| Course | NU225 Pediatric Nursing |
|---|---|
| Unit | Unit 9 |
| Paper type | Nursing care plan |
| 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 9
Every Goal Written With Her Privacy in View: A Care Plan for a Composite Sixteen-Year-Old Admitted With Pelvic Inflammatory Disease for Intravenous Antibiotics While Her Parent Knows Only That She Has an Infection
[Student Name]
Purdue University Global
NU225: Pediatric Nursing
Unit 9 Care Plan
[Instructor Name]
[Date]
The patient and family are composite; minors' consent and confidentiality rules differ by state and are bracketed, and treatment follows the provider's orders and current CDC guidance.
Assessment
[Jasmine], composite, 16, presented with three days of lower abdominal pain, fever [38.4] C and vaginal discharge. Pelvic examination by the provider showed cervical motion tenderness. She vomited two doses of oral antibiotics and was admitted for IV treatment. Pain [7] of 10. Pregnancy test negative. Psychosocial history, taken with the parent out of the room and summarized under the HEEADSSS domains (Perry et al., 2022): Home: she, her mother and a brother of 12 share an apartment. Education: eleventh grade, works weekends at a pharmacy. Eating: no concerns. Activities: soccer. Drugs: occasional alcohol at parties, no other substances. Sexuality: one male partner for four months, condoms "sometimes." Suicide and depression: denies; sleeping well. Safety: feels safe at home and with her partner; wears a seatbelt. She consented to her own sexual health care under [state] law and asked that her diagnosis not be shared with her mother. Adolescents are more likely to seek care and answer honestly when confidentiality is assured, and its limits are explained at the start (Ford et al., 2004).
Problem 1: Acute Pain
Goal: pain at or below [3] of 10 within 48 hours, and able to walk to the bathroom without guarding. Interventions: assess pain every [4] hours and after each dose; give analgesics as ordered; offer a heating pad and position of comfort; time assessments to avoid waking her repeatedly. Rationale: pain should ease within about three days of effective treatment; pain that does not improve may signal an abscess and must be reported. Evaluation: pain [2] of 10 by day three.
Problem 2: Risk of Treatment Failure After Discharge
Goal: completes fourteen days of treatment at home. Interventions: confirm with her the oral regimen ordered to complete the course, usually doxycycline with metronidazole after IV treatment (Workowski et al., 2021); teach her to take doxycycline upright with a full glass of water and to avoid lying down for an hour; set phone reminders she chooses; arrange a follow-up visit within 72 hours of discharge and give a clinic number she can call herself. Rationale: fourteen days at home are unsupervised, and missed doses lead to treatment failure and long-term harm, including infertility and chronic pelvic pain.
The hardest part of her treatment happens after she leaves: fourteen days of pills that only she will know she is taking.
Problem 3: Risk of Reinfection
Goal: partner treated and condoms used consistently. Interventions: explain that her partner from the past 60 days needs evaluation and treatment; discuss expedited partner therapy if permitted in [state]; teach that she should avoid sex until both have finished treatment and symptoms are gone; recommend retesting in about three months (Workowski et al., 2021); discuss condom use and other contraception without judgment. Rationale: an untreated partner reinfects her, and repeated infections raise the risk of permanent damage.
Problem 4: Privacy Risk
Goal: her diagnosis is not disclosed without her consent, within the law. Interventions: document her request; note that confidential information should not appear in the parent's view of the patient portal where the system allows; ask the billing office about how the explanation of benefits will be sent; check that her medication bottles and discharge papers show only what she agrees to; give her a private number for the follow-up clinic. Rationale: information can reach a parent through a billing statement, a shared portal account or a pharmacy label, even when no one tells.
Where Confidentiality Ends
She is told at the start that confidentiality has limits: if she discloses abuse, plans to harm herself or others, or is at serious risk, the team must act and may need to involve others. She agreed she would tell her mother she has "a pelvic infection that needs antibiotics," which is true, and the team will support her if she later chooses to say more.
Teaching Checked by Teach-Back
Before discharge she explains back, in her own words, how to take each medicine, why all fourteen days matter, what to tell her partner and which symptoms mean she should call: fever returning, pain getting worse, vomiting her pills or new discharge. Teach-back is done privately, and the written sheet uses plain words she is comfortable keeping in her backpack. She is also given the clinic's text line, since a teenager may text when she would not call.
Supporting the Parent
Her mother is told what she can be told: that Jasmine has an infection being treated with IV antibiotics, how long she will stay, and how to help her rest. The nurse acknowledges the mother's worry and does not imply that anything is hidden from her.
Evaluation at Discharge
Day three: afebrile, pain [2], tolerating oral medication, discharge teaching repeated back accurately, partner notification plan in place, follow-up booked.
