| Course | NUR 402 Concept Integration Across the Lifespan Accomplished |
|---|---|
| Module | Module 2 |
| Paper type | Community resource tool box |
| Length | About 412 words, 4 pages |
| Format | APA 7 student paper |
| School | Arizona State University |
| Program | BSN in Nursing |
| Updated | October 2026 |
Free sample paper for NUR 402 Module 2
When the Child Arrives Without a Chart: A Resource Tool Box for Foster and Kinship Caregivers
Student Name
Edson College of Nursing and Health Innovation, Arizona State University
NUR 402: Concept Integration Across the Lifespan: Accomplished
Instructor Name
Month Day, Year
When the Child Arrives Without a Chart: A Resource Tool Box for Foster and Kinship Caregivers
The Community Need
When a child enters foster care or moves to a new placement, health records, medications and appointments often do not move with them. Pediatric guidance notes that transience and uncertainty are major barriers to good care for children in out-of-home care, and recommends a comprehensive health assessment soon after placement (Szilagyi et al., 2015). Caregivers, especially relatives who step in suddenly, may not know where to start.
The Tool Box
| Resource type | What it offers | How a nurse would connect a family |
|---|---|---|
| State health plan for children in foster care | Medical, dental and behavioral health coverage; care coordinators | Give the caregiver the plan's member services number and ask the case worker for the plan card |
| Primary care medical home | Initial and ongoing health assessments; immunization catch-up | Help schedule the initial assessment soon after placement, as pediatric guidance recommends |
| School nurse | Medication at school, health plans for chronic conditions, communication with teachers | Encourage the caregiver to meet the school nurse in the first week |
| Behavioral health crisis line | Around-the-clock phone support and mobile crisis teams | Post the number on the refrigerator; explain when to call |
| Trauma-informed therapy providers | Therapy suited to children with adverse experiences | Refer through the health plan; ask the case worker for prior providers |
| Kinship caregiver support groups | Peer support, practical advice, respite | Share meeting times through the local area agency on aging or child welfare office |
| Pharmacy medication history | Record of prescriptions filled under the child's name | Ask the pharmacist to print a history when bottles are missing |
| Food and nutrition programs | Benefits for eligible children; school meals | Help the caregiver apply for programs the child qualifies for |
Why These Resources
Poor health is common among children placed in foster care, mental health most of all (Turney & Wildeman, 2016), so behavioral health resources appear alongside medical ones. Medication history matters because youth in foster care often take several psychotropic medications; a Texas Medicaid analysis found that two in five of those on such drugs were taking at least three classes (Zito et al., 2008), and missing bottles can mean dangerous gaps.
How to Use the Tool Box
Peers can print the table for clinical sites that serve children and update phone numbers each semester. The tool box lists resource types rather than every agency name so it stays accurate when programs change; each clinical group can add local contacts.
References
Szilagyi, M. A., Rosen, D. S., Rubin, D., Zlotnik, S., Council on Foster Care, Adoption, and Kinship Care, Committee on Adolescence, & Council on Early Childhood. (2015). Health care issues for children and adolescents in foster care and kinship care. Pediatrics, 136(4), e1142-e1166. https://doi.org/10.1542/peds.2015-2656
Turney, K., & Wildeman, C. (2016). Mental and physical health of children in foster care. Pediatrics, 138(5), e20161118. https://doi.org/10.1542/peds.2016-1118
Zito, J. M., Safer, D. J., Sai, D., Gardner, J. F., Thomas, D., Coombes, P., Dubowski, M., & Mendez-Lewis, M. (2008). Psychotropic medication patterns among youth in foster care. Pediatrics, 121(1), e157-e163. https://doi.org/10.1542/peds.2007-0212
What the NUR 402 Module 2 instructions ask for
The posted syllabus lists the Tool Box Resource Activity at one point and describes it simply: identify a community need and create a tool box of resources to share with peers. Canvas gives the format and how to share it, often through a discussion board or shared document. Expect to name one specific need in your community, ideally linked to your group's vulnerable population, and assemble resources that address it, with enough detail that a classmate could use them: what each resource offers, who can use it and how to connect. Accuracy matters more than length, because peers may use the tool box in clinical. Check phone numbers and eligibility rules on official websites before sharing, and note the date you checked.
How this NUR 402 Module 2 example is built
The tool box begins by defining one community need, health information and care that do not follow a child into a new placement, supported by pediatric guidance. A table of eight resource types lists what each offers and how a nurse would connect a family, covering medical, school, behavioral health, peer support, pharmacy and nutrition needs. A short section explains why behavioral health and medication history are included, citing research on health problems and psychotropic medication use among youth in foster care. A final paragraph explains how peers can use and update the tool box. Three sources support it. The table can be printed on one page and taken to a clinical site.
Reading the NUR 402 Module 2 grading rubric
Resource tool boxes are typically graded on a clearly defined community need, relevant and accurate resources, practical detail on access, organization that peers can use and appropriate sharing. Credit goes to tool boxes that explain how to connect people to each resource, not only what exists. Resources should match the need, so a narrow, well-defined need usually produces a better tool box than a broad one. Evidence that explains why certain resources matter adds depth. Because peers will use it, a clean, scannable format matters. Even at one point, faculty notice tool boxes that are accurate and thoughtful. A tool box that classmates actually use is the best evidence that it works.
NUR 402 Module 2 help: mistakes that cost marks
Tool boxes fall short when they name agencies but leave readers guessing about services and phone numbers. Add one practical line per resource. Another is a need so broad, such as "health care for children," that the list has no focus. Verify contacts before posting, because outdated numbers frustrate families. If you would like a tool box drafted around a need in your own community, describe the need and your county to the desk. Ask your clinical preceptor which resources families actually use. Date the tool box so readers know when it was checked. Ask one classmate to test whether the instructions are clear enough to follow.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Arizona State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
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NUR 402 Module 2 questions, answered
Where can I find a free NUR 402 Module 2 sample paper?
A full NUR 402 resource tool box sample for foster and kinship caregivers, with eight resource types and how nurses would connect families, is on this page.
What is the NUR 402 Tool Box Resource activity?
A one-point activity in which students identify a community need and create a tool box of resources to share with classmates.
What should a community resource tool box include?
A defined need and, for each resource, what it offers, who is eligible and how a nurse would connect someone to it.
Why do foster children need a health assessment soon after placement?
Health records and medications often do not move with them, and pediatric guidance recommends prompt assessment to restart care.
How do I keep a resource list accurate?
Check contacts on official websites before sharing, list resource types where programs change often and note the date you checked.