| Course | NRNP 6821 Management of Chronic Pediatric Populations |
|---|---|
| Week | Week 7 |
| Paper type | School care plan |
| Length | About 790 words, 5 pages |
| Format | APA 7 student paper |
| School | Walden University |
| Program | Master of Science in Nursing (MSN) |
| Updated | October 2026 |
Free sample paper for NRNP 6821 Week 7
School Care Plan for a Fourth Grader With Epilepsy: What Staff Should Recognize, an Action Plan a Substitute Could Follow, and a Named Owner for Every Hour Including the Bus
Student Name
College of Nursing, Walden University
NRNP 6821: Management of Chronic Pediatric Populations
Instructor Name
Month Day, Year
School Care Plan for a Fourth Grader With Epilepsy: What Staff Should Recognize, an Action Plan a Substitute Could Follow, and a Named Owner for Every Hour Including the Bus
Cover Summary: What Staff Need to Recognize
Composite student: a fourth grader, age 9, with focal epilepsy, as described by her neurologist. Her usual seizure: she stops what she is doing, stares, does not respond to her name, and smacks her lips or picks at her clothes, for 30 to 60 seconds; afterward she is confused and tired for about 10 minutes. About twice a year, a seizure spreads to both sides of her body: she falls, stiffens, and her arms and legs jerk for 1 to 2 minutes. Known triggers: missed sleep and illness with fever. Her daily seizure medicine is taken at home in the morning and evening, as prescribed; no daily dose is needed at school. A rescue medicine is prescribed for her and kept at school, as described below.
The Action Plan
Modeled on the Epilepsy Foundation seizure action plan format (Epilepsy Foundation, n.d.), and written in plain words for any adult at school.
For a staring seizure: stay with her; note the time; speak calmly; guide her away from danger, such as stairs or a hallway, without restraining her; do not put anything in her mouth. When it ends, let her rest in the classroom or the nurse's office, and tell the school nurse.
For a seizure with falling and jerking: note the time; ease her to the floor; turn her on her side; put something soft under her head; move hard objects away; do not hold her down or put anything in her mouth.
At 5 minutes of continuous seizure, or two seizures without her waking in between, call 911 and give the rescue medicine as prescribed on her medication order. That point matches the guideline for convulsive status epilepticus, which recommends a benzodiazepine as the first treatment when a seizure has lasted 5 minutes (Glauser et al., 2016). Also call 911 if she is injured, has trouble breathing, or the seizure happens in water. Always call her parent after any seizure.
Roles, With Backups
Classroom: the teacher times the seizure and sends a student to call the school nurse; backup, the classroom aide.
Rescue medicine: the school nurse gives it; backup, the two trained staff members named on the medication order, the assistant principal and the physical education teacher, both trained this term.
Calling 911 and her parent: the front office secretary; backup, the assistant principal.
Physical education: the physical education teacher, who is trained in the action plan; she may take part in all activities except climbing above shoulder height, and swimming only with a trained adult in the water beside her.
The bus ride, 25 minutes each way: the bus driver knows the recognition signs and the first-aid steps, and pulls over and calls 911 for a seizure lasting 5 minutes; whether a driver may give rescue medicine depends on district policy and state law, and in this district a trained bus aide rides her route and carries her rescue medicine.
After school, chess club on Wednesdays: the club leader has been trained, and the rescue medicine goes with her in the nurse's labeled bag.
Her parent: keeps the medication order and rescue medicine current, reports medication changes and missed sleep to the nurse, and picks her up after a seizure if she cannot return to class.
Accommodations and the 504 Link
Section 504 of the Rehabilitation Act prohibits discrimination based on disability in programs receiving federal funds, including public schools (29 U.S.C. § 794). Her 504 plan, linked to this care plan, includes: a rest period after any seizure without academic penalty; extra time and a make-up opportunity for tests interrupted by a seizure; written notes of missed instruction; permission to sit near the teacher; and the physical education and swimming arrangements above. The 504 meeting is scheduled for the second week of school, with the parent, nurse, teacher, and principal attending.
The Log and the Return Path
Every seizure at school is recorded in the seizure log kept in the nurse's office: date, time, how long it lasted, what it looked like, what was done, and how she recovered. The nurse sends a copy home the same day and sends a monthly summary to her neurologist, with parental permission. Return to class: after a staring seizure, she returns when she answers questions normally, usually within 15 minutes. After a seizure with falling and jerking, or after rescue medicine, she goes home or to the hospital. The plan is reviewed by the nurse and parent at the start of each school year, after any rescue medicine is given, and whenever her medicine changes.
