| Course | NU 632 Healthcare of Infants, Children and Adolescents |
|---|---|
| Unit | Unit 7 |
| Paper type | Family-centered chronic condition plan |
| Length | About 1,070 words, 6 pages |
| Format | APA 7 student paper |
| School | Herzing University |
| Program | MSN Family Nurse Practitioner |
| Updated | October 2026 |
Free sample paper for NU 632 Unit 7
Family-Centered Management Plan for Type 1 Diabetes in a 9-Year-Old Across Home, School, and Two Households
Student Name
Department of Nursing, Herzing University
NU 632: Healthcare of Infants, Children and Adolescents
Instructor Name
March 4, 2026
Family-Centered Management Plan for Type 1 Diabetes in a 9-Year-Old Across Home, School, and Two Households
The Child, the Condition, and What the Family Finds Hardest
Jada, a composite 9-year-old in fourth grade, was diagnosed with type 1 diabetes 14 months ago. She uses a continuous glucose monitor and multiple daily insulin injections: insulin glargine once daily and insulin lispro with meals, dosed by carbohydrate ratio and a correction factor. Her most recent A1C is 8.1%, above the target of less than 7% recommended for most children, and her monitor shows time in range of 52%, with most time above range in the afternoons (American Diabetes Association Professional Practice Committee, 2024). Her parents are separated; she lives with her mother Monday to Thursday and with her father Friday to Sunday. She has a 13-year-old brother. Her maternal grandmother picks her up from school three days a week.
Asked what is hardest, her mother said: "Every handoff. Her dad counts carbs differently, Grandma is scared to give a shot, and I get texts from the school nurse at work." Jada said: "I hate leaving class to go to the nurse. Everyone looks at me."
Medical Regimen, Targets, and Monitoring
Glargine 9 units at 8 p.m. daily. Lispro by carbohydrate ratio of 1 unit per 15 grams at breakfast and dinner and 1 unit per 20 grams at lunch, with a correction factor of 1 unit for every 75 mg/dL above 150 mg/dL. Targets: A1C below 7% without frequent hypoglycemia; time in range above 70%; time below 70 mg/dL under 4%. The afternoon highs appear to follow the school lunch dose, which is often given after eating when she has been rushed, and a snack at the grandmother's house that is not covered with insulin. Monitoring: continuous glucose monitor data shared with both parents' phones; clinic visit every three months with A1C; annual thyroid and celiac screening, lipid screening, and urine albumin as recommended for children with type 1 diabetes.
Household Responsibilities, by Person
Mother: primary coordinator; orders supplies; reviews glucose data weekly with the clinic's diabetes educator by portal; gives the evening glargine on her nights. Father: gives meals and doses on his weekends and gives glargine on his nights; attends a carbohydrate counting refresher with the dietitian so both households use the same method, which addresses the difference the family named. Grandmother: attends one training session to learn to recognize and treat low glucose, give a lispro dose for the after-school snack using a written chart, and give glucagon in an emergency; is given a nasal glucagon device, which is simpler than the older injection kit and reduces her fear. Brother: knows the signs of low glucose and where the fast-acting sugar is kept, and knows to call a parent or 911 if Jada cannot swallow or is unresponsive. Backup when the main caregiver cannot cover: the father's partner has completed the same training and covers the father's weekends when he works.
A shared, one-page schedule, kept in the family's messaging group and on both refrigerators, lists who gives which dose on which day, so that no dose is missed or doubled at a handoff.
School
Diabetes care at school is protected under federal disability law, and a Section 504 plan is the usual vehicle for specifying accommodations (Jackson et al., 2015). The school receives a Diabetes Medical Management Plan signed by the clinician, with her doses, glucose targets, and instructions for treating low and high glucose; a medication authorization for insulin and nasal glucagon; and parent consent for the nurse to see her continuous glucose monitor data remotely. Her 504 plan includes the right to check her monitor and treat a low in class, to carry fast-acting sugar, to have water and bathroom access at any time, to take tests at another time if her glucose is out of range, and to have trained staff on field trips and at after-school activities. To address the afternoon highs, the school nurse will give her lunch dose before she eats, counting carbohydrates from the menu with her. To address Jada's concern about leaving class, the nurse will review her monitor remotely and come to her only for lows or when a dose is needed, instead of calling her out of class for routine checks.
