| Course | DNP 852B Project Dissemination |
|---|---|
| Module | Module 3 |
| Paper type | Defense slides with speaker notes |
| Length | About 905 words, 6 pages |
| Format | APA 7 slide deck with speaker notes |
| School | Aspen University |
| Program | DNP |
| Updated | September 2026 |
Free sample paper for DNP 852B Module 3
A Nurse Asthma Visit in Two Languages: Defense of a DNP Project at a Pediatric Safety-Net Clinic
Student Name
Doctor of Nursing Practice Program, Aspen University
DNP 852B: Project Dissemination
Instructor Name
Month Day, Year
Slide 2: The Gap
Under a third of children had a current plan
More than a quarter needed acute care in a year
Most families publicly insured; many speak Spanish
Speaker notes: I want to begin with the gap that started this project. Guidelines say every child with asthma should have a written plan and have their inhaler technique checked. Here, under one child in three had a current plan, and over a quarter had needed urgent or emergency treatment for an attack within the year. Most of our families are on Medicaid, and about two in five prefer Spanish.
Slide 3: What the Evidence Says
Written plans: fewer acute visits in pediatric trials
Symptom-based plans beat peak-flow plans
Technique teaching works, then fades
Speaker notes: Before designing anything, I looked at what was known. Across pediatric trials, a written plan meant fewer emergency trips and milder symptoms, and plans keyed to symptoms beat plans keyed to peak flow (Zemek et al., 2008). Reviews of inhaler teaching show that it works but that the benefit fades without reinforcement (Klijn et al., 2017), which became important later.
Slide 4: The Question
Children 5 to 17 with persistent asthma
Nurse visit versus their own prior 12 weeks
Outcomes: control and acute care at 12 weeks
Speaker notes: So the question was whether a nurse visit, compared with each child's own previous twelve weeks, would increase the share of children with well-controlled asthma and reduce emergency and urgent care over twelve weeks.
Slide 5: The Visit
Forty minutes with a registered nurse
Plan in the family's language
Spacer teaching with a demonstration back
Plan to school; call at two weeks
Speaker notes: This is what every child received. A forty-minute visit with one of our nurses, a written plan in the family's language, coaching on the inhaler and spacer until the child could demonstrate it, the plan sent to the school nurse if the family agreed, and a phone call two weeks later.
Slide 6: How It Was Delivered
104 children in eight weeks
Core elements documented in 94% of visits
Six fixes to supporting tasks, none to the core
Speaker notes: We enrolled one hundred and four children over eight weeks. The core of the visit was documented in ninety-four percent of visits. We changed supporting tasks six times, for example giving one person ownership of sending plans to school, but we never changed the visit itself.
Slide 7: Result One, Asthma Control
Well controlled: 21% before, 57% after
91 children with complete data
Held under two sensitivity checks
Speaker notes: Here is the main result. Among ninety-one children with complete data, the share with well-controlled asthma went from twenty-one percent to fifty-seven percent. The result held when we added late scores and when we assumed every missing child did badly.
Slide 8: Result Two, Technique and Acute Care
Correct technique: 19% before, 70% after
Needing acute care: 18% before, 8% after
Similar results in both languages
Speaker notes: Inhaler technique improved from nineteen to seventy percent correct, and the share of children needing emergency or urgent care fell from eighteen to eight percent. Results were very similar for Spanish- and English-speaking families.
Slide 9: The Clinic Changed Too
Registry plan coverage: 31% baseline median
Rose to 47% in eight months
Shift signal on the run chart
Speaker notes: The change was not limited to enrolled children. Across all six hundred and forty children on the registry, current plan coverage rose from a baseline median of thirty-one percent to forty-seven percent, a run long enough to count as a real shift.
Slide 10: What I Cannot Claim
No concurrent comparison group
Regression to the mean and attention
New controller prescriptions
One clinic, twelve weeks
Speaker notes: I want to be clear about limits. There was no comparison group running at the same time, so I cannot prove the visit caused this. Some children were enrolled when symptoms were worse and would have improved anyway, some had a controller started, and this is one clinic over twelve weeks (Harris et al., 2006). I expect the true effect is smaller than what you see here.
Slide 11: What It Took
About 118 nurse hours for 104 children
Spacers and teaching devices
A template, a checklist and a front-desk list
Speaker notes: Leaders will want to know the cost. Over the implementation phase the program used about one hundred and eighteen nurse hours and roughly thirty hours from other staff. Supplies were limited to spacers and teaching inhalers. The tools that made it work, the bilingual template, the technique checklist and the daily list for school plans, cost almost nothing and can be shared with any clinic that wants them.
Slide 12: What Continues
Two nurse sessions a week
Technique checks at every visit
Owners and monthly measures
Review at three and six months
Speaker notes: Going forward, the clinic runs the visit twice weekly in half-day blocks. Medical assistants now check technique at every asthma visit, and each part of the program has an owner and a monthly measure that the quality committee will review.
Slide 13: My Request
Approve the project
Support spread to the second clinic with measurement
Speaker notes: I ask the committee to approve the project, and I would value your support for the next step: bringing the visit to our second pediatric clinic on a planned date, so that the two sites can be compared. Thank you. I welcome your questions.
