| Course | NU802 DNP Project I |
|---|---|
| Unit | Unit 9 |
| Paper type | Proposal presentation |
| Length | About 1,080 words, 6 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | Doctor of Nursing Practice (DNP) |
| Updated | October 2026 |
Free sample paper for NU802 Unit 9
Twelve Slides, Four Questions Answered Before They Are Asked: A Unit 9 Proposal Presentation for an Insulin Discharge Readiness Project
[Student Name]
Purdue University Global
NU802: DNP Project I
Unit 9 Proposal Presentation
[Instructor Name]
[Date]
The hospital, committee and figures are composite and illustrative; the studies cited are real.
Slide 1: One Request
Slide: Approve spreading the insulin discharge readiness bundle to eight adult units, starting with 4 West and 3 West.
Notes: You will be asked to decide one thing. Everything that follows answers one of four questions I expect from you: why this change, how we will know it worked, what could go wrong and what it will cost. If time runs short, this slide and the last are the ones that matter.
Slide 2: The Problem in Our Own Patients
Slide: Last year, 403 patients started insulin on the eight units. Fifty-seven came back within a month with a glucose problem.
Notes: That is about one in seven, and it counts only returns to our own emergency department and wards. A chart audit of 60 of those patients found a supervised self-injection documented for 34 and a follow-up call for nine. The gaps are specific, which is good news, because specific gaps can be closed.
Slide 3: What Already Works Here
Slide: On 5 West and 6 West, returns dropped from roughly 14 percent to just under 10 percent in the bundle's first year.
Our own pilot is not proof, but it is evidence about this hospital that no published study can supply.
Notes: This is our own pilot, two units, one year, a before-and-after comparison. It is not proof, and I will not present it as proof. It is a reason to believe the bundle can work in this hospital, with these staff and these patients.
Slide 4: The Five Parts
Slide: Patient injects while a nurse watches, using the home pen. A one-page plan. The pen in hand early. Contact within three days. A seat in diabetes education.
Notes: Each part closes one of the gaps from slide 2. Oncology patients on steroids get a version of the plan built with the oncology physicians, because their doses change as the steroid tapers.
Slide 5: Why This Change
Slide: Moderate evidence overall. Best support: teaching new insulin users. Least support: a phone call on its own.
Notes: In a randomized trial of only 31 people, those going home on insulin for the first time after inpatient management and teaching ended the year with A1C down 2.4 points more than usual care (Wexler et al., 2012). Teach-back improved outcomes in 19 of 20 studies in one review (Talevski et al., 2020). Follow-up calls had inconclusive evidence when used alone, which is why ours sit inside a package that starts before discharge.
Slide 6: How We Will Know It Worked
Slide: Outcome: 30-day returns for a glucose problem, from about 14 percent to 10 percent or lower. Process: every part reaching 85 percent or more of each payer group.
Notes: The equity condition is deliberate. In the pilot, pens reached uninsured patients later and check-ins missed patients over 80. An aim that could be met while those groups fall behind is not the aim we want.
Slide 7: How the Design Answers "Was It the Bundle?"
Slide: Two units start every six weeks or so. When each unit improves right after its own start date, a hospital-wide drift becomes a poor explanation.
Notes: We will plot every measure monthly by unit, with each go-live marked. I will report the before-and-after difference with its confidence interval, and I will say plainly what a quality improvement design cannot prove.
Slide 8: What Could Go Wrong
Slide: Discharge delays. Lows after discharge. A sepsis bundle competing for the same units. Drift in documentation.
Notes: Time from discharge order to departure is a balancing measure. A rise in lows pauses the spread under the charter's safety rule. Each unit starts at least eight weeks from its sepsis go-live. Resource nurses audit five charts a month to check that the fields match what happened.
Slide 9: Who Does the Work
Slide: One diabetes resource nurse per unit. Text follow-up in place of most calls. Pharmacist starts coverage work at the first insulin order.
Notes: This is the main change since the business case. Rather than hiring a second educator, we follow a tiered model in which the educator trains a resource nurse on each unit, which was associated with fewer readmissions in a large hospital (Drincic et al., 2017).
Slide 10: What It Costs
Slide: About $78,400 over 14 months; about $70,600 is staff time already paid; about $7,800 is new spending.
Notes: The largest new item is a $6,000 bridge fund that puts a month of insulin in the hands of patients whose coverage is still pending. The expected return in a full year is about $97,600, of which about $52,300 is cash and the rest freed beds. I have kept those two separate because only one of them appears on a budget.
Slide 11: Ethics and Approval
Slide: Classified as quality improvement by the chair of the research review board. University review submitted. Audits never used for discipline.
Notes: The only data collected beyond routine care are three optional questions at the day-seven contact, about confidence and what insulin means to the patient. Patient data stay inside the hospital, and I receive them without identifiers.
Slide 12: The Decision
Slide: Approve the spread. First go-live: 4 West and 3 West, NU804 week one. First report to this committee: three months later.
