| Course | DNP 851A Project Implementation |
|---|---|
| Module | Module 8 |
| Paper type | Implementation report |
| Length | About 1,012 words, 6 pages |
| Format | APA 7 student paper |
| School | Aspen University |
| Program | DNP |
| Updated | September 2026 |
Free sample paper for DNP 851A Module 8
What Was Delivered and What Remains: Closing the Implementation Phase of a Pediatric Asthma Visit Program
Student Name
Doctor of Nursing Practice Program, Aspen University
DNP 851A: Project Implementation
Instructor Name
Month Day, Year
What Was Delivered and What Remains: Closing the Implementation Phase of a Pediatric Asthma Visit Program
The implementation phase of my DNP project ended when the last enrolled child completed the 12-week review. This report closes that phase. It describes what the nurses delivered, the plan, the technique coaching, the school link and the follow-up call, and to how many children. It reports implementation outcomes, lists the adaptations made and their dates, accounts for every enrolled child, estimates staff time and records what the clinic has decided to keep. Clinical outcomes are not reported here; they belong to the analysis that follows.
What Was Delivered
Over eight weeks, 104 children were enrolled from a registry of 640 with persistent asthma. All 104 received a nurse visit with a written action plan in their family's preferred language, 41% in Spanish. Every core element of the visit was documented in 98 of the 104 visits. Of the 81 families who consented to school sharing, 66 plans were sent within a day and 12 more within a week. Two-week calls reached 85 families. The design of the action plans followed the national guidelines' recommendation that every patient with asthma receive a written plan and have inhaler technique checked (National Asthma Education and Prevention Program, 2007).
Implementation Outcomes
Proctor et al. (2011) distinguish implementation outcomes from clinical ones and name eight. The table reports each for this project.
| Outcome | Measure used | Result |
|---|---|---|
| Acceptability | Staff interviews; family comments at the two-week call | All five nurses and assistants interviewed would keep the visit; families most valued the plan in their language |
| Adoption | Nurses signed off and delivering visits | 3 of 3 nurses by week two |
| Appropriateness | Fit with clinic priorities, per clinic manager | Judged a good fit with the clinic's asthma quality goal |
| Feasibility | Mean visit length; visits per nurse per day | 42 minutes; up to four visits a day without overtime |
| Fidelity | Visits with every core element documented | 98 of 104 (94%) |
| Implementation cost | Staff hours for visits, calls and preparation | About 118 nurse hours and 30 other staff hours |
| Penetration | Share of registry children reached | 104 of 640 (16%) |
| Sustainability | Clinic decision at closeout | Visit continued with one nurse, two sessions a week |
Adaptations and Their Dates
Six adaptations were made during implementation, each recorded in the log with its date and reason. In week one, medical assistants began placing a teaching inhaler and spacer in every room. In week three, a technique refresher for nurses bolded the most-missed checklist steps. In week four, a paper control questionnaire in Spanish replaced the failing tablet entry. In week six, the front-desk lead took ownership of sending school plans. In week seven, phone numbers began to be confirmed at check-in, with a text before the follow-up call. In week fifteen, a brief technique check became part of both the follow-up call and every routine visit for enrolled children, the reinforcement the midpoint review had called for. None changed the core of the intervention, and all will be reported under the headings the SQUIRE 2.0 guidelines use for describing how an intervention changed over time (Ogrinc et al., 2016).
Accounting for Every Child
Of 104 enrolled children, 91 have complete data for the paired analysis of asthma control. Thirteen do not: four lacked a valid baseline score because of the tablet failure, six had no 12-week score within the planned window, two moved away and one family withdrew, saying the visits did not fit their schedule. All 104 remain in the process measures, and the 13 will be compared with the 91 on age, baseline control, language and insurance so that any difference can be reported. Acute care visits were recorded for all 104 through the record, the regional exchange and parent report.
What It Cost in Staff Time
The main cost was nurse time. Enrollment visits took about 73 hours, two-week calls about 21 hours, 12-week reviews about 17 hours and training and refreshers about 7 hours, for roughly 118 nurse hours. Other staff contributed roughly 30 hours in total. Supplies were limited to spacers and teaching devices. These figures give the clinic a basis for deciding how many sessions a week it can afford.
The estimate excludes the project lead's own hours, which a clinic running the program without a student would need to replace with a coordinator's time.
What the Clinic Decided to Keep
At the closeout meeting, the clinic manager and medical director decided to continue the nurse asthma visit for two half-day sessions a week, staffed by one nurse, and to keep the front-desk ownership of school plans and the technique check at routine visits. They deferred a decision on extending the program to the health system's other pediatric clinic until the outcome analysis is complete.
What Passes to the Analysis
The data set, locked on the day of this report, contains baseline and 12-week control scores for 91 children, acute care visits for all 104 in the 12 weeks before and after enrollment, the same calendar weeks from the prior year for comparison, technique scores at enrollment and 12 weeks, and weekly process data. The data dictionary, the correction log and this report go with it.
