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NU225 Unit 5 questions, answered
Where can I find a free NU225 Unit 5 sample paper?
The complete NU225 Unit 5 concept map is here for a composite three-year-old with Kawasaki disease, with three rings, labeled links, ranked priorities and three sources. If your patient has a different diagnosis, we can help you build the map around them.
What is Kawasaki disease?
An acute inflammation of medium-sized blood vessels in young children, of unknown cause, with prolonged fever, red eyes, mouth changes, rash, swollen hands and feet and a swollen neck gland.
Why is IVIG timing important in NU225 Unit 5?
Without treatment about one in five children develop coronary aneurysms. Giving IVIG within ten days of fever onset lowers that risk about fivefold.
Why are live vaccines delayed after IVIG?
The antibodies in high-dose IVIG can stop live vaccines such as measles and varicella from working, so they are usually postponed for about eleven months.
Why does aspirin need special teaching for children?
Children taking aspirin who catch influenza or chickenpox are at risk of a rare serious liver and brain illness, so exposures are reported and flu vaccination discussed.