| Course | NSG 222 Family Nursing |
|---|---|
| Unit | Unit 5 |
| Paper type | Feeding and attachment record |
| Length | About 530 words, 4 pages |
| Format | APA 7 student paper |
| School | Herzing University |
| Program | BSN |
| Updated | October 2026 |
Free sample paper for NSG 222 Unit 5
Nine Feeds and Five Moments of Contact in the First 24 Hours, and the Teaching Each One Supports: A Feeding and Attachment Record
Student Name
Department of Nursing, Herzing University
NSG 222: Family Nursing
Instructor Name
February 11, 2026
Nine Feeds and Five Moments of Contact in the First 24 Hours, and the Teaching Each One Supports: A Feeding and Attachment Record
Part One: The Log
Mother and newborn are the composite pair from Units 2 to 4, rooming in together. Feeds (F) and interaction entries (I) are recorded in one log, in time order.
The log was kept by the nurses on both shifts using the same headings, with the parents invited to add what they noticed. Two entries were added by the mother herself in the night (F6 and part of F7), written on the bedside sheet and copied into the log in the morning. Durations are clock times from latch to release, not estimates. Nothing was recorded about milk volume, since in the first day a breastfed newborn takes small amounts of colostrum that cannot be measured without disturbing the feed, and diaper counts are the better guide.
| Entry | Time | What happened | Newborn before and after | What the parent noticed or said |
|---|---|---|---|---|
| F1 | 1525 | Right breast, 20 min, skin to skin | Rooting before; asleep after | "She knew what to do." |
| I1 | 1600 | Father held her skin to skin while mother rested | Quiet alert, then asleep | Father: "She's so warm." |
| F2 | 1930 | Left breast, 15 min | Hands to mouth before; relaxed hands after | Mother: "It pinches on this side." |
| F3 | 2230 | Right breast 12 min, left 8 min | Fussed at start; content after | |
| I2 | 2300 | Brother, age 3, visited with grandmother; touched her feet | Opened eyes, then slept | Brother: "Is she ours?" |
| F4 | 0200 | Left breast 10 min; stopped for nipple pain | Crying before; still rooting after | Mother: "I can't do the left." |
| F5 | 0215 | Left breast re-latched with nurse help, 12 min | Content after | "That feels different. Better." |
| F6 | 0530 | Both breasts, 25 min total | Rooting early; asleep after | |
| I3 | 0700 | Mother sang to her in Vietnamese during a diaper change | Turned toward her voice | Grandmother joined in |
| F7 | 0830 | Both breasts, 20 min, mother latched on her own | Content after | "I did it myself." |
| F8 | 1130 | Both breasts, 18 min | Content after | |
| I4 | 1300 | Father changed first diaper alone | Cried, then settled when picked up | Father: "I'm getting the hang of it." |
| F9 | 1430 | Both breasts, 22 min | Content; 4 wet and 2 stools so far | "She's feeding more often now." |
| I5 | 1500 | Mother noticed early hunger cues before crying | Hands to mouth, lip smacking | "She's doing the hand thing, she's hungry." |
Part Two: Teaching Points
Each point is written in everyday words and names the log entry it came from.
1. Feed when she shows early hunger signs, like hands to mouth or lip smacking, before she cries. A calm baby latches more easily. (From F4, where she was crying and the feed failed, and I5, where the mother spotted early signs.)
2. Pain that pinches during a feed usually means the latch is shallow. Break the suction with a clean finger and bring her back on with her mouth wide open. (From F2 and F4 to F5.)
3. In the first days, eight or more feeds in 24 hours is normal and helps your milk come in. (From F1 to F9: nine feeds in about 24 hours.)
4. Count wet and dirty diapers; they tell you she is getting enough. By the end of the first day, at least one or two wet diapers is expected, rising each day. (From F9.)
5. Skin-to-skin time with either parent helps her stay warm and calm. (From I1 and I4.)
6. Talking and singing to her in your own language is good for her; she already turns toward your voice. (From I3.)
7. Let her big brother help with small things, like choosing her socks. (From I2.)
Guidance supports exclusive breastfeeding for about the first six months, with skilled help in the first days (Meek et al., 2022), and cautions against routine supplementary feeds for healthy term infants who are feeding well (Kellams et al., 2017); this baby needed none.
Why Each Point Is There
Every teaching point came from something that happened in the log, which is the reason for keeping the two halves together. The latch point exists because of the painful feed at 0200. The hunger-cue point exists because the mother later recognized the cues herself, which showed the teaching had been understood. Points in a handout that the log did not raise, such as pumping and storing milk, were left for the week-two visit, when they may matter. The course text describes attachment as built through repeated responsive contact (Lowdermilk et al., 2020); the interaction entries show that contact coming from both parents, the grandmother, and her brother. The family is a composite.
References
Kellams, A., Harrel, C., Omage, S., Gregory, C., Rosen-Carole, C., & Academy of Breastfeeding Medicine. (2017). ABM clinical protocol #3: Supplementary feedings in the healthy term breastfed neonate, revised 2017. Breastfeeding Medicine, 12(4), 188-198. https://doi.org/10.1089/bfm.2017.29038.ajk
Lowdermilk, D. L., Perry, S. E., Cashion, K., Alden, K. R., & Olshansky, E. F. (2020). Maternity & women's health care (12th ed.). Elsevier.