Lessons From the Phase
Three lessons stand out for anyone implementing a similar program. The steps most likely to fail were administrative, such as sending plans to schools and reaching families by phone, and they improved as soon as each had a named owner. Inhaler technique needed reinforcement after the first visit, not only good teaching at it. And the weekly log, kept from the first day, was what made each problem visible early enough to fix. These lessons will be carried into the discussion chapter, where they help explain the results.
Conclusion
The program was delivered as intended to 104 children, with high fidelity after early adaptations, acceptable cost in staff time and a decision by the clinic to keep it. Every child has been accounted for, and the data set is ready for analysis.
The next phase will ask whether the program changed asthma control.
References
National Asthma Education and Prevention Program. (2007). Expert panel report 3: Guidelines for the diagnosis and management of asthma (NIH Publication No. 07-4051). National Heart, Lung, and Blood Institute.
Ogrinc, G., Davies, L., Goodman, D., Batalden, P., Davidoff, F., & Stevens, D. (2016). SQUIRE 2.0 (Standards for QUality Improvement Reporting Excellence): Revised publication guidelines from a detailed consensus process. BMJ Quality & Safety, 25(12), 986-992. https://doi.org/10.1136/bmjqs-2015-004411
Proctor, E., Silmere, H., Raghavan, R., Hovmand, P., Aarons, G., Bunger, A., Griffey, R., & Hensley, M. (2011). Outcomes for implementation research: Conceptual distinctions, measurement challenges, and research agenda. Administration and Policy in Mental Health and Mental Health Services Research, 38(2), 65-76. https://doi.org/10.1007/s10488-010-0319-7
What the DNP 851A Module 8 instructions ask for
The final module of Project Implementation asks you to close the phase. Aspen's catalog states that by the end of DNP 851A students will have completed implementation, and this example follows that statement because the module prompt itself is not public. An implementation report usually asks you to summarize what was delivered, report implementation outcomes, list adaptations, account for participants and describe what happens next. Your chair may want a participant flow diagram, a cost estimate or the final log as an appendix. Some programs ask you to include early outcomes, while others keep them for the analysis course. Check the page limit and source rules before you decide what to include.
How this DNP 851A Module 8 example is built
The example runs about 1,000 words across ten sections. The introduction states what the report covers and what it leaves to analysis. What was delivered gives the reach and the core elements achieved, with the guideline basis for the plans. A table reports eight implementation outcomes with the measure used for each. Adaptations are listed in date order. Accounting for every child explains the 13 without complete data and how they will be compared with the others. Staff time is broken down by task. The clinic's decision to continue is recorded. What passes to the analysis lists the locked data set and its documentation. A section on lessons draws three points, and the conclusion closes the phase.
Reading the DNP 851A Module 8 grading rubric
A closing implementation report is usually graded on completeness, accountability and readiness for analysis. Completeness comes from reporting all eight implementation outcomes rather than fidelity alone, and the margin notes explain why that distinction matters. Accountability is shown by explaining every enrolled child's status, which also prepares the participant flow for the results chapter. Readiness is shown by a locked data set with its dictionary and correction log. Dated adaptations tied to the reporting guideline show method, and the staff time estimate gives leaders a basis for decisions. Final marks cover the APA table and citations for the implementation outcomes framework, the reporting guideline and the asthma guidelines.
Common DNP 851A Module 8 mistakes, and how to avoid them
Students often end implementation with a brief summary and move on, which leaves the results chapter without the details it needs. Report delivery, adaptations and participant flow now. Another common mistake is reporting fidelity as the only implementation outcome; acceptability, cost, penetration and sustainability matter to leaders deciding whether to continue. Papers also lose track of participants, then cannot explain missing data later. Account for every person enrolled. Some students include outcome results before analysis is complete, which invites premature conclusions. Keep them for the analysis course unless your chair says otherwise. Finally, record what the site decided to keep, since sustainability is a question every committee will ask.
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.
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DNP 851A Module 8 questions, answered
What does DNP 851A Module 8 usually ask for?
Aspen's DNP 851A description says students complete the implementation phase in this course, so an implementation report that closes the phase is a typical final assignment. Check your classroom for the prompt.
What are implementation outcomes?
Measures of how well a change was put into practice rather than its clinical effect: acceptability, adoption, appropriateness, feasibility, fidelity, implementation cost, penetration and sustainability.
Should an implementation report include clinical results?
Usually not in full. It reports delivery, adaptations and the data handed to analysis, while clinical outcomes are analyzed and reported in the results chapter.
Where can I find a free DNP 851A Module 8 sample paper?
The complete closing implementation report is shown on this page, outcomes table and margin notes included, open to all readers without charge. It ends the DNP 851A series, and the pediatric asthma project continues into the data analysis samples for DNP 851B.
What goes in a DNP 851A Module 8 implementation report?
What was delivered and to whom, implementation outcomes such as fidelity, cost and sustainability, dated adaptations, an account of every participant, staff time, the site's decision about continuing and the data passed to analysis.