What Jada Manages Now, and Next
Now: she reads her monitor, recognizes the feeling of low glucose, treats a low with 15 grams of fast-acting sugar, and tells an adult. With supervision, she counts carbohydrates for familiar foods and draws up her lunch dose. Over the next year: she will calculate her own doses with an adult checking, and give her own injections at school with the nurse watching. Her growing role is written down so that responsibility shifts gradually rather than suddenly at adolescence.
Emergency Instructions in Plain Words
For the grandmother, coaches, and the brother: "If Jada is shaky, sweaty, grumpy, or confused, or her monitor says under 70, give her 4 ounces of juice or 4 glucose tablets. Wait 15 minutes and check again. If she cannot swallow, is passing out, or is having a seizure, give the nasal glucagon into one nostril and call 911. Then call her mom or dad." For high glucose with nausea, vomiting, stomach pain, or unusual sleepiness: "Check ketones with the meter in her bag. If they are moderate or large, call her parents and the diabetes clinic's 24-hour line right away."
Cost and Supplies
Her family has employer insurance through her father. Monthly out-of-pocket costs for insulin, glucose monitor sensors, and glucagon are about $220, which her mother said is a strain. The clinic's social worker helped enroll the family in the insulin manufacturer's copay program, capping insulin at $35 a month, and confirmed that her sensors are covered under the pharmacy benefit. Each household keeps its own supply kit so that supplies do not need to travel with her, reducing the risk of running out on a weekend.
Review
Follow-up in six weeks by telehealth with both parents to review glucose data after the lunch timing change and the snack plan, and in three months in person. The plan is also reviewed with the school nurse at the start of each semester. Family-centered care in pediatrics treats the family as a partner in planning and decisions, and this plan was drafted with both parents, the grandmother, and Jada at the table (Kuo et al., 2012).
References
American Diabetes Association Professional Practice Committee. (2024). 14. Children and adolescents: Standards of care in diabetes-2024. Diabetes Care, 47(Suppl. 1), S258-S281. https://doi.org/10.2337/dc24-S014
Jackson, C. C., Albanese-O'Neill, A., Butler, K. L., Chiang, J. L., Deeb, L. C., Hathaway, K., Kraus, E., Weissberg-Benchell, J., Yatvin, A. L., & Siminerio, L. M. (2015). Diabetes care in the school setting: A position statement of the American Diabetes Association. Diabetes Care, 38(10), 1958-1963. https://doi.org/10.2337/dc15-1418
Kuo, D. Z., Houtrow, A. J., Arango, P., Kuhlthau, K. A., Simmons, J. M., & Neff, J. M. (2012). Family-centered care: Current applications and future directions in pediatric health care. Maternal and Child Health Journal, 16(2), 297-305. https://doi.org/10.1007/s10995-011-0751-7
NU 632 Unit 7 instructions, in plain terms
The Unit 7 assignment asks for a management plan for a child with a chronic condition that involves the family, school and the child's own developing role. Expect to state the regimen with doses, targets and monitoring, then assign responsibilities to each caregiver. School accommodations, often through a Section 504 plan or an individualized health plan, should be specified. Many sections ask what tasks the child manages now and which will be added as they grow. Emergency instructions for other adults should be in plain language. Cost, insurance and supplies are commonly expected. Follow-up should be specific. Ask your instructor whether your section wants the plan written for the family to read or for other clinicians.
