NU142 Unit 2 Case Study Analysis Example

Reviewed by Elspeth Marlowe, MSN, RN Medical-Surgical Nursing I Purdue University Global Free custom sample in 24 to 48h

This NU142 Unit 2 sample is a case study analysis of high ileostomy output in a composite 36-year-old woman readmitted ten days after colectomy for ulcerative colitis, dizzy, cramping and producing little urine. It comes from Purdue Global NU 142, Medical-Surgical Nursing I, part of the prelicensure BSN. The analysis explains why an ileostomy loses so much water and sodium and why drinking plain water made her losses worse, then works the arithmetic: 2,500 mL in against roughly 3,300 to 3,500 mL out. Low sodium, potassium and magnesium and a rising creatinine are each traced to a cause, priorities are set in sequence, and revised teaching replaces advice that failed.

CourseNU142 Medical-Surgical Nursing I
UnitUnit 2
Paper typeCase study analysis
LengthAbout 860 words, 6 pages double-spaced
FormatAPA 7 student paper
SchoolPurdue University Global
ProgramBSN (prelicensure)
UpdatedOctober 2026

Free sample paper for NU142 Unit 2

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Two Liters a Day Out of the Stoma: A Case Study Analysis of High Ileostomy Output, Dehydration and Falling Potassium and Magnesium in a Composite 36-Year-Old Woman Ten Days After Surgery for Ulcerative Colitis

[Student Name]

Purdue University Global

NU142: Medical-Surgical Nursing I

Unit 2 Case Study Analysis

[Instructor Name]

[Date]

The patient is composite; volumes and values are bracketed where illustrative, and treatment decisions belong to the surgical team.

What this part is doingThe arithmetic and the physiology are worked together, because the numbers only make sense once the reason for the losses is clear.
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The Case

[Ms. T.], a composite 36-year-old graphic designer, had her colon removed and an end ileostomy created because her ulcerative colitis had stopped responding to every medicine tried. She went home on day six. Four days later she returns with dizziness on standing, cramping in her legs and very little urine. She has been drinking plain water and sports drinks "all day" because she was told to stay hydrated. Her stoma output, measured in the emergency department, is thin and watery, about [2,200] mL over the past 24 hours by her estimate. Heart rate [112] lying, [134] standing; blood pressure [102/64]. Creatinine [1.8] mg/dL, up from [0.7] at discharge. Sodium [131], potassium [3.0], magnesium [1.3] mg/dL. Urine output [240] mL in 12 hours.

Why an Ileostomy Loses So Much

The colon normally absorbs most of the water and much of the sodium that reaches it, turning liquid small-bowel contents into formed stool. Without the colon, those contents leave through the stoma while still liquid. An ileostomy typically puts out [800] to [1,200] mL a day once it settles; output above about [1,500] to [2,000] mL a day is considered high and can quickly cause dehydration and kidney injury. Dehydration is among the most common reasons for readmission after an ileostomy is created (Paquette et al., 2013).

She drank more water to keep up, and the plain water itself made the losses worse, because it pulls sodium into the gut and out through the stoma.

Plain water and many sports drinks contain little sodium. When large amounts of low-sodium fluid enter the small bowel, sodium moves from the blood into the gut to balance concentrations, and more fluid and sodium leave through the stoma. Drinking more of the wrong fluid can increase output.

Working the Numbers

Her intake over 24 hours was about [2,500] mL, mostly water. Her output was about [2,200] mL from the stoma and [480] mL of urine, plus estimated insensible losses of [600] to [800] mL, which are not measured but must be counted (Potter et al., 2023). Total out is roughly [3,300] to [3,500] mL against [2,500] mL in, a deficit of about [800] to [1,000] mL a day on top of what she had already lost. Her urine output, about [20] mL an hour, is below the usual minimum for her weight of [64] kg, about [32] mL an hour.

Each Electrolyte Change

Sodium is low because sodium-rich stoma fluid is lost and replaced with water. Potassium is low because small-bowel fluid contains potassium and because dehydration triggers aldosterone, which makes the kidney excrete potassium to retain sodium. Magnesium is low because it is absorbed in the small bowel and lost with high output, and low magnesium makes potassium harder to correct, since the kidney keeps wasting potassium until magnesium is replaced. The rising creatinine reflects reduced kidney blood flow from volume depletion, a prerenal kidney injury (Harding et al., 2023).

What this part is doingMagnesium is linked to potassium correction, explaining why one replacement fails without the other.
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Nursing Priorities in Sequence

1. Restore circulating volume: IV fluids as ordered, with hourly urine output and orthostatic vital signs. Her standing heart rate and low urine output show this is the immediate threat to her kidneys.

2. Replace electrolytes safely: potassium and magnesium as ordered, with cardiac monitoring because low potassium raises rhythm risk; magnesium replaced alongside potassium.

3. Measure and reduce stoma output: empty and measure the pouch each time, record output against intake, and give antimotility medicine if prescribed.

4. Teach before discharge: an oral rehydration solution with adequate sodium instead of plain water, limiting low-salt fluids, eating starchy foods that thicken output, recognizing early dehydration and measuring output at home.

