| Course | NUR-4210 Women's Health Across the Lifespan |
|---|---|
| Module | Module 5 |
| Paper type | Women's health paper: contraception counseling |
| Length | About 1,004 words, 6 pages |
| Format | APA 7 student paper |
| School | Thomas Edison State University |
| Program | B.S.N., Accelerated Second Degree |
| Updated | October 2026 |
Free sample paper for NUR 4210 Module 5
Her Choice, Fully Informed: Contraception Counseling After a Teen Birth
Student Name
B.S.N., Accelerated Second Degree, Thomas Edison State University
NUR-4210: Women's Health Across the Lifespan
Mentor Name
Month Day, Year
Her Choice, Fully Informed: Contraception Counseling After a Teen Birth
The Patient
Ms. Johnson is invented for this paper. She is 19, has a six-week-old daughter and is breastfeeding. She is finishing her high school equivalency and hopes to start community college in the fall. She used condoms inconsistently before her pregnancy and says she forgets pills. She has heard that implants and IUDs can cause infertility and is unsure whether she can afford a method.
Effectiveness in Real Life
Winner et al. (2012) followed more than 7,400 women in the Contraceptive CHOICE Project in St. Louis, who received the reversible method of their choice at no cost. For every 100 years of use, about 4.6 unintended pregnancies occurred with pills, patches or rings, against about 0.3 with IUDs or implants. Women under 21 using short-acting methods had nearly twice the failure rate of older women using those methods. The difference reflects how short-acting methods depend on daily, weekly or monthly action, while long-acting methods work without user effort.
Removing Barriers
Secura et al. (2014) reported outcomes among teenagers aged 15 to 19 in the CHOICE Project, where contraceptive counseling emphasized the effectiveness of long-acting methods and all methods were free. About 72 percent of teens chose an IUD or implant. Their rates of pregnancy, birth and abortion were far lower than national rates for sexually active teens. The authors concluded that removing cost barriers and providing evidence-based counseling could substantially reduce teen pregnancy.
Who Can Use What
Curtis et al. (2016) published the federal eligibility guidance for contraception, which classify each method for women with specific conditions into four categories: no restriction, advantages generally outweigh risks, risks usually outweigh advantages and unacceptable health risk. For breastfeeding women in the first weeks after birth, combined hormonal methods containing estrogen fall into stricter categories, because estrogen raises clotting risk in the weeks after birth and may reduce milk, while progestin-only methods, the implant and IUDs are generally acceptable.
| Source | Key finding | Counseling application |
|---|---|---|
| Winner et al. (2012) | Pills, patch and ring failed about 20 times as often as long-acting methods | Explain effectiveness in plain numbers |
| Secura et al. (2014) | Free long-acting methods and counseling lowered teen pregnancy | Address cost and help her access coverage |
| Curtis et al. (2016) | Eligibility criteria by condition | Avoid estrogen methods early while breastfeeding |
Nursing Diagnoses
The student identified readiness for enhanced knowledge about contraception and risk for unplanned pregnancy related to inconsistent method use.
Counseling Without Pressure
The student, with the nurse practitioner, began by asking Ms. Johnson about her goals, past experiences and concerns. Then the student explained methods from most to least effective, using simple numbers, and corrected the myth about infertility: fertility returns quickly after an implant or IUD is removed. The student explained side effects honestly, such as irregular bleeding with the implant. The nurse practitioner confirmed that all options were medically appropriate except estrogen-containing methods for now.
The student was careful not to push a long-acting method. Reproductive coercion, including pressure from clinicians, has a history of harming young women and women of color. The goal was an informed choice, including the right to choose a less effective method or to change her mind.
Her Partner
Ms. Johnson's boyfriend, the baby's father, came with her to the visit. With her agreement, the student included him in part of the conversation about how the implant works and its side effects, but made sure Ms. Johnson had time alone to talk privately. Asking privately about pressure or coercion from a partner is part of good contraceptive care.
Protecting Against Infections
Long-acting methods do not prevent sexually transmitted infections. The student explained why condoms are still important, offered a urine test for chlamydia and gonorrhea, routine for sexually active women her age, and gave her condoms to take home.
Cost and Access
The clinic's social worker confirmed that New Jersey Medicaid covered all methods, including same-day implant placement. Ms. Johnson chose the implant and had it placed that day.
Evaluation
Ms. Johnson could explain how her implant works, what bleeding changes to expect and how to have it removed if she wanted. She received condoms for protection against sexually transmitted infections and scheduled a follow-up in three months.
Breastfeeding and Methods
Because Ms. Johnson is breastfeeding, the student explained that the implant releases a progestin that does not reduce milk supply in most women, while methods containing estrogen are usually delayed in the first weeks after birth. She was relieved to learn that her method would not interfere with feeding her daughter, and she planned to keep nursing for at least six months.
Thinking About the Future
Spacing pregnancies at least 18 months apart lowers risks for both mother and baby, including preterm birth. Ms. Johnson's plan to finish school before another pregnancy also fits her own goals. The student framed the conversation around those goals rather than around preventing teen pregnancy, which she might hear as judgment.
