| Course | NR 327 Maternal-Child Nursing |
|---|---|
| Week | 3 |
| Paper type | Patient teaching plan |
| Length | About 1,150 words, 6 pages |
| Format | APA 7 student paper |
| School | Chamberlain University |
| Program | BSN (pre-licensure) |
| Updated | October 2026 |
Free sample paper for NR 327 Week 3
Patient Teaching Plan: Knowing This Baby's Usual Movements at 28 Weeks, for a First-Time Mother, Her Husband on Night Shift and a Grandmother Who Says Babies Go Quiet
Student Name
College of Nursing, Chamberlain University
NR 327: Maternal-Child Nursing
Instructor Name
Month Day, Year
Patient Teaching Plan: Knowing This Baby's Usual Movements at 28 Weeks, for a First-Time Mother, Her Husband on Night Shift and a Grandmother Who Says Babies Go Quiet
What the Household Already Does and Believes
Mrs. R. is 26 and 28 weeks pregnant with her first baby; identifying details have been changed. She works days at a dental office. Her husband works nights at a distribution center, from 2200 to 0630, so on weeknights she is at home in the evening with his mother, who moved in last year and speaks mainly Spanish. Mrs. R. speaks English and Spanish. She feels the baby move every day, mostly in the evening, and has not yet noticed a pattern because, as she put it, "I just feel it when I feel it."
Two beliefs came up in the assessment. Her mother-in-law has told her that babies move less toward the end because they run out of room and "go quiet before they come." And the family's habit, in her words, is "not to bother the doctor unless it's an emergency," which in practice means waiting until morning. Neither belief is treated as an obstacle. The grandmother's experience of four pregnancies is real, and the family's caution about calls is reasonable in most of pregnancy. The plan works with both, by giving them something more precise to watch for and a clear exception to the waiting rule.
Objectives, Written as Actions
By the end of the teaching session, and at the 30-week visit:
1. Mrs. R. will describe, in her own words, when her baby is usually most active and what those movements feel like.
2. Mrs. R. will state the action she will take the same day if the movements are fewer, weaker or different from usual, including after 2200 when she is at home without her husband.
3. Her mother-in-law will state, in Spanish, that a baby should keep moving normally until labor and that a quieter baby is a reason to call.
4. The household will have the labor and delivery triage number saved in both phones and written on the refrigerator sheet.
Expected Against Reportable
The sheet for the refrigerator carries pairs: the change the family should expect around now, and the version of it that means a call. Table 1 is the sheet's core, written in plain words, in English and in Spanish, with the English shown here.
Table 1
The Refrigerator Sheet, Expected Changes Beside Reasons to Call
| What to expect around now | Call triage the same day, day or night |
|---|---|
| The baby has busy times, often in the evening or after you eat, and quiet times when the baby sleeps | The busy time does not come, or the baby is quiet in the evening when it is usually busy |
| As the baby grows, kicks may feel more like rolls, stretches and pushes | The movements feel weaker or slower than this baby's usual, or they have changed in a way you cannot explain |
| Hiccups: small, rhythmic taps in one spot | You are worried about the movements for any reason |
| The baby keeps moving right up to labor and during it | Do not wait until morning or the next visit, and do not wait to count kicks |
Note. The sheet was written with the patient at a sixth-grade reading level and translated by the clinic's certified interpreter.
The pairs are built from the evidence rather than from a count. Bradford et al. (2019), comparing women who had a late stillbirth with women whose pregnancies continued, found that fewer movements and a baby that felt quiet or light in the evening were associated with higher risk, while stronger than usual movement, daily hiccups and longer busy times were associated with lower risk. That is why the sheet asks the family to learn this baby's pattern and to act on a change in it, especially in the evening, rather than to count to a fixed number. It also directly answers the grandmother's belief: in that study, a baby getting quieter was not the reassuring sign it is often taken to be.
The plan does not promise that watching movements prevents stillbirth. In the AFFIRM trial, a package of awareness and management of reduced movements across 33 hospitals did not significantly reduce stillbirths (Norman et al., 2018). The teaching is offered because a change in movement is still the earliest signal a family at home can notice, and a same-day assessment is how that signal gets checked.
Ordered by What Comes Soon
The sheet deliberately covers only fetal movement and the few other signs that matter most in the next four weeks, placed below the table in one short line each: fluid leaking, any bleeding, a lasting headache with blurred sight, and regular tightenings that keep coming for an hour. Topics that belong to later visits, such as the signs of labor, breastfeeding and car seats, were left out. A family reads the top of a sheet and rarely reaches the bottom, so the top holds the thing most likely to matter first.
Teaching the Second Patient's Part
The baby's part of the plan is the household's part. On weeknights after 2200, the person most likely to notice a quiet evening beside Mrs. R. is her mother-in-law, not her husband. The teaching was therefore done with both women present, in both languages, and the grandmother was asked to take on one specific role: at about 2100 each evening, to ask Mrs. R. whether the baby has had its busy time. That makes her the keeper of the pattern rather than the source of a belief the plan has to correct. The husband was included by phone for five minutes of the session and agreed that a same-day call does not need to wait for him to get home.
Checked, Not Asked
Evaluation uses teach-back and observed actions, not the question "Does that make sense?" At the end of the session, Mrs. R. described her baby's busy time as "after dinner, around eight, and again when I lie down," and said she would call triage that night if it did not come. Her mother-in-law explained, in Spanish, through the interpreter, that the baby should keep moving until labor and that a quiet evening means a call. Both phones were checked for the triage number before they left. At the 30-week visit, the nurse will ask Mrs. R. to describe the pattern again and whether anything has changed, and will check that the sheet is still on the refrigerator by asking what is written at the top of it.