Why the Discharge Teaching Failed

Her first discharge teaching told her to drink plenty of fluids, which is common advice after surgery but incomplete after an ileostomy. She followed it exactly, with water and low-sodium sports drinks, and the advice itself contributed to her readmission. The revised teaching names the kind of fluid as well as the amount, gives her a written recipe for an oral rehydration drink, sets a daily output target she can measure, and lists the signs that mean she should call before she becomes dizzy: output over [1,500] mL in a day, dark or scant urine, leg cramps or lightheadedness on standing. She practices measuring her pouch output with a marked container before she leaves, so the number she reports at home means the same thing the nurses measured.

Evaluation

After 24 hours of IV fluids and replacement, her standing heart rate was [96], urine output [45] mL an hour, creatinine [1.1], potassium [3.8] and magnesium [1.9]. Stoma output fell to [1,300] mL with loperamide and dietary changes. She was able to explain why plain water had worsened her losses.

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References

Harding, M. M., Kwong, J., Hagler, D., & Reinisch, C. (2023). Lewis's medical-surgical nursing: Assessment and management of clinical problems (12th ed.). Elsevier.

Paquette, I. M., Solan, P., Rafferty, J. F., Ferguson, M. A., & Davis, B. R. (2013). Readmission for dehydration or renal failure after ileostomy creation. Diseases of the Colon & Rectum, 56(8), 974-979. https://doi.org/10.1097/DCR.0b013e31828d02ba

Potter, P. A., Perry, A. G., Stockert, P. A., & Hall, A. M. (2023). Fundamentals of nursing (11th ed.). Elsevier.

What the NU142 Unit 2 assignment asks for

Unit 2 usually introduces fluid and electrolyte problems through a case that requires both arithmetic and sequence. Prompts commonly want intake and output totals with insensible losses, an explanation of why the imbalance developed, each abnormal electrolyte linked to its cause, nursing priorities in order and an evaluation. Instructors look for calculations shown step by step, physiology that explains the numbers, and attention to how one imbalance affects the correction of another, such as low magnesium blocking potassium replacement. Recognizing the patient's own role, such as following incomplete advice, and revising teaching accordingly shows practical thinking. Values should be bracketed if illustrative and the case kept composite throughout. Bracket illustrative values.

How this NU142 Unit 2 example is built

The analysis opens with her surgery, readmission findings and the detail that she drank water and sports drinks all day. A section explains how the colon normally absorbs water and sodium and why an ileostomy without it loses both, citing evidence that dehydration commonly drives readmission, with the highlighted line on plain water worsening losses. The arithmetic follows, including insensible losses and hourly urine output against her weight. Each electrolyte change is explained, with a margin note linking magnesium to potassium. Four priorities follow in sequence. A section explains why her first discharge teaching failed and what replaced it, and the evaluation reports recovering numbers and her understanding.

Reading the NU142 Unit 2 grading rubric

Fluid and electrolyte case analyses in NU 142 earn their points through accurate arithmetic, physiological explanation, correct sequencing and teaching. Arithmetic credit requires totals with units, insensible losses included and urine output compared with a weight-based minimum. Explanation is weighted heavily and rewards linking each abnormal value to a mechanism. Sequencing points go to restoring volume first, then replacing electrolytes safely, then reducing losses and teaching. Teaching earns credit when it addresses why the problem happened. Sources cited in APA 7 support the physiology, and showing how magnesium affects potassium replacement often distinguishes the strongest analyses. Revised teaching that names why the first advice failed is a mark of a reflective analysis. Graders notice when the arithmetic and the physiology agree.

NU142 Unit 2 help from the desk

Analyses often total intake and output but leave out insensible losses, which hides the true deficit. Another frequent gap is explaining low potassium without mentioning magnesium, so the plan replaces potassium that will not hold. Some papers recommend more fluids without saying which kind, repeating the advice that caused the problem. Many skip the reason the patient became dehydrated. Show the arithmetic with every loss counted, explain why an ileostomy loses sodium and water, link each electrolyte to its cause, replace magnesium with potassium, put volume first, and rewrite the teaching so it names the type of fluid as well as the amount.

Get an NU142 Unit 2 example written to your instructions

Fluid cases vary: vomiting, diarrhea, a stoma, a diuretic, a burn. Whichever loss drives the Unit 2 case posted in your section, pass it on, numbered questions and rubric included. The analysis then works from that data and answers each question in turn, in the order asked. As a first custom sample it is free, and delivery typically takes 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.

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NU142 Unit 2 questions, answered

Where can I find a free NU142 Unit 2 sample paper?

You can read the complete NU142 Unit 2 case study analysis of high ileostomy output here, with the physiology, arithmetic, electrolyte changes, priorities, revised teaching and evaluation, citing three sources. We can work the fluid balance for the case your instructor assigned.

Why does an ileostomy cause dehydration?

Without the colon, which normally absorbs most of the water and much of the sodium reaching it, small-bowel contents leave through the stoma while still liquid. High output can quickly cause dehydration and kidney injury.

Why did drinking water make her output worse?

Plain water and low-sodium drinks draw sodium from the blood into the gut to balance concentrations, so more fluid and sodium leave through the stoma. An oral rehydration solution with adequate sodium works better.

Why replace magnesium along with potassium?

Low magnesium makes the kidney keep wasting potassium, and potassium given alone keeps slipping until magnesium is restored too.

What should ileostomy discharge teaching include?

The type and amount of fluid, an oral rehydration recipe, a daily output target she can measure, starchy foods that thicken output, and signs of dehydration that mean she should call before she becomes dizzy.