Follow-Up
A visit was scheduled in three months to check how she was doing with the implant and to see whether bleeding changes were acceptable to her. The student explained that if she wanted the implant removed for any reason, she could return at any time without needing to justify her choice. The clinic's phone line and the patient portal both let her ask questions between visits, which she said she would use if the bleeding pattern worried her.
Limits
CHOICE was conducted in one region with free access, which may not reflect every setting. Eligibility categories change as new evidence emerges. A student supports counseling but does not prescribe or place devices. Ms. Johnson is invented.
Conclusion
Winner and colleagues showed how much more effective long-acting methods are in real life, Secura and colleagues showed that removing cost barriers changes outcomes for teens and the Medical Eligibility Criteria guided which methods were safe while breastfeeding. Counseling that started with her goals, corrected myths, addressed cost and respected her choice helped Ms. Johnson plan the next years of her life.
References
Curtis, K. M., Tepper, N. K., Jatlaoui, T. C., Berry-Bibee, E., Horton, L. G., Zapata, L. B., Simmons, K. B., Pagano, H. P., Jamieson, D. J., & Whiteman, M. K. (2016). U.S. medical eligibility criteria for contraceptive use, 2016. MMWR Recommendations and Reports, 65(3), 1-103. https://doi.org/10.15585/mmwr.rr6503a1
Secura, G. M., Madden, T., McNicholas, C., Mullersman, J., Buckel, C. M., Zhao, Q., & Peipert, J. F. (2014). Provision of no-cost, long-acting contraception and teenage pregnancy. New England Journal of Medicine, 371(14), 1316-1323. https://doi.org/10.1056/NEJMoa1400506
Winner, B., Peipert, J. F., Zhao, Q., Buckel, C., Madden, T., Allsworth, J. E., & Secura, G. M. (2012). Effectiveness of long-acting reversible contraception. New England Journal of Medicine, 366(21), 1998-2007. https://doi.org/10.1056/NEJMoa1110855
What the NUR 4210 Module 5 instructions ask for
Health promotion and the social factors shaping women's health both appear in TESU's catalog paragraph for NUR-4210, and with the syllabus kept inside the course, module five takes the form of a contraception counseling paper. Describe the woman's goals and concerns, report evidence on how well methods work in real use, explain how cost affects outcomes and apply the national eligibility criteria to her situation. Write nursing diagnoses, describe counseling that informs without pressure, address coverage and access and evaluate what she understood. Some sections assign emergency contraception or preconception care instead. Ask whether eligibility categories should be listed for every method you discuss. Explain how the chosen method fits with breastfeeding and future plans. Explain spacing between pregnancies in terms of the woman's own goals.
How the NUR 4210 Module 5 example is put together
A fictional 19-year-old breastfeeding mother at a Newark clinic wants no pregnancy until after college, forgets pills and fears implants cause infertility. The CHOICE effectiveness data, the teen outcomes from the same project and the national eligibility criteria are summarized in a table with counseling points. Nursing diagnoses, counseling that begins with her goals and corrects myths, attention to the history of coercion, sections on her partner and on sexually transmitted infection prevention, Medicaid coverage and a same-day implant come before the evaluation and closing sections. Sections on breastfeeding, pregnancy spacing and follow-up are included. Annotations explain why the counseling avoids pressure.
Reading the NUR 4210 Module 5 grading rubric
Contraception counseling papers earn credit for accurate effectiveness data from real use, attention to cost and access and correct application of eligibility criteria to the woman's situation, such as breastfeeding soon after birth. Readers value counseling that begins with her goals, corrects myths and leaves the decision with her. Awareness of the history of coercion toward young women and women of color shows ethical maturity. Offering condoms for infection protection alongside a long-acting method shows completeness, and leaving device placement to the nurse practitioner reflects a student's proper role. Framing counseling around the woman's own goals avoids judgment and supports autonomy. Linking spacing to her education goals respects her priorities.
Common NUR 4210 Module 5 mistakes, and how to avoid them
Contraception papers sometimes recommend a single method; present options from most to least effective and let the woman choose. Another frequent gap is ignoring cost and coverage. Report effectiveness in real use, check eligibility for her situation, correct myths, discuss side effects honestly and talk about infection protection. Confirm coverage and same-day access if she wants a long-acting method, and respect her decision whatever it is. Send the module prompt with a short description of your patient for a free first draft. Explain how her method works with breastfeeding and that she can stop it any time. Frame spacing around her own plans.
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 Thomas Edison 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 4210 Module 5 questions, answered
Where can I find a free NUR 4210 Module 5 sample paper?
The contraception counseling paper about a fictional 19-year-old mother in a Newark clinic, from CHOICE to eligibility criteria, appears on this page.
How effective are long-acting reversible methods compared with pills?
In CHOICE, pills, the patch and the ring failed about 20 times as often as IUDs and implants.
Do implants or IUDs cause infertility?
No; fertility returns quickly after an implant or IUD is removed.
Which methods are suitable soon after birth while breastfeeding?
Progestin-only methods, the implant and IUDs are generally acceptable; estrogen-containing methods are usually delayed.
Why avoid pressuring patients toward a method?
Counseling should support informed choice, and pressure from clinicians has a history of harming young women and women of color.