References
Bradford, B. F., Cronin, R. S., McCowan, L. M. E., McKinlay, C. J. D., Mitchell, E. A., & Thompson, J. M. D. (2019). Association between maternally perceived quality and pattern of fetal movements and late stillbirth. Scientific Reports, 9, Article 9815. https://doi.org/10.1038/s41598-019-46323-4
Norman, J. E., Heazell, A. E. P., Rodriguez, A., Weir, C. J., Stock, S. J. E., Calderwood, C. J., Cunningham Burley, S., Frøen, J. F., Geary, M., Breathnach, F., Hunter, A., McAuliffe, F. M., Higgins, M. F., Murdoch, E., Ross-Davie, M., Scott, J., & Whyte, S. (2018). Awareness of fetal movements and care package to reduce fetal mortality (AFFIRM): A stepped wedge, cluster-randomised trial. The Lancet, 392(10158), 1629-1638. https://doi.org/10.1016/S0140-6736(18)31543-5
The Chamberlain NR 327 Week 3 instructions
The Week 3 assignment asks you to develop a teaching plan for a pregnant patient on a topic relevant to her stage of pregnancy. Required parts tend to be an assessment of learning needs and readiness, measurable objectives, content with rationale, teaching methods suited to the learner, evaluation methods and evidence in APA. Assess the household and its beliefs before writing any content. Write objectives as things a person could be heard saying or seen doing. Keep the content to what matters in the next few weeks, not the whole third trimester. Present beliefs that conflict with the evidence as information to work with, not errors to correct. Be honest about what the evidence does and does not show. Evaluate with teach-back rather than asking whether it made sense.
Inside the NR 327 Week 3 example
The assessment describes Mrs. R., her day job at a dental office, her husband's 2200 to 0630 shifts and the two beliefs in the house: babies go quiet near the end, and the family does not bother the doctor. Four objectives follow, including one for the mother-in-law in Spanish and one about saving the triage number. Table 1 shows the refrigerator sheet, with expected changes on one side and same-day calls on the other, written at a sixth-grade level and translated by the clinic interpreter. Bradford and colleagues support the pairs, and Norman and colleagues' AFFIRM trial keeps the claims modest. The plan explains why both women were taught together. Evaluation records Mrs. R.'s description of her baby's busy time.
Where the points sit in the NR 327 Week 3 rubric
Teaching plan rubrics generally award points for assessment of the learner, measurable objectives, accurate and relevant content, appropriate teaching strategies, evaluation, use of evidence and APA. Objectives earn full credit when each one names an observable behavior, as all four do here. The assessment row is credited for including the household's schedule and beliefs, not just the patient's age and gestation. Content scores when it is limited to the coming weeks and supported by research. Teaching strategy points go to choices that fit the learners, such as a bilingual sheet and teaching both women together. The evaluation row is met by teach-back from the people doing the work. Acknowledging the AFFIRM result shows the critical use of evidence the rubric rewards.
NR 327 Week 3 help from the desk
The most frequent point loss on this plan is teaching pregnancy in general instead of this month, so the family receives material about stages they are not in. A second is presenting normal discomforts as things to endure without saying when they become reasons to call. Objectives such as "patient will understand" cannot be measured and cost points. Students also overlook the person who will actually notice a problem, here the grandmother after 2200. Claiming that kick counting prevents stillbirth goes further than the evidence. A teaching sheet longer than a page rarely gets read at home. If your patient is at another stage or your topic differs, tell us the household and we can show how an NR 327 teaching plan would fit it.
Get a NR 327 Week 3 example written to your instructions
Send the Week 3 prompt and the stage of pregnancy your case sits at, and a custom teaching plan is written to it and returned inside 24 to 48 hours. The first one is free. If your classroom wants the family handout as a separate file alongside the plan, say so and both of them come back to you.
More NR 327 papers and pre-licensure samples
- NR 327 Week 1: Normal Pregnancy Adaptation Post
- NR 327 Week 2: Antenatal Assessment Write-Up
- NR 327 Week 4: Labor Case Response
- NR 327 Week 5: Postpartum Assessment Write-up
- NR 327 Week 6: Newborn Transition Write-up
- NR 327 Week 7: Concept Map
- NR 327 Week 8: Family Care Plan
- NR 328 Week 3: Well-child Visit Write-up
- NR 326 Week 3: Process Recording Example
- NR 341 Week 3: Concept Map
- NR 325 Week 3: Lab Trend Write-Up
NR 327 Week 3 questions, answered
How long should the family sheet be?
Short enough to be read standing up. One page is usual and two is the outside limit, with the plan behind it carrying the length instead. Where marks go missing on this it is almost never for being brief. It is for a sheet padded with physiology the family never asked for and cannot use, which pushes the phone numbers off the bottom of the page.
Can I write for a family refusing part of it?
Yes, and those often mark better. Record what they intend to do and the reason they give for it, then build the teaching from there toward the one item that cannot be traded away, naming which item that is. What loses ground is a plan treating a preference as noncompliance, because the rest of the document then gets written at somebody who stopped listening on line one.
Do teaching plans need citations?
Usually one or two, and they belong against the safety items rather than the general advice. Anything you tell a family to act on, especially a number or a limit, is worth anchoring to a current national source, because that is the part a marker can check. Comfort advice can rest on an obstetric text. Keep the references in the plan, not on the sheet the family holds.
Where can I find a free NR 327 Week 3 sample paper?
The complete Week 3 teaching plan for Mrs. R.'s household, including the four objectives, the refrigerator sheet, the evidence discussion and the teach-back evaluation, is shown on this page.
Why does the NR 327 Week 3 plan teach the mother-in-law in Spanish?
Because on weeknights after 2200 she, not the husband, is the person at home most likely to notice a quiet evening, and the plan has to reach her as well as the patient.