Inside the NU 632 Unit 7 example
The plan opens with Jada's diagnosis 14 months ago and what her parents say is hardest: lunch at school and weekends at her father's home. The regimen section gives long-acting insulin at a set dose and time, mealtime ratios and correction factors, glucose targets and how the monitor alerts are set. Responsibilities are listed by person, so each adult knows what they order, give, check and report. The school section lists accommodations under a Section 504 plan, including who gives insulin at lunch and how lows are handled in class. The section on Jada's role lists skills she has now and the next two to learn. Emergency instructions are written for her grandmother, coaches and brother in plain words. Cost and supplies show monthly expenses and a backup plan, and review is set at six weeks and three months.
NU 632 Unit 7 rubric: what full points look like
The Herzing rubric for a family-centered plan commonly rewards the medical regimen, assignment of family roles, school planning, developmental role of the child, emergency planning, resources and follow-up. Regimen points require doses, targets and monitoring that match current pediatric standards. Family role points depend on specific tasks for each caregiver, which is where family-centered care is judged most closely. School points go to named accommodations and a legal framework. The child's role is credited when tasks match her age and the plan sets next steps. Emergency instructions earn points when written for nonclinical adults. Resource points require realistic cost and supply planning. Follow-up is scored on specific dates. Evidence and writing points cover APA citations and language suited to the family.
NU 632 Unit 7 help: mistakes that cost points
Family-centered plans often lose points by describing only the medical regimen, with no assignment of tasks to the people who carry it out. Students also forget a second household, a grandparent or other regular caregivers. School plans are frequently vague, such as "the school nurse will help," without naming accommodations or a 504 plan. The child's developing role is commonly ignored or set too high for her age. Emergency instructions are often written in clinical language a coach could not follow. Cost and supplies are left out, though they affect adherence. Another gap is missing follow-up dates. Finally, record what the family finds hardest and build the plan around it; that is what makes it family-centered.
Get a NU 632 Unit 7 example written to your instructions
Send the Unit 7 instructions and the rubric from your NU 632 classroom, plus the child, the condition and the family situation your plan covers. We write a custom example that assigns tasks by person, covers school and counts the cost, returned in 24 to 48 hours. The first custom sample is free.
More NU 632 papers and FNP samples
- NU 632 Unit 1: Well-child visit with anticipatory guidance
- NU 632 Unit 2: Growth and development assessment
- NU 632 Unit 3: Developmental screening and referral
- NU 632 Unit 4: Immunization catch-up plan
- NU 632 Unit 5: Weight-based dosing plan
- NU 632 Unit 6: Adolescent confidentiality and consent plan
- NU 632 Unit 8: Mandated reporting documentation
- NU 636 Unit 7: Drug comparison paper
- NU 623 Unit 7: Quality measure gap analysis
- NU 627 Unit 7: Transitions of care plan
- NU 631 Unit 7: Safety screening and response protocol
NU 632 Unit 7 questions, answered
What makes a plan family-centered rather than clinical?
The care is assigned to the people who will deliver it. Naming who administers the morning dose, who handles the school form, who covers when the main caregiver works late, and what the child does themselves turns a regimen into something a household can run. A plan that specifies treatment and leaves delivery unassigned has done half the work.
Why does school need its own section?
Because the child spends most of their waking week there. Staff need to know what to watch for, medication administration usually requires written authorization, and an emergency plan must exist in a form school staff can follow. A plan that stops at the front door leaves the majority of the child's exposure to the condition unmanaged.
How should the child's own role be handled?
As something that grows deliberately. A young child does very little; an adolescent should be managing much of it before they leave home, and the transfer works better when it is planned rather than assumed. State what they do now, what they take on next and roughly when, and check that the caregiver agrees with the pace.
Where can I find a free NU 632 Unit 7 sample paper?
You can read the entire NU 632 Unit 7 diabetes plan here free, including the regimen, roles by person, the 504 accommodations, Jada's own tasks and the plain-language emergency steps. The emergency steps are written so a coach could follow them.
What should a school plan for a child with type 1 diabetes include?
Name who gives insulin and checks glucose, when and where, how lows and highs are treated, what happens during sports and trips, where supplies are kept and how parents are contacted. A Section 504 plan is the usual legal framework.