Built on Got Transition's six core elements, this NU572 plan carries a seventeen-year-old with epilepsy, a composite, from a readiness score to confirmed first visits in adult neurology and primary care. Searches like "nu 572 unit 9 assignment example", "nu572 unit 9 sample" and "nu572 unit 9 example" land here.
Three Months Before College, 200 Miles Away: A Transition of Care Plan for a 17-Year-Old With Juvenile Myoclonic Epilepsy
[Student Name]
Purdue University Global
NU572: AGNP I - Primary Care of the Adolescent and Adult
Unit 9 Transition of Care Plan
[Instructor Name]
[Date]
The patient is a composite; doses, scores, dates and state rules are bracketed.
Framework
The plan follows Got Transition's six core elements: policy, tracking, readiness, planning, transfer and transfer completion (Got Transition, 2020). The joint clinical report of the AAP, AAFP and ACP recommends a structured, planned transition beginning in early adolescence and ending with integration into adult care (White et al., 2018). Each section below ends with an owner and a date.
1. Policy
The practice's written transition policy, explaining that adult-focused care begins at 18 and that she will take a growing role in her own care, was shared with [Grace] and her mother when she was [14]. Owner: pediatric practice. Date: done.
2. Tracking
She is on the practice's transition registry, flagged for the college move. Owner: care coordinator. Date: ongoing.
3. Readiness
Transition Readiness Assessment Questionnaire score: [3.4] of 5 (Wood et al., 2014). Weakest items: she has never refilled a prescription alone, never called a clinic to make an appointment, and has never described her seizure type to a new clinician. Actions: she refills her next [lamotrigine] prescription herself this month; she books her own next appointment; she practices a two-sentence description of her epilepsy with the pediatrician. Owner: [Grace], with her pediatrician. Date: within [one month].
4. Planning
Portable medical summary, carried on her phone and on paper:
1. Diagnosis: juvenile myoclonic epilepsy, diagnosed at [14].
2. Seizure history: morning myoclonic jerks; [two] generalized tonic-clonic seizures, the last [18] months ago, after a night without sleep.
3. Medication: [lamotrigine] [composite dose] twice daily.
4. Prior EEG: [generalized polyspike-and-wave discharges].
5. Emergency plan: what a seizure looks like, first aid, when to call 911, and her rescue medication, [composite], if prescribed.
6. Allergies and contacts: [none]; pediatric neurologist and pediatrician contacts.
Clinical content for college life. Juvenile myoclonic epilepsy usually needs long-term treatment, and the two triggers college makes most likely are sleep deprivation and alcohol. The plan addresses both directly: protecting sleep during exams, a plan for all-nighters (don't), and a frank talk about alcohol, which lowers the seizure threshold and disrupts sleep. Missed doses are the third risk; she will use a phone reminder and a weekly pill organizer.
Contraception. Estrogen-containing contraceptives can lower [lamotrigine] levels substantially, risking breakthrough seizures, and stopping them can raise lamotrigine levels. Any change in contraception is coordinated with neurology, and levels are checked after a change. Some antiseizure drugs, though not lamotrigine, reduce the effectiveness of hormonal contraception; her plan notes this in case her medication changes. Folic acid daily is recommended for people of reproductive age taking antiseizure medication.
Legal changes at 18. When she turns 18, her parents lose default access to her records and appointments. She may choose to sign an authorization allowing her mother to speak with her clinicians; that is her decision, discussed with her alone and then together.
Driving. [State] driving rules after a seizure set a seizure-free interval before driving, and they differ by state; her college state's rules are bracketed: [seizure-free interval, reporting requirements]. Owner: pediatric neurologist and pediatrician. Date: before move-in.
5. Transfer
Receiving adult neurologist: [name, practice, city of her college]. Receiving adult primary care practice: [student health service or local practice]. The pediatric neurologist has made a clinician-to-clinician handoff call, documented on [date], and sent the medical summary and EEG report. Epilepsy transition guidance emphasizes this direct handoff and a transfer of records before the first adult visit (Andrade et al., 2017). Owner: pediatric neurologist. Date: [one month] before move-in.
6. Transfer Completion
The first adult neurology appointment is booked within [one month] of move-in. One named person, the pediatric care coordinator, confirms that she attended. At [three] months, the coordinator checks that refills and follow-up are running without her mother. Only then does the pediatric practice close her transition. Owner: care coordinator. Date: [three] months after move-in.
