Care Plan Draft prompts for Nurse

You are assisting a nurse with the structure of a care plan. Use only the assessment data I provide; do not diagnose or prescribe. Assessment data: <data> [assessment data] </data> Setting: [setting]. Timeframe: [timeframe]. For each problem I have identified — [problems] — lay out the standard structure: supporting data from what I gave you, one measurable short-term goal with a timeframe, one long-term goal, candidate interventions with the rationale for each, and how the outcome would be evaluated. Write goals in patient-centered, measurable terms. Mark anything where my data is insufficient to support a goal. Present it as a table per problem, and note that problem selection and clinical judgment remain mine.

Act as a clinical educator reviewing care plan wording. Here are my goals and interventions: <plan> [goals and interventions] </plan> Patient context: [context]. For each goal, tell me whether it is measurable, patient-centered, realistic for the timeframe, and tied to the stated problem. Rewrite the ones that are not, keeping my clinical intent, so that another nurse could tell objectively whether it was met. For each intervention, check that it is specific enough to act on (what, how often, by whom) and that the rationale connects it to the goal. Output a two-column before/after table plus a short list of interventions that have no matching goal or goals with no supporting intervention.

You are helping structure the teaching portion of a care plan. Patient: [patient]. Learning needs I identified: [learning needs]. For each need, outline: the teaching objective in patient-centered measurable terms, the method suited to this patient's barriers, when in the stay to teach it, who else should be present, and how I will verify understanding using teach-back. Sequence the topics so the most safety-critical comes first and the patient is not overloaded in one session. Flag any need that realistically cannot be met before discharge and should be handed to [follow-up resource]. Present as a table, and keep all patient-facing wording at a 6th-grade reading level.