| Course | DNP 619 Principles of Pediatric Acute Care II |
|---|---|
| Module | Module 3 |
| Paper type | Teaching presentation, slides with speaker notes |
| Length | About 646 words, 5 pages |
| Format | APA 7 slide deck with speaker notes |
| School | Arizona State University |
| Program | DNP |
| Updated | October 2026 |
Free sample paper for DNP 619 Module 3
Bloody Diarrhea, Then No Urine: Teaching Hemolytic Uremic Syndrome to Our Class
Student Name
Edson College of Nursing and Health Innovation, Arizona State University
DNP 619: Principles of Pediatric Acute Care II
Instructor Name
Month Day, Year
Slide 1: A Case to Start
Four-year-old with bloody diarrhea for five days after a petting zoo visit; now pale, puffy and no urine for 18 hours.
Speaker notes: I want to start with a child, because this is how HUS usually arrives, often in summer and often after a family outing: a few days of bloody diarrhea, then a child who looks pale and swollen and stops making urine.
Slide 2: The Triad
Microangiopathic hemolytic anemia. Thrombocytopenia. Acute kidney injury.
Speaker notes: Hemolytic uremic syndrome is defined by these three findings. Most cases in children follow infection with Shiga toxin-producing bacteria, especially E. coli O157:H7, and it is a leading cause of acute kidney failure in young children (Boyer & Niaudet, 2022).
Slide 3: Where It Comes From
Undercooked ground beef, unpasteurized milk, contaminated produce, animal contact, person-to-person spread.
Speaker notes: Our patient's exposure was a petting zoo. Ask about food, animals, child care and sick contacts in every child with bloody diarrhea.
Slide 4: Pathophysiology
Toxin crosses the gut, binds endothelial receptors, especially in the glomeruli and brain. Endothelial injury leads to platelet microthrombi, red cell fragmentation and kidney ischemia.
Speaker notes: The toxin injures small vessels. Platelets are consumed in tiny clots, red cells are sheared into fragments called schistocytes, and the kidney's filtering units lose blood flow. The brain can be affected too, which is why we watch for seizures.
Slide 5: Diagnosis
CBC with smear (schistocytes), platelets, LDH, haptoglobin, bilirubin, creatinine, electrolytes, urinalysis, stool testing for Shiga toxin. Coombs test negative.
Speaker notes: The smear and a negative Coombs test separate this from immune hemolysis. Stool testing confirms the toxin, though it may be negative late in the illness.
Slide 6: Differential Diagnoses
Atypical HUS (complement-mediated). Thrombotic thrombocytopenic purpura. Disseminated intravascular coagulation. Pneumococcal HUS. Acute glomerulonephritis.
Speaker notes: Atypical HUS accounts for about 5% of cases, often relapses, and frequently progresses to kidney failure; complement inhibitors such as eculizumab have transformed its outcome (Boyer & Niaudet, 2022). Suspect it when there was no diarrhea or the course is unusual.
Slide 7: Antibiotics and Antimotility Drugs
Avoid antibiotics for suspected STEC diarrhea. Avoid antimotility agents.
Speaker notes: In a meta-analysis, antibiotic use overall was not significantly associated with HUS, but in studies with low risk of bias and appropriate HUS definitions, antibiotics were linked to higher odds of HUS, and the authors advised against them (Freedman et al., 2016).
Slide 8: Fluids Early
Volume expansion during the diarrheal phase and after HUS onset, with careful monitoring.
Speaker notes: Management is mainly supportive, and fluid strategy matters. In one center, children who received early volume expansion after HUS onset needed renal replacement therapy less often than historical patients managed with fluid restriction (Ardissino et al., 2016). This is observational evidence, so fluids must be guided by weight, blood pressure and lung exam.
Slide 9: Supportive Care and Dialysis
Transfuse for symptomatic anemia; avoid platelet transfusion unless bleeding or procedure. Manage hypertension, electrolytes. Dialysis for fluid overload, hyperkalemia, acidosis or uremia.
Speaker notes: Many children need dialysis for a period, and peritoneal dialysis is often used in young children. Neurological complications, such as seizures, signal severe disease and call for intensive care, and blood pressure often runs high during the acute phase and needs treatment.
Slide 10: After the Acute Phase and Discussion
Long-term follow-up for blood pressure, proteinuria and kidney function. Questions: When would you suspect atypical HUS? How would you counsel a family who asks for antibiotics? What would make you call nephrology on day one? Please answer from your own clinical experience.