References
Epilepsy Foundation. (n.d.). Seizure action plans. Retrieved September 29, 2026, from https://www.epilepsy.com/recognition/seizure-action-plans
Glauser, T., Shinnar, S., Gloss, D., Alldredge, B., Arya, R., Bainbridge, J., Bare, M., Bleck, T., Dodson, W. E., Garrity, L., Jagoda, A., Lowenstein, D., Pellock, J., Riviello, J., Sloan, E., & Treiman, D. M. (2016). Evidence-based guideline: Treatment of convulsive status epilepticus in children and adults: Report of the Guideline Committee of the American Epilepsy Society. Epilepsy Currents, 16(1), 48-61. https://doi.org/10.5698/1535-7597-16.1.48
Rehabilitation Act of 1973, 29 U.S.C. § 794 (2018).
NRNP 6821 Week 7 instructions, in plain terms
In Week 7, NRNP 6821 sections turn to the school day and ask for a plan staff can run. You summarize what staff must recognize, write an action plan anyone could follow, assign roles with backups, link accommodations to a 504 or IEP plan, and set logging and communication with the family. Faculty check that every task has an owner. Cite school health guidance and the condition's standard action plan in APA 7. Rescue medication should reference the prescription rather than restate doses. The plan is written for school staff, not clinicians. Transportation and after-school time should be covered. NRNP 6821 faculty want every task assigned to a named role with a backup, including the bus driver.
How the NRNP 6821 Week 7 example is put together
Linked documents, not one essay, make up the plan. A cover summary gives the child's seizure types as her neurologist has described them, their usual appearance, known triggers such as missed sleep, and the medication taken at home. A seizure action plan follows, modeled on the Epilepsy Foundation format: what a typical seizure looks like for her, first-aid actions in the order school staff take them, and the points at which emergency services are called and a rescue medication prescribed for her is given, with the prescription referenced rather than restated. A responsibility grid assigns each task to a role, school nurse, teacher, bus driver, physical education staff and parent. An accommodations section links to a Section 504 plan. A seizure log template and a return path to the practice close the file.
Where the marks sit in the NRNP 6821 Week 7 rubric
Faculty reading a school plan check ownership line by line, and any task without a role attached counts against it: 'staff will monitor' assigns the job to nobody. The bus ride and after-school activities are frequently missing, which leaves hours of the day uncovered. Plans that restate medication doses instead of referencing the prescription draw comment for accuracy risk. An action plan written in clinical language, which a substitute teacher could not follow, loses the usability marks. Accommodations listed without a reason tied to this child read as a template. The log is often present with no return path, so seizure data gathered at school never informs the next appointment, and closing that gap is what separates a school plan from a school form. Minor points turn on terminology, privacy wording and how the 504 framework is cited.
NRNP 6821 Week 7 help from the desk
School plans lose marks when tasks are assigned to "staff" rather than a role. Name the person and a backup. Another common gap is forgetting the bus and after-school care. Cover every hour. Writers also write the action plan in clinical language a substitute could not follow. Use plain steps. Avoid stating rescue doses that may change; reference the prescription. Describe her typical seizure clearly. Link accommodations to the 504 plan. Close with how the log returns to the family and clinician. Writers also forget to train staff on the plan before the school year starts. Name who trains them and when. Another frequent slip is leaving field trips out of the plan. Cover them.
Get a NRNP 6821 Week 7 example written to your instructions
Send along the Week 7 prompt and rubric and say which diagnosis the scenario uses, epilepsy, diabetes, asthma or another, and the school care plan is drafted around the tasks it creates during school hours. No fee applies to a first sample, and it comes back in 24 to 48 hours. The fourth grader and her seizure log were imagined for this page.
More NRNP 6821 papers and MSN samples
- NRNP 6821 Week 1: Discussion Post
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NRNP 6821 Week 7 questions, answered
What is a Section 504 plan?
It is a plan under Section 504 of the Rehabilitation Act that sets out accommodations a school provides so a child with a disability or health condition has equal access to education. In the example it holds rest periods, makeup work and trip planning. It differs from an individualized education program, which covers special education services. Your school district's process governs the real document.
Why reference the prescription instead of stating the rescue dose?
Because a school plan that restates a dose can drift out of date when the prescription changes, and the error then sits in a document staff trust. The example points to the current signed order instead. On this page it also keeps the sample from reading as dosing guidance. Your course may ask for the order to be attached, and the sample notes where it would go.
Who is the school plan written for?
It has two audiences at once. The action plan and grid are for school staff and use plain, direct language. The surrounding paper is for faculty and explains why each element exists and how it connects to the child's longer-term management. The example keeps those registers visibly separate, which faculty tend to reward, and it names the school nurse as the plan's local owner.
Where can I find a free NRNP 6821 Week 7 sample paper?
The fourth grader's epilepsy school plan is reproduced here with the cover summary, the action plan, roles with backups, 504 accommodations and the log.
What do staff need to recognize in NRNP 6821 Week 7?
Seizures where she stops, stares, does not respond and smacks her lips for 30 to 60 seconds, then is briefly tired and confused.