References
Ford, C., English, A., & Sigman, G. (2004). Confidential health care for adolescents: Position paper of the Society for Adolescent Medicine. Journal of Adolescent Health, 35(2), 160-167. https://doi.org/10.1016/S1054-139X(04)00086-2
Perry, S. E., Hockenberry, M. J., Cashion, K., Alden, K. R., Olshansky, E., & Lowdermilk, D. L. (2022). Maternal child nursing care (7th ed.). Elsevier.
Workowski, K. A., Bachmann, L. H., Chan, P. A., Johnston, C. M., Muzny, C. A., Park, I., Reno, H., Zenilman, J. M., & Bolan, G. A. (2021). Sexually transmitted infections treatment guidelines, 2021. MMWR Recommendations and Reports, 70(4), 1-187. https://doi.org/10.15585/mmwr.rr7004a1
The Purdue Global NU225 Unit 9 instructions
Unit 9 commonly asks for a care plan for an adolescent patient, with an assessment, prioritized nursing problems, measurable goals, interventions with rationales and evaluation. Prompts often require a psychosocial assessment such as HEEADSSS and attention to developmental tasks of adolescence, including autonomy and privacy. Instructors look for a confidential interview approach, accurate treatment and follow-up information from current guidelines, goals that consider the teenager's life after discharge, and clear limits of confidentiality. Family involvement should respect what the teen has consented to share. State-specific consent laws should be acknowledged rather than assumed. Plans usually run four to six pages, citing the CDC treatment guidelines and an adolescent health source in APA 7.
Inside the NU225 Unit 9 example
The plan opens with the presenting findings and a HEEADSSS summary taken privately, recording her consent and her request for privacy, citing the Society for Adolescent Medicine position on confidential care. Problem one covers pain with reassessment and a warning sign. Problem two treats the fourteen days at home as the main risk, with a highlighted line and the regimen from the CDC guidelines. Problem three addresses partner treatment and retesting. Problem four lists each route by which her diagnosis could leak, with a margin note. Sections state where confidentiality ends, describe teach-back and explain what her mother is told. Evaluation on day three closes the plan.
Reading the NU225 Unit 9 grading rubric
Adolescent care plan rubrics in NU 225 tend to award points for assessment, prioritization, goals, interventions with rationales, developmental and ethical considerations, evaluation and writing. Assessment points depend on a psychosocial interview taken privately. Prioritization points reward ranking pain and treatment completion appropriately. Goal points require measurable outcomes with times. Intervention points go to current, guideline-based treatment and follow-up. Developmental and ethical points are earned by protecting confidentiality within legal limits and stating those limits to the teen. Evaluation points require results against each goal. Writing points cover APA format and citations. Treating privacy as its own problem with concrete checks usually earns the highest ethical credit.
NU225 Unit 9 help: mistakes that cost points
Adolescent care plans often lose points by taking the psychosocial history with the parent present, which makes honest answers unlikely. Another common mistake is promising complete confidentiality without explaining its limits. Some students list treatment goals that end at discharge, ignoring the unsupervised days at home. Others overlook the ways information leaks through portals, bills and medication labels. Interview the teen alone, record consent under your state's rules, rank problems by what threatens recovery, write goals that reach past discharge, name every privacy route and state where confidentiality ends. Treat the parent kindly without sharing what the teen has not agreed to share. Use teach-back before she leaves, privately, so she can repeat the plan without worrying about who is listening.
Get an NU225 Unit 9 example written to your instructions
An eating disorder, new diabetes, substance use, a sexual health condition: whichever adolescent case the Unit 9 care plan is built on, send it with the template and rubric. Confidentiality gets written into every goal of the finished plan, its limits included. The first custom sample is free and ready 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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NU225 Unit 9 questions, answered
Where can I find a free NU225 Unit 9 sample paper?
The full NU225 Unit 9 care plan is on this page for a composite sixteen-year-old with pelvic inflammatory disease, covering pain, treatment completion, reinfection and privacy, with three sources. Ask us about a plan built around your own adolescent patient.
What is the HEEADSSS assessment?
A psychosocial interview for adolescents covering home, education and employment, eating, activities, drugs, sexuality, suicide and depression, and safety, usually done with the parent out of the room.
Can a sixteen-year-old consent to her own sexual health care?
In many states, yes, for certain services. The rules differ by state, so the plan records the specific law that applies.
Why is privacy its own problem in NU225 Unit 9?
A diagnosis can reach a parent through a billing statement, a shared patient portal or a pharmacy label even when no one tells, so each route needs a check.
When does confidentiality end for an adolescent?
When the teen discloses abuse, plans to harm herself or others, or is at serious risk. These limits are explained at the start of care.