Her Mother's Role
Her mother has managed every refill and appointment for three years, and she is anxious about the move. The plan gives her a defined role rather than asking her to step away all at once. For the first semester, she is the backup for refills, called only if [Grace] has not refilled within three days of running low. She keeps a copy of the emergency plan and the adult neurologist's number. She agreed not to call the college clinic herself unless [Grace] asks her to or cannot. The pediatrician talked with her separately about what to expect: that [Grace] will sometimes get things wrong, that a missed appointment is a learning event rather than a failure, and that the three-month check exists precisely to catch problems early. A defined role gives her mother something to do other than take over, and gives [Grace] room to try.
At the College
The college's disability or accessibility office can arrange accommodations, such as rescheduling an exam after a seizure or avoiding early-morning exams when sleep is short. [Grace] will register with it in her first week. She will tell her roommate what a seizure looks like and what to do, using the emergency plan, and keep her rescue plan in her dorm room.
Timeline Across Twelve Months
Months 1 to 3, before college: readiness tasks, summary, handoff call, contraception review. Month 4: move-in and first adult appointment. Months 5 to 7: three-month check. Months 8 to 12: adult care running; pediatric follow-up ends.
References
Andrade, D. M., Bassett, A. S., Bercovici, E., Borlot, F., Bui, E., Camfield, P., Clozza, G. Q., Cohen, E., Gofine, T., Graves, L., Greenaway, J., Guttman, B., Guttman-Slater, M., Hassan, A., Henze, M., Kaufman, M., Lawless, B., Lee, H., Lindzon, L., ... Carter Snead, O. (2017). Epilepsy: Transition from pediatric to adult care. Recommendations of the Ontario epilepsy implementation task force. Epilepsia, 58(9), 1502-1517. https://doi.org/10.1111/epi.13832
Got Transition. (2020). Six core elements of health care transition 3.0. The National Alliance to Advance Adolescent Health. https://www.gottransition.org/six-core-elements/
White, P. H., Cooley, W. C., Transitions Clinical Report Authoring Group, American Academy of Pediatrics, American Academy of Family Physicians, & American College of Physicians. (2018). Supporting the health care transition from adolescence to adulthood in the medical home. Pediatrics, 142(5), e20182587. https://doi.org/10.1542/peds.2018-2587
Wood, D. L., Sawicki, G. S., Miller, M. D., Smotherman, C., Lukens-Bull, K., Livingood, W. C., Ferris, M., & Kraemer, D. F. (2014). The Transition Readiness Assessment Questionnaire (TRAQ): Its factor structure, reliability, and validity. Academic Pediatrics, 14(4), 415-422. https://doi.org/10.1016/j.acap.2014.03.008
How this NU572 Unit 9 example is structured
Got Transition's six core elements supply the skeleton, and each section ends with an owner and a date. The clinical content is where the plan earns its specificity. Juvenile myoclonic epilepsy usually needs long-term treatment, and the plan names the college-life triggers that matter most: sleep deprivation and alcohol. A contraception section notes that estrogen-containing methods can lower lamotrigine levels, so any method change is coordinated with neurology. Legal changes at eighteen take a paragraph of their own, because her parents lose default access to records and the plan discusses an authorization she may choose to sign. State driving rules after a seizure differ and are bracketed. The plan ends not at pediatric discharge but at a confirmed first adult visit and a check at three months that refills and follow-up are running without her mother.
Get an NU572 Unit 9 example written to your instructions
Transition plans can be written for the chronic condition and age your case names, whether epilepsy, type 1 diabetes, asthma or another, and for the receiving setting it describes. Tell us which framework the prompt requires if it names one. A first sample is free, returns in 24-48h and follows your instructions and rubric closely. 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.
NU572 Unit 9 questions, answered
What are the six core elements?
They are Got Transition's framework for moving from pediatric to adult care: a transition policy, tracking and monitoring, readiness assessment, transition planning, transfer of care, and transfer completion. The current version also has parallel packages for receiving adult practices. A plan that uses the elements as its structure, with owners and dates for each, shows the framework applied rather than cited.
At what age does transition planning usually begin?
Got Transition suggests introducing the policy around ages twelve to fourteen, assessing readiness from about fourteen, and transferring between eighteen and twenty-one, adjusted to the young person and the condition. A plan written at seventeen, as in this sample, compresses those stages, and a strong one says so and prioritizes the skills most likely to fail first.
Should the plan include the parent's role?
Yes, as a changing one. Parents usually manage most tasks early and hand them over progressively, and the plan should show that handover rather than cutting the parent out on a single date. At eighteen the patient decides what the parent may see, so the plan records her choice about authorization rather than assuming it.