Meek, J. Y., Noble, L., & Section on Breastfeeding. (2022). Policy statement: Breastfeeding and the use of human milk. Pediatrics, 150(1), Article e2022057988. https://doi.org/10.1542/peds.2022-057988
The Herzing NSG 222 Unit 5 instructions
Unit 5 asks you to record feeding and early attachment over the first day and turn observations into teaching. Expect to log feeds with time, method, duration, latch and output, record contact moments, write teaching points in plain language and link each to an observation. Many versions ask how many feeds to log and how to describe latch. Check whether your section uses a latch scoring tool. Feeding every two to three hours is common in the first day, and sleepy feeds are normal. Contact moments, such as skin-to-skin and responding to cues, show attachment. Teaching should come from what happened, not a generic list. Include diapers, since output shows intake. Record the mother's comfort and confidence at each feed.
Inside the NSG 222 Unit 5 example
The record opens with the pair and the setting. Part One is a timed log with feeds labeled F1 to F9 and contact moments labeled C1 to C5. Each feed records latch quality, minutes, audible swallowing and the mother's comfort. Contact entries describe skin-to-skin, eye contact and settling. Part Two lists teaching points, each naming its source entry, such as F3 for a shallow latch fixed by repositioning. The final section explains that every point responds to an observation. The structure keeps teaching specific to this mother and baby. Diaper counts sit beside feeds, so intake can be judged from output as well as from the feeds themselves.
Where the points sit in the NSG 222 Unit 5 rubric
Herzing's rubric for a feeding and attachment record usually covers the log's completeness, accuracy of feeding observations, attachment observations, teaching points, links between teaching and log and language. The link between each teaching point and a log entry carries the most weight, since generic teaching misses this mother's needs. Log points reward times, durations, latch and output. Attachment criteria look for contact moments described specifically. Teaching points go to plain, actionable advice. Language earns credit when free of jargon. Respect for the mother's choices is expected. Diaper counts are often credited as evidence of intake. The record draws on the Academy of Breastfeeding Medicine protocols and Moore's Cochrane review of skin-to-skin contact.
NSG 222 Unit 5 help before you submit
Feeding records in Unit 5 often slip by listing feeds without latch or swallowing details. Another frequent problem is generic teaching copied from a handout. Students often forget diaper output. Contact moments are not recorded, so attachment is assumed. Teaching uses jargon, such as nutritive sucking, without explanation. Sleepy feeds are treated as failures rather than common in the first day. The mother's comfort and confidence are not recorded. Formula supplementation is mentioned without reason or consent. Cue-based feeding is not explained. Partner involvement is left out. Finally, tie every teaching point to an entry, because graders reward teaching that answers what actually happened.
Get a NSG 222 Unit 5 example written to your instructions
Send the Unit 5 instructions and the rubric from your NSG 222 classroom, with the scenario and any recording form the assignment supplies. We write a custom example that logs feeds and interactions together, ties every teaching point to an entry and writes that teaching in plain, glossed wording. First custom sample free, back in 24 to 48 hours.
More NSG 222 papers and BSN samples
- NSG 222 Unit 1: Prenatal risk history record
- NSG 222 Unit 2: Stage of labor record
- NSG 222 Unit 3: Postpartum recovery log
- NSG 222 Unit 4: Newborn transition record
- NSG 222 Unit 6: Maternal warning sign timeline
- NSG 222 Unit 7: Family assessment write-up
- NSG 222 Unit 8: Two patient priority write-up
- NSG 121 Unit 5: Head to toe rehearsal log
- NSG 122 Unit 5: Patient needs ordering brief
- NSG 123 Unit 5: Preoperative and postoperative record
- NSG 124 Unit 5: Monitoring and counseling brief
NSG 222 Unit 5 questions, answered
How plain does the teaching have to be?
Plainer than most first drafts. Many sections set a reading level or ask for short sentences, and your assignment page should say. Where nothing is specified, write as though the reader has had very little sleep: one idea to a point, everyday words, and any required term explained beside itself rather than left to be looked up later.
What if the scenario shows feeding going badly?
That is usually the more interesting record, and most cases include some difficulty. Log what the entries show without labeling the family, keep the teaching tied to those specific entries, and note what the course materials say would be reassessed. Judgments about a real pair belong with the clinical team, and this document records rather than resolves.
Does attachment need a named framework?
Only where the assignment names one, and then use it in that source's own words. Descriptions of early interaction differ between texts and between disciplines, and a record applying a framework the classroom never taught creates an argument you did not intend. Where the choice is yours, name the source in a line and hold to it throughout.
Where can I find a free NSG 222 Unit 5 sample paper?
The full NSG 222 Unit 5 feeding and attachment record is free on this page, nine feeds and five contact moments with teaching tied to each. A record for a different mother and baby can be written on request.
How often should a newborn feed in the first 24 hours?
Usually eight or more times, every two to three hours, though some first-day feeds are short and sleepy. This sample logs nine feeds with latch and swallowing details and ties teaching to what happened at each.