| Course | NU142 Medical-Surgical Nursing I |
|---|---|
| Unit | Unit 10 |
| Paper type | Final case study |
| Length | About 870 words, 6 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | BSN (prelicensure) |
| Updated | October 2026 |
Free sample paper for NU142 Unit 10
A Week of Flu Meets Three Chronic Diseases: A Final Case Study of a Composite 68-Year-Old Man With Diabetes, High Blood Pressure and Stage 3 Kidney Disease Admitted With Influenza, Dehydration and Acute Kidney Injury, From Data to Discharge
[Student Name]
Purdue University Global
NU142: Medical-Surgical Nursing I
Unit 10 Final Case Study
[Instructor Name]
[Date]
The patient is composite; values are bracketed where illustrative, and medication decisions belong to the prescriber and pharmacist.
The Patient
[Mr. G.], a composite 68-year-old retired machinist, has had fever, body aches, cough and vomiting for five days. Through it all he kept up his usual regimen: metformin [1,000] mg twice a day, glipizide [5] mg each morning, and for blood pressure lisinopril [20] mg with hydrochlorothiazide [25] mg. He has eaten very little and drunk only small sips. His wife brought him in because he was dizzy and nearly fell. On arrival: temperature [38.3] C, heart rate [114], blood pressure [92/56] sitting, falling to [76/48] standing. A rapid test is positive for influenza A.
The Data
Creatinine [3.1] mg/dL, baseline [1.5]; blood urea nitrogen [58]; potassium [5.6] mmol/L; sodium [131]; bicarbonate [17]; lactate [3.2] mmol/L; glucose [54] mg/dL on arrival, rising to [310] after juice and a dextrose infusion. Urine output [150] mL in the first six hours. Chest X-ray clear.
Linking Each Abnormality to Its Cause
Dehydration from vomiting, fever and poor intake reduced blood flow to his kidneys. Three of his medicines made that worse: hydrochlorothiazide kept removing salt and water; lisinopril, which reduces the kidneys' ability to maintain filtration when blood flow falls; and, in the setting of reduced kidney function, metformin accumulated. The result is acute kidney injury on top of his chronic kidney disease, shown by the doubled creatinine and low urine output (Harding et al., 2023).
The high potassium reflects the kidney injury plus lisinopril, which reduces potassium excretion. The low bicarbonate and raised lactate suggest metabolic acidosis, from poor perfusion and possibly from metformin accumulating with poor kidney function, a rare but serious effect. The low glucose on arrival came from glipizide, which stimulates insulin release regardless of intake, in a man who had barely eaten; sulfonylureas are cleared more slowly when kidney function falls, prolonging their effect. Once treated, his glucose swung high because of infection and stress, as stress hormones released during acute illness raise glucose production (Kitabchi et al., 2009).
Every pill he took to stay well that week was, in its own way, working against a body that was dehydrated and could not clear drugs.
Ranking the Problems
1. Deficient fluid volume with hypotension and acute kidney injury: the immediate threat to perfusion and his kidneys.
2. Hyperkalemia: a potassium of [5.6] with kidney injury can rise further and cause dangerous rhythms.
3. Unstable blood glucose: hypoglycemia from glipizide can recur for hours, then hyperglycemia from infection.
4. Influenza: infection control and antiviral treatment, adjusted for kidney function.
5. Fall risk from orthostatic hypotension.
6. Knowledge deficit about managing medicines when sick.
The Plan
IV fluids with careful monitoring of urine output, lung sounds and weight. Hold metformin, lisinopril, hydrochlorothiazide and glipizide, as the prescriber ordered. Cardiac monitoring and repeat potassium; treatment per protocol if it rises. Glucose checks every one to two hours at first, because glipizide's effect can outlast the first correction, then before meals and at bedtime, with correction insulin for high values. Oseltamivir with the dose reduced for his kidney function, as the pharmacist advised (Burchum & Rosenthal, 2022). Droplet precautions. Fall precautions with assistance for every transfer.
Evaluation
After 48 hours of fluids, his creatinine fell to [1.9], potassium to [4.6], bicarbonate to [22], and urine output was above [60] mL per hour. His standing blood pressure was [118/72] without dizziness. Glucose stabilized in the [140] to [190] range on correction insulin. Before discharge, lisinopril and hydrochlorothiazide remained on hold pending follow-up labs; metformin was restarted once his creatinine approached baseline, and glipizide was replaced at the prescriber's direction with an agent less likely to cause low glucose.
Discharge Teaching: Sick-Day Rules
The teaching addresses the gap that led to the admission. He and his wife receive a written list of the medicines to pause on days when he is vomiting, has diarrhea or cannot eat and drink normally: metformin, lisinopril, hydrochlorothiazide and his diabetes pill, restarting them after [24] to [48] hours of eating and drinking normally. He is told to keep drinking fluids, check his glucose every four hours while sick, and call his clinic if he cannot keep fluids down for more than [12] hours, if his glucose stays below [70] or above [300], or if he becomes dizzy on standing. They repeat the list back, and his wife places it on the refrigerator. Teaching that names specific medicines and specific thresholds gives the family something to act on when he is too unwell to think clearly.
