| Course | DNP 810 Evidence-based Practice for Quality Improvement |
|---|---|
| Module | Module 2 |
| Paper type | Evidence appraisal paper |
| Length | About 1,014 words, 6 pages |
| Format | APA 7 student paper |
| School | Aspen University |
| Program | DNP |
| Updated | September 2026 |
Free sample paper for DNP 810 Module 2
How Strong Is the Case for Redosing Protocols? Appraising and Grading Five Sources on Delayed Second Antibiotic Doses
Student Name
Doctor of Nursing Practice Program, Aspen University
DNP 810: Evidence-based Practice for Quality Improvement
Instructor Name
Month Day, Year
How Strong Is the Case for Redosing Protocols? Appraising and Grading Five Sources on Delayed Second Antibiotic Doses
An evidence-based practice project must show not only that evidence exists but how strong it is and what it allows the project to claim. This paper appraises five sources relevant to the question of whether a nurse and pharmacist redosing protocol reduces late antibiotic redosing for septic patients held in the emergency department awaiting beds. It places each source on a hierarchy of evidence, appraises its design and quality, and grades the body of evidence as a whole.
The Hierarchy Used
Hierarchies of evidence rank designs by their ability to answer a particular type of question. For questions about the effectiveness of an intervention, a widely cited framework places systematic reviews of randomized trials at the top, followed by individual randomized trials, then observational studies with controls such as quasi-experimental and cohort designs, then descriptive studies, and finally expert opinion. The same framework notes that different questions, such as those about meaning or feasibility, call for different hierarchies (Evans, 2003). Because this project asks about effectiveness, the effectiveness hierarchy applies, while evidence about the size and consequences of the problem is judged by its own standards.
Evidence on the Intervention
Only one peer-reviewed study tested an intervention like the one proposed. At a tertiary academic emergency department, pharmacists were given authority to order follow-up antibiotic doses for high-risk boarded patients for up to 24 hours. In a pre-post comparison of 181 patients with a historical control group, major delays occurred in 13% of the intervention group and 48% of controls, with the largest reductions for six-hour and eight-hour dosing intervals; in-hospital mortality was also lower, 3% versus 11% (Payne-Cardona et al., 2021).
The design sits in the middle of the hierarchy: a quasi-experimental study without randomization or concurrent controls. Its strengths are a clear, operational outcome, a meaningful effect size and an intervention described well enough to replicate. Its weaknesses are the historical comparison, which cannot rule out other changes over time; a single academic site with dedicated emergency pharmacists, which may not reflect a community hospital; a modest sample; and a mortality difference that is surprising in size and may reflect differences between the groups rather than the intervention. Its quality is good for its design, but its level is limited.
Evidence on the Problem and Its Consequences
Three observational studies establish the problem. A retrospective cohort of 828 sepsis patients found major second-dose delays in 33%, strongly associated with shorter dosing intervals and emergency department boarding, and in exploratory analysis associated with higher mortality and mechanical ventilation (Leisman et al., 2017). As a single-site cohort using retrospective data, it demonstrates association, not causation, but its large sample, clear definitions and adjustment for several confounders make it a good-quality study at its level.
A cohort of 41,256 admissions from one emergency department found that the longer patients boarded, the more of them died in hospital: 2.5% of those boarding under two hours and 4.5% of those boarding 12 hours or more, with longer hospital stays, and the association persisted after adjustment (Singer et al., 2011). It does not address antibiotic timing directly but shows that boarding itself is a risk context.
Finally, a prospective study of 384 critically ill patients in 68 intensive care units found that 16% of patients treated for infection with beta-lactam antibiotics did not reach target drug exposure, and those patients were 32% less likely to have a positive clinical outcome (Roberts et al., 2014). It provides a mechanism: time-dependent antibiotics lose effect when concentrations fall below target, which a late dose would cause.
Guideline Evidence
The international sepsis guidelines recommend optimizing antimicrobial dosing strategies based on accepted pharmacokinetic and pharmacodynamic principles (Evans et al., 2021). Guidelines are developed by expert panels grading the underlying evidence, and this recommendation supports attention to dosing and timing, though it does not address redosing protocols specifically.