Speaker notes: Some children have lasting kidney effects, such as high blood pressure or protein in the urine, so follow-up continues for years. Public health reporting also matters, because one case may signal an outbreak that others in the community share. I would like to hear how you would handle the antibiotic question with a worried parent.
References
Ardissino, G., Tel, F., Possenti, I., Testa, S., Consonni, D., Paglialonga, F., Salardi, S., Borsa-Ghiringhelli, N., Salice, P., Tedeschi, S., Castorina, P., Colombo, R. M., Arghittu, M., Daprai, L., Monzani, A., Tozzoli, R., Brigotti, M., & Torresani, E. (2016). Early volume expansion and outcomes of hemolytic uremic syndrome. Pediatrics, 137(1), e20152153. https://doi.org/10.1542/peds.2015-2153
Boyer, O., & Niaudet, P. (2022). Hemolytic-uremic syndrome in children. Pediatric Clinics of North America, 69(6), 1181-1197. https://doi.org/10.1016/j.pcl.2022.07.006
Freedman, S. B., Xie, J., Neufeld, M. S., Hamilton, W. L., Hartling, L., & Tarr, P. I. (2016). Shiga toxin-producing Escherichia coli infection, antibiotics, and risk of developing hemolytic uremic syndrome: A meta-analysis. Clinical Infectious Diseases, 62(10), 1251-1258. https://doi.org/10.1093/cid/ciw099
DNP 619 Module 3 instructions, in plain terms
The posted syllabus asks each student to choose one acute care renal topic from a list, first come, first served, by emailing faculty ranked choices. The student prepares a 30-minute presentation, in PowerPoint, Canva or a similar tool, covering pathophysiology, diagnosis, differential diagnoses and management, presented during the Week 6 immersion and followed by 5 to 10 minutes of peer discussion and faculty review. Osmosis, the textbook and current evidence guide preparation. It is worth 20 points. Plan your slides to fit the time with room for questions. Choose a topic you can teach in depth, and build a case around it, since a story helps classmates remember the pathophysiology and management.
How this DNP 619 Module 3 example is built
The deck opens with a case to engage the audience, then covers each required element in order: pathophysiology, diagnosis, differentials and management, with management divided into what to avoid, fluids and supportive care. Slide text is short and notes carry the teaching. Evidence is cited where it changes practice, such as antibiotics and fluids, with the strength of the evidence noted. The last slide sets up the required peer discussion with two specific questions. Each slide carries one idea, which keeps the 30 minutes focused and leaves time for discussion. The opening case returns at the end. Questions on the last slide set up the required peer discussion. Speaker notes carry the teaching detail.
DNP 619 Module 3 rubric: what earns full marks
Flip the classroom presentations are typically graded on accurate and complete coverage of pathophysiology, diagnosis, differentials and management, use of current evidence, organization and clarity, engagement of peers in discussion, and staying within time. Faculty look for teaching that helps classmates reason, not just memorize. Discussing why a common action, such as antibiotics, may cause harm shows depth. Questions that prompt real discussion support the peer review portion. Presenters who note where evidence is observational, as with fluid strategy in HUS, show the critical appraisal faculty expect. Staying within time earns credit. Questions that invite debate, rather than recall, make the peer discussion more useful for everyone.
DNP 619 Module 3 help: mistakes that cost marks
The most common weakness is too much text on slides, which makes a 30-minute talk feel like reading. Use a case and short points. Another is skipping the differential. Cite evidence where it changes practice and note its limits. Practice to fit the time with room for questions. If you would like help building a teaching presentation for your renal topic, send your topic to the desk. Rehearse with a timer and cut slides if you run long, keeping the differential and management sections intact. Email ranked topics early to get your first choice. Check that your differential includes atypical forms of the condition, which faculty often ask about during review.
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 Arizona 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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DNP 619 Module 3 questions, answered
Where can I find a free DNP 619 Module 3 sample paper?
The flip the classroom presentation is shown above in full: ten slides with notes teaching Shiga toxin hemolytic uremic syndrome, from a case through pathophysiology, diagnosis, differentials and management.
What is the DNP 619 flip the classroom assignment?
A 30-minute student presentation on a chosen acute care renal topic, covering pathophysiology, diagnosis, differentials and management, with peer discussion.
How many points is the DNP 619 presentation worth?
The syllabus lists it at 20 points.
What is the triad of hemolytic uremic syndrome?
Microangiopathic hemolytic anemia, thrombocytopenia and acute kidney injury.
Why are antibiotics avoided in STEC diarrhea?
Evidence from higher-quality studies links antibiotics with increased risk of hemolytic uremic syndrome.