Conclusion
His admission shows how three well-managed chronic conditions can become dangerous together during an ordinary illness. Interpreting the data required connecting each abnormality to its cause, and the most important intervention, teaching which medicines to pause when sick, was one that could have kept him at home.
References
Burchum, J. R., & Rosenthal, L. D. (2022). Lehne's pharmacology for nursing care (11th ed.). Elsevier.
Harding, M. M., Kwong, J., Hagler, D., & Reinisch, C. (2023). Lewis's medical-surgical nursing: Assessment and management of clinical problems (12th ed.). Elsevier.
Kitabchi, A. E., Umpierrez, G. E., Miles, J. M., & Fisher, J. N. (2009). Hyperglycemic crises in adult patients with diabetes. Diabetes Care, 32(7), 1335-1343. https://doi.org/10.2337/dc09-9032
What the NU142 Unit 10 assignment asks for
Unit 10 usually brings one complicated admission that calls on every skill from the term, from interpreting data to planning discharge. Prompts commonly want the patient's data presented and interpreted, each abnormality linked to its cause, problems ranked, a plan with rationale, an evaluation and discharge teaching. Instructors look for connections across systems and between medications and the patient's condition, since many final cases turn on drugs that became harmful during an acute illness. Ranking should follow threat to life, and the plan should explain each held or adjusted medicine. Teaching that addresses why the admission happened shows the student can think beyond the hospital stay. Composite details only, with values bracketed.
Inside the NU142 Unit 10 example
The case opens with the patient, his week of illness and the four medicines he kept taking. His laboratory data follow. A section links each abnormality to its cause: dehydration with a diuretic and an ACE inhibitor leading to kidney injury, potassium retention, acidosis with possible metformin accumulation and low glucose from glipizide, with the highlighted line on every pill working against him. Six problems are ranked, and the plan holds four medicines with reasons, adjusts oseltamivir and sets glucose checks, with margin notes. The evaluation reports recovery and medication changes, sick-day teaching names medicines and thresholds, and a conclusion ties it together. Each held medicine names the abnormality it was contributing to.
Reading the NU142 Unit 10 grading rubric
Final case studies in NU 142 earn their points through data interpretation, causal reasoning, prioritization, planning and teaching. Interpretation credit goes to reading the laboratory values as a group. The largest share goes to causal reasoning, tying every abnormality to its mechanism, especially medication effects during acute illness. Prioritization points require an order by threat to life. Planning earns credit when each held or adjusted drug has a reason and monitoring is timed. Teaching is credited when it addresses the cause of the admission with specific medicines and thresholds. Sources in APA 7 support the clinical reasoning throughout. Graders look for the link between the admission and the teaching.
NU142 Unit 10 help: mistakes that cost points
Final case studies often list abnormal labs with textbook causes without connecting them to this patient's medicines and illness. Another frequent gap is holding medications without explaining why each one was held. Some plans correct low glucose once and forget that a sulfonylurea's effect can last for hours, especially with kidney injury. Many end with general advice to see the doctor. Read the labs as a set, tie each abnormality to its cause, rank by threat, explain every held drug, time glucose checks to the drug's duration, adjust doses for kidney function, and write sick-day teaching that names the medicines to pause and the numbers that mean call.
Get an NU142 Unit 10 example written to your instructions
A hyperosmolar crisis, sepsis, a bowel obstruction or several conditions at once could anchor the final case your instructor posts. Upload that case alongside the full prompt, its required headings and the rubric; the study follows them and keeps the length your instructor set. Composite details only, never a real patient. First custom sample free, typically 24-48h. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
More NU142 papers and BSN samples
- NU142 Unit 1: Discussion Board Post
- NU142 Unit 2: Case Study Analysis
- NU142 Unit 3: Concept Map
- NU142 Unit 4: Care Plan
- NU142 Unit 5: Case Study Analysis
- NU142 Unit 6: Handoff Report
- NU142 Unit 7: Patient Education Handout
- NU142 Unit 8: Seminar Reflection
- NU142 Unit 9: Concept Map
- NU141CL Unit 10: Final Case Presentation
- NU141 Unit 10: Final Medication Case Study
- NU140CL Unit 10: Final Clinical Reflection
- NU140 Unit 10: Final Care Plan
NU142 Unit 10 questions, answered
Where can I find a free NU142 Unit 10 sample paper?
This page holds the full NU142 Unit 10 final case study, from data and causes through six ranked problems, the plan, evaluation and sick-day teaching, citing three sources. We can work through a final case with your patient's data.
Why did his kidneys fail during the flu?
Vomiting, fever and poor intake reduced blood flow to his kidneys, while hydrochlorothiazide kept removing fluid and lisinopril reduced the kidneys' ability to maintain filtration when flow fell.
Why was his glucose low on arrival in NU142 Unit 10?
Glipizide stimulates insulin release regardless of food intake, and he had barely eaten. Reduced kidney function slows its clearance, so the low glucose could recur for hours.
What are sick-day rules for medications?
A written list of medicines to pause when vomiting, having diarrhea or unable to eat and drink normally, such as metformin, ACE inhibitors, diuretics and sulfonylureas, restarted after a day or two of normal intake.
When should he call his clinic when sick?
If he cannot keep fluids down for more than twelve hours, his glucose stays below 70 or above 300, or he becomes dizzy on standing, according to his teaching sheet.