NURS 3021 Wellness and Illness II
Fluid & Electrolytes-Urinary Elimination
Concept(s)/ Exemplars
Concepts: Caring, Fluid,
Electrolytes, Dehydration,
Infection, Communication,
Documentation
Exemplar(s):
Pediatric Urinary Elimination
 Nephrotic syndrome
 Vesicoureteral reflux
 Hemolytic uremic syndrome
 Acute Postinfectious
Glomerulonephritis
 Henoch-Schönlein Purpura
Concepts: Caring, Fluid,
Rev: 8/2016; 12/2016; 7/2017, 12/2017; 5/2018; 8/2020
Learning Outcomes:
By the end of this lesson the
student will be able to:
 Differentiate between
various GU diagnostic exams
and the nurse’s role for each
 Apply the nursing process to
clients with various urinary
elimination disorders
 Develop a nutritional
education plan for a client
with renal alterations
 Apply the nursing process for
clients with urinary tract
infections
 Verbalize nursing
interventions for voiding
dysfunctions
 Differentiate between
Pre-Class Activities
Readings: 1. Go to the F & E Webpage
 Kyle and Carman:
Chapter 21 only the
sections attention to
the pediatric
differences in urinary
2.
elimination, screening
and diagnostic testing, 3.
nephrotic syndrome,
vesicouretal reflux,
hemolytic uremic 4.
syndrome, acute
postinfectious
glomerular nephritis, 5.
Henoch-Schönlein
purpura 6.
 ATI Peds: Ch. 26
7.
Listen to mini lecture in
EdPuzzle
Hinkle & Cheever: 1. Go to the F & E Webpage
In-Class Assessment
Application
Case Study Examples
using this link:
https://wellness2urinarye Thinking like a Nurse
limination.weebly.com/ Activity
Here you will find all
necessary links to the Exam Items: 6
assignments.
Complete reading
assignments
View the Catheter
Associated UTI (CAUTI)
video
Complete interactive
lectures in EdPuzzle (links
are located on F & E
Webpage)
View and complete case
study examples
Complete Thinking like a
Nurse activity
Review practice
questions.
Pre-Class Questions
 NURS 3021 Wellness and Illness II
Fluid & Electrolytes-Urinary Elimination

Learning Outcomes: Pre-Class Activities In-Class Assessment

Concept(s)/ Exemplars By the end of this lesson the Application
student will be able to:

Electrolytes, Dehydration, various GU diagnostic exams Chs. 53 & 55 only the using this link:
Infection, Communication, and the nurse’s role for each sections on diagnostic https://wellness2urinarye Muddiest Point
Documentation testing, UTI, urethral limination.weebly.com/
 Apply the nursing process to
surgery, incontinence, Here you will find all Exam Items: 6
clients with various urinary
Exemplar(s): retention, and urolithiaisis necessary links to the
elimination disorders
assignments.
Adult Alterations in Urinary  Develop a nutritional ATI M/S: Ch. 60, 61, & 66 2. Complete reading
Elimination education plan for a client assignments
 UTI with renal alterations Listen to mini lecture in 3. View the Catheter
 Urethral surgery  Apply the nursing process for EdPuzzle Associated UTI (CAUTI)
 Incontinence clients with urinary tract video
infections 4. Complete interactive
 Urinary retention
 Verbalize nursing lectures in EdPuzzle (links
 Urolithiasis are located on F & E
interventions for voiding
Webpage)
dysfunctions
5. View and complete case
 Describe type of urinary study examples
stones, prevention of stones 6. Complete Thinking like a
and therapies used Nurse activity
 Verbalize the purpose of 7. Review practice
urinary diversion devices and questions.
care of devices

Rev: 8/2016; 12/2016; 7/2017, 12/2017; 5/2018; 8/2020

 NURS 3021 Wellness and Illness II
Fluid & Electrolytes-Urinary Elimination

Course Outcomes:

At the conclusion of this course this student will be able to:

1. explain how caring behaviors in various settings impact health among individuals and families and selected vulnerable populations. (P1, P2;
E7, E9; N1, N2; Q1)
2. discuss and demonstrate physiological, psychosocial, spiritual, and holistic nursing care for individuals, families, and selected vulnerable
populations exhibiting co-morbid conditions. (P1, P2; E2; N1, N2, N4; Q1, Q3)
3. recognize and discuss the need for culturally sensitive care with individuals, families and selected vulnerable populations. (P4; E9; N3, N4; Q1)
4. use critical knowledge in planning health promotion and wellness for individuals, families and vulnerable population. (P2; E7, E9; N1, N2, N3,
& N4; Q1, Q2, Q3, Q5)
5. use critical thinking to formulate a plan for a priority diagnosis. (P9; E2; N1, N2, N4; Q1, Q2, Q5)
6. discuss safe nursing practice for individuals, families, and selected vulnerable populations. (P2, P3, P6, P9; E9; N1, N2, N4; Q1, Q4, Q5)
7. utilize effective communication skills with the health care team in order to advocate for and educate individuals and families. (P3, P5; E6; N1,
N2; Q1, Q2)
8. apply professional and ethical behaviors in the care of individuals and families. (P10; E8; N1, N4; Q1, Q2, Q4, Q5)
9. self-identify and self-regulate individual learning needs in the classroom environment. (P10, E1, N1, Q2, Q3, Q4)

Rev: 8/2016; 12/2016; 7/2017, 12/2017; 5/2018; 8/2020