Notes: If you approve today, staff training on the first two units begins in three weeks. I will bring you process measures at three months, since they change before returns do, and the first returns data at six months. Thank you. Please start with the question you think I have dodged.
Prepared Answers
Two further questions are likely, and short answers are ready. If asked why not randomize units, the answer is that the bundle is already standard on two units and the hospital has decided to make it standard everywhere, so a comparison group would withhold care the site has adopted. If asked what happens when the project ends, the answer is that each part has a permanent owner in the sustainability plan, from unit educators to the quality department, and that the resource nurse role is written into each unit's job descriptions.
References
Drincic, A., Pfeffer, E., Luo, J., & Goldner, W. S. (2017). The effect of diabetes case management and Diabetes Resource Nurse program on readmissions of patients with diabetes mellitus. Journal of Clinical & Translational Endocrinology, 8, 29-34. https://doi.org/10.1016/j.jcte.2017.03.003
Talevski, J., Wong Shee, A., Rasmussen, B., Kemp, G., & Beauchamp, A. (2020). Teach-back: A systematic review of implementation and impacts. PLOS ONE, 15(4), e0231350. https://doi.org/10.1371/journal.pone.0231350
Wexler, D. J., Beauharnais, C. C., Regan, S., Nathan, D. M., Cagliero, E., & Larkin, M. E. (2012). Impact of inpatient diabetes management, education, and improved discharge transition on glycemic control 12 months after discharge. Diabetes Research and Clinical Practice, 98(2), 249-256. https://doi.org/10.1016/j.diabres.2012.09.016
What the NU802 Unit 9 assignment asks for
Unit 9 commonly asks for the proposal presentation the student will give to faculty and the practice site, written as slide text with speaker notes. Expect a time limit and a slide range in the instructions, often 12 to 18 slides for 15 to 20 minutes. The presentation should cover the problem in local data, the evidence, the intervention, the design and measures, risks, cost and ethics, ending with the request. Instructors look for slides that carry short points while the notes carry the explanation. Many prompts also ask students to anticipate committee questions. A presentation built around the audience's likely concerns tends to score better than one that follows the paper's headings in order. Figures must match the written proposal exactly, since committees compare them. A closing slide that states the decision and next dates is expected.
Inside the NU802 Unit 9 example
The deck opens with a single request and a promise to answer four questions. Slides two through four give the problem in the site's numbers, the pilot's result with a highlighted caution that it is evidence about this hospital rather than proof, and the five parts of the bundle. The evidence slide summarizes moderate support, with notes citing a small trial and a teach-back review. Measures, the staggered design, risks with their safeguards, the resource nurse staffing model, cost and ethics each take one slide. The last slide restates the decision, the first go-live and the date of the first report, and invites the question the committee thinks was dodged. A short section after the slides gives prepared answers about randomizing units and about sustaining the bundle once the project ends.
NU802 Unit 9 rubric: what earns full points
Presentation rubrics usually weigh content accuracy, organization and delivery. Content should cover every part of the proposal at the right level for a committee, with figures matching the written work. Organization earns credit when the deck opens with the request and builds toward it, rather than ending with a surprise. Slides should be readable, with short points, while notes carry the reasoning and citations. Anticipating questions is often scored directly, so prepared answers to likely challenges help. Honest treatment of limits, such as a before-and-after pilot, signals doctoral judgment. Timing matters, and a deck that fits the limit with room for questions is expected. Studies named in the notes should match a closing APA 7 list, which is the last rubric item.
NU802 Unit 9 help from the desk
Proposal decks often fail by crowding whole paragraphs onto slides, so the committee reads ahead and stops hearing the speaker. Another weak pattern is following the paper's structure exactly, so the request appears only at the end after the committee has stopped paying attention. Some students present a pilot result as proof, inviting the first hard question. Others leave cost or ethics out, assuming a committee will not ask. Figures that differ from the written proposal undermine trust immediately. Speaker notes that only repeat the slide waste the space where reasoning belongs. Before drafting, list the four or five questions your committee is most likely to ask and give each its own slide. A custom presentation can be built from your own proposal and time limit.
Get an NU802 Unit 9 example written to your instructions
Send the proposal, the time limit and the presentation instructions with the rubric. A custom presentation sets out slides and speaker notes that answer the committee's likely questions. It comes back within 24-48h, and the first is free. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
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NU802 Unit 9 questions, answered
How many slides should a proposal defense have?
Often 12 to 18 for a 15 to 20 minute presentation, but follow your instructions.
Should the slides contain full sentences?
No. Slides carry short points; the speaker notes carry the explanation.
What questions should I prepare for?
Why this intervention, how you will know it worked, what could go wrong and how the site will sustain it.
Where can I find a free NU802 Unit 9 sample paper?
Read the whole NU802 Unit 9 proposal presentation here: twelve slides, each with notes, defending a plan to take an insulin discharge bundle hospital-wide.
What four questions does the NU802 Unit 9 sample answer?
Why this change, how the committee will know it worked, what could go wrong and what it will cost, each answered on its own slide before the closing request.