Internal Evidence
Evidence-based practice also weighs internal evidence, the organization's own data. The hospital's audit of 150 sepsis admissions, which found major delays in 38%, is descriptive evidence of modest quality: it was retrospective, relied on charted administration times and was completed by one reviewer. It nonetheless matters because it shows that the published problem exists locally at a similar rate, with the same pattern by dosing interval and boarding time. To strengthen it before it serves as a baseline, a second reviewer will abstract a random 20% of charts, and disagreements will be resolved against the medication administration record's scan times, which are more reliable than manual entries.
Staff experience is a further form of internal evidence. Emergency nurses and pharmacists interviewed during the audit consistently described the same gap, the absence of an active order for the second dose, which supports the causal pathway the intervention targets.
Grading the Body of Evidence
Viewed as a whole, the studies agree that second-dose delays are common and predictable, that they occur most often in boarders and with short dosing intervals, and that inadequate antibiotic exposure is associated with worse outcomes. Evidence that the proposed intervention reduces delays comes from a single quasi-experimental study with a large effect. The body of evidence is therefore strong for the existence and plausibility of the problem, and low to moderate for the effectiveness of the specific intervention.
That grade has direct consequences for the project. It justifies implementing and evaluating the protocol as quality improvement, since the risk is low and the potential benefit is meaningful, but it does not justify claiming that the protocol will reduce mortality. The project will measure delays as its primary outcome and monitor mortality only descriptively.
Conclusion
Appraising five sources on a hierarchy of effectiveness evidence shows a well-documented problem and a promising but thinly tested intervention. The strongest direct evidence is a single pre-post study, supported by cohort data on delay and boarding and by pharmacokinetic evidence on the harm of low drug exposure. Grading the evidence honestly sets the limits of what the project can claim and strengthens the case for careful local evaluation.
References
Evans, D. (2003). Hierarchy of evidence: A framework for ranking evidence evaluating healthcare interventions. Journal of Clinical Nursing, 12(1), 77-84. https://doi.org/10.1046/j.1365-2702.2003.00662.x
Evans, L., Rhodes, A., Alhazzani, W., Antonelli, M., Coopersmith, C. M., French, C., Machado, F. R., Mcintyre, L., Ostermann, M., Prescott, H. C., Schorr, C., Simpson, S., Wiersinga, W. J., Alshamsi, F., Angus, D. C., Arabi, Y., Azevedo, L., Beale, R., Beilman, G., . . . Levy, M. (2021). Surviving Sepsis Campaign: International guidelines for management of sepsis and septic shock 2021. Critical Care Medicine, 49(11), e1063-e1143. https://doi.org/10.1097/CCM.0000000000005337
Leisman, D., Huang, V., Zhou, Q., Gribben, J., Bianculli, A., Bernshteyn, M., Ward, M. F., & Schneider, S. M. (2017). Delayed second dose antibiotics for patients admitted from the emergency department with sepsis: Prevalence, risk factors, and outcomes. Critical Care Medicine, 45(6), 956-965. https://doi.org/10.1097/CCM.0000000000002377
Payne-Cardona, M., San Luis, V. A., Aazami, R., Dermendjieva, M., Erin, M., Kirkwood, J., Tong, C., Marks, G., Smith, E. A., Torbati, S. S., & Gilmore, J. F. (2021). Pharmacist driven antibiotic redosing in the emergency department. The American Journal of Emergency Medicine, 50, 160-166. https://doi.org/10.1016/j.ajem.2021.07.039
Roberts, J. A., Paul, S. K., Akova, M., Bassetti, M., De Waele, J. J., Dimopoulos, G., Kaukonen, K.-M., Koulenti, D., Martin, C., Montravers, P., Rello, J., Rhodes, A., Starr, T., Wallis, S. C., & Lipman, J. (2014). DALI: Defining antibiotic levels in intensive care unit patients: Are current beta-lactam antibiotic doses sufficient for critically ill patients? Clinical Infectious Diseases, 58(8), 1072-1083. https://doi.org/10.1093/cid/ciu027
Singer, A. J., Thode, H. C., Jr., Viccellio, P., & Pines, J. M. (2011). The association between length of emergency department boarding and mortality. Academic Emergency Medicine, 18(12), 1324-1329. https://doi.org/10.1111/j.1553-2712.2011.01236.x
What the DNP 810 Module 2 instructions ask for
Aspen does not publish DNP 810 module prompts outside its classroom; the example was pinned to the course's catalog wording about applying research concepts to validate change in practice. An appraisal paper in the second module usually asks you to find the best available evidence for your PICOT question, rate each source with a named hierarchy or tool, and summarize the overall strength of the evidence. Your prompt may name a tool, such as the Johns Hopkins appraisal forms, or leave it open. Some instructors want an evidence table as an appendix. Look for the minimum number of sources and any rule on how recent they have to be.