References
Harris, A. D., McGregor, J. C., Perencevich, E. N., Furuno, J. P., Zhu, J., Peterson, D. E., & Finkelstein, J. (2006). The use and interpretation of quasi-experimental studies in medical informatics. Journal of the American Medical Informatics Association, 13(1), 16-23. https://doi.org/10.1197/jamia.M1749
Klijn, S. L., Hiligsmann, M., Evers, S. M. A. A., Román-Rodríguez, M., van der Molen, T., & van Boven, J. F. M. (2017). Effectiveness and success factors of educational inhaler technique interventions in asthma & COPD patients: A systematic review. NPJ Primary Care Respiratory Medicine, 27, Article 24. https://doi.org/10.1038/s41533-017-0022-1
Zemek, R. L., Bhogal, S. K., & Ducharme, F. M. (2008). Systematic review of randomized controlled trials examining written action plans in children: What is the plan? Archives of Pediatrics & Adolescent Medicine, 162(2), 157-163. https://doi.org/10.1001/archpediatrics.2007.34
DNP 852B Module 3 instructions, in plain terms
Module 3 asks for the defense presentation. The catalog states that students organize and deliver a presentation and verbal defense of the project in DNP 852B, and with the module prompt held for enrolled students, the example follows that statement. A defense deck assignment usually asks for slides with speaker notes that fit a set time, covering the problem, evidence, methods, results, limitations and recommendations. Your chair may give a slide limit, a template or a required order. Some programs record the defense or invite the site to attend. Check the time allowed and practice aloud, since a deck that reads well on paper can run far over time when spoken.
Inside the DNP 852B Module 3 example
The example contains a title slide and twelve content slides, about 920 words in all, most of them in the speaker notes. The first slides set out the gap and the evidence. The question slide states the comparison and outcomes, and the visit slide lists the four parts of the intervention. Delivery reports reach, fidelity and adaptations. Three results slides cover control, technique and acute care, and the clinic-wide change. A limits slide names what cannot be claimed, with a cited source on single-group designs. A cost slide gives nurse hours and tools. The final slides describe what continues and make a request to the committee.
DNP 852B Module 3 rubric: what earns full marks
A defense deck is usually graded on organization, economy, accuracy and handling of limitations. Organization follows the logic of the project from gap to request, the same order the manuscript uses. Economy is visible in slides of three or four short lines, and the margin notes explain why one idea per slide lets the committee listen rather than read. Accuracy comes from figures that match the results chapter exactly. The limits slide, placed before questions, shows command of the design and often reduces time spent defending it. Ending with a request gives the committee a decision to make. The final marks go to APA citations in the notes and on a reference slide, and to a title slide in the program's format.
DNP 852B Module 3 help: mistakes that cost marks
Paragraphs pasted onto slides and read out word for word lose a committee within minutes. Put a few words on the slide and the explanation in your notes. Another common mistake is too many slides for the time; count about a minute and a half per content slide. Papers also leave limitations to the end, or out, and then face the committee's questions unprepared. Give limits their own slide. Some decks show results without the question they answer; restate the question first. Finally, end with a request or a clear conclusion rather than a thank-you slide, so the committee knows what you are asking it to decide.
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 852B and DNP sample papers
- DNP 852B Module 1: A Dissemination Plan by Audience
- DNP 852B Module 2: The Project Poster: One Message, One Figure
- DNP 852B Module 4: Anticipating the Committee's Questions
- DNP 852B Module 5: A One-Page Executive Summary for Leaders
- DNP 852B Module 6: Choosing a Journal and Preparing the Manuscript
- DNP 852B Module 7: A Portfolio Linking the Project to Competencies
- DNP 852B Module 8: Reflection After the Defense
- DNP875 Module 6: Screening Benefit and Harm Discussion
- DNP855 Module 6: Stakeholder Analysis
- DNP 830 Module 8: An Innovative Solution to a Global Problem
- DNP 852A Module 7: The Structured Abstract
DNP 852B Module 3 questions, answered
What does DNP 852B Module 3 usually ask for?
Aspen's DNP 852B description says students present and verbally defend their project before an audience, so a defense slide deck with speaker notes is a typical assignment. Check your classroom for the prompt and time limit.
How many slides should a DNP defense have?
One idea per slide, within your time limit, often 10 to 15 for a 15 to 20 minute defense. Put detail in the speaker notes and a handout, not on the slides.
Should limitations have their own slide in a DNP defense?
Yes. Stating the design's limits clearly before the committee asks shows you understand them and usually shortens questioning on that topic.
Where can I find a free DNP 852B Module 3 sample paper?
The full defense deck, speaker notes included, is shown on this page with annotations, free for anyone. It is the third DNP 852B sample on the pediatric asthma project and pairs with the committee questions sample in Module 4.
How long should DNP 852B Module 3 speaker notes be?
Long enough to say what the slide cannot, usually 60 to 100 words per slide, written as you would speak. Keep slides short and let the notes carry the explanation and citations.