Inside the DNP 810 Module 2 example
Across seven sections and roughly 1,015 words, the paper begins by naming the hierarchy it uses and explaining that hierarchies depend on the question type, since effectiveness questions rank trials highest while prognosis questions rely on cohorts. Sources are then grouped by the role they play: evidence on the intervention, evidence on the problem and its consequences, guideline evidence and internal data. Each source gets a short appraisal of its design, its sample and its main weakness. A grading section then pulls the pieces together and assigns the body of evidence an overall level. The conclusion says what that grade means for how the project should be framed and evaluated.
Where the marks sit in the DNP 810 Module 2 rubric
The heaviest rubric criteria for an appraisal paper reward accurate placement of each source and a fair statement of its limits. In this example each study is described by its real design, including the one pre-post study that tests the intervention directly, and the margin notes show where weaknesses are named rather than hidden. Synthesis is a separate criterion in many doctoral rubrics, and the grading section covers it by judging the body of evidence rather than repeating each summary. The link from grade to project claims shows application. For format, the paper needs consistent APA citations for guidelines and studies alike, and six references means careful ordering.
DNP 810 Module 2 help from the desk
Students often summarize each article in turn and call it an appraisal. An appraisal judges design, sample, bias and fit to your question, so write about those things, not only about findings. Another mistake is claiming that the evidence proves the intervention works when only one weak study tests it directly; say so and grade the evidence honestly. Papers also misplace studies on the hierarchy, calling a cohort a trial or a narrative review a systematic review. Check the methods section of each source before you label it. Last, remember internal data. Local audit numbers are evidence too, and many models ask you to include them. Give them a line in your grading section, stating how they were gathered and how far they can be trusted.
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 Aspen 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.
More DNP 810 and DNP sample papers
- DNP 810 Module 1: From Practice Problem to PICOT
- DNP 810 Module 3: Choosing an EBP Model
- DNP 810 Module 4: PDSA Design and Family of Measures
- DNP 810 Module 5: Methodology and Data Collection Plan
- DNP 810 Module 6: Reading a Control Chart
- DNP 810 Module 7: Implementation Framework and Barriers
- DNP 810 Module 8: Complete EBP Quality Improvement Proposal
- DNP 805 Module 3: High Reliability and Just Culture
- DNP 820 Module 8: Complete Policy Analysis With Recommendation
- DNP865 Module 3: Documentation Workflow Map
- DNP855 Module 1: Systems Failure Analysis
DNP 810 Module 2 questions, answered
What does DNP 810 Module 2 usually ask for?
Aspen's DNP 810 description builds on evidence-based practice foundations, so appraising and grading the evidence for an intervention is a typical assignment. Check your classroom for the required appraisal tool.
What if only one study tests my intervention?
Appraise it carefully, grade the body of evidence as low or moderate, use other studies to support the problem and mechanism, and design the project to evaluate the intervention locally.
Does a hierarchy of evidence apply to every question?
No. The familiar hierarchy ranks designs for effectiveness questions. Questions about meaning, experience or feasibility call for different kinds of evidence.
Where can I find a free DNP 810 Module 2 sample paper?
Scroll up: the appraisal of five sources on delayed second antibiotic doses is printed in full, title page to reference list, with a note in the margin beside each part. There is no fee to read it. You can also ask for a custom appraisal of your own sources through the request form.
How many sources does DNP 810 Module 2 need?
Follow your prompt. This example appraises five sources plus internal data, which is enough to show a hierarchy in use. If your instructor sets a higher minimum, add sources that fill gaps in the evidence rather than more studies of the same kind.