| Course | NU806 DNP Project III |
|---|---|
| Unit | Unit 2 |
| Paper type | Results section |
| Length | About 850 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 NU806 Unit 2
From 14.3 to 9.0 Percent, With an Interval That Crosses Zero: A Unit 2 Results Section for an Insulin Discharge Readiness Project
[Student Name]
Purdue University Global
NU806: DNP Project III
Unit 2 Results Section
[Instructor Name]
[Date]
The hospital, units, patients and results are composite and illustrative; the methods sources cited are real.
Patients
Results are reported in the order SQUIRE 2.0 suggests, from the people and process to the outcomes and any unintended effects (Ogrinc et al., 2016). From go-live on each unit to the data cutoff, 214 patients were discharged home on new insulin from the eight units. The main analysis covers 144 patients from the earliest four units, the two medical-surgical units that opened the spread and the cardiac and surgical units that followed, since only those units had six or more months of data. Their baseline comparison group is the 223 patients discharged on new insulin from the same four units in the 12 months before each unit's start. The 70 patients from the last four units, oncology, renal-transplant, orthopedic and observation, are reported descriptively. No eligible patient was excluded from analysis, and no patient declined the bundle entirely, though eleven declined the class.
The main-analysis patients had a median age of 63 years, and 41 of the 144, 28 percent, had Medicaid or no insurance, compared with 59 of 223, 26 percent, at baseline. Thirty-nine lived more than 30 miles from the hospital.
Delivery of the Bundle
Component by component, 136 of the 144 gave a watched dose with their own pen (94 percent), 142 had a written plan (99 percent), 127 held the pen by their first insulin day (88 percent) and 134 were reached by day three (93 percent). A class or virtual class seat was accepted by 58, 40 percent, and 39 attended. All five parts were delivered to 117 patients, 81 percent, against the target of 85 percent.
Monthly run charts by unit, each annotated with go-live dates and the eleven logged changes as recommended for improvement data (Provost & Murray, 2011), show the pattern over time. On 4 West and 3 West, the all-five share climbed from 60 percent in the first month and then held between 82 and 91 percent from month five to month nine. The pen measure's run chart for those two units showed seven months in a row above the pre-bundle median, enough to count as a shift (Perla et al., 2011). No shift or trend was detected on the outcome run chart.
Delivery met the run chart's test for a real change; the outcome did not.
Outcome
Thirteen of the 144, 9.0 percent, came back within 30 days through the emergency department or as an admission with a coded glucose diagnosis: hypoglycemia, hyperglycemia or ketoacidosis. At baseline, 32 of 223 returned, 14.3 percent. The absolute difference was 5.3 points; its 95 percent interval stretched from a drop of 11.9 points to a rise of 1.2. The chi-square statistic was 2.3 on one degree of freedom (p about 0.13).
Of the 13 returns, seven were for hyperglycemia, three for hypoglycemia and three for diabetic ketoacidosis. Five occurred in the first seven days after discharge, and four of those five involved patients who had replied to the day-one text without reporting a problem.
Balancing Measures
Patients left a median of 2 hours 36 minutes after the discharge order was signed, four minutes sooner than in the baseline year. Nurse time on the follow-up queue averaged 2.1 hours a week across all eight units once all were live, below the three-hour review threshold. Returns for hypoglycemia were 3 of 144, 2.1 percent, against 6 of 223, 2.7 percent, at baseline. The stopping rule, three or more hypoglycemia returns in one month, was never triggered.
Stratified Results
A rate appears below only where a group reached 20 patients; smaller groups are given as counts. Among the 41 Medicaid or uninsured patients, all five parts were delivered to 30, 73 percent, and 6 returned, 14.6 percent. Among the other 103 patients, all five parts were delivered to 87, 84 percent, and 7 returned, 6.8 percent. Among the 39 patients living more than 30 miles away, 11 attended a class or virtual class, 28 percent, against 28 of 105 living closer, 27 percent. Fourteen patients were 80 or older; 13 received contact by day three and two returned.
The Correction Scale Finding
Among patients discharged with a correction scale who replied on day one, 8 of 13 answered "not sure how much" before the teaching change in week 12, and 5 of 31 after it.
The Last Four Units
Of the 70 patients from oncology, renal-transplant, orthopedic and observation, followed for between two and five months, 58 received all five parts, 83 percent, and 7 returned within 30 days, 10.0 percent. Their baseline, from the year before, was 25 of 180, 13.9 percent. These figures are descriptive only.
Cost
Actual project costs were about $74,900, against a budget of $78,400, mostly because resource nurse audit time fell after the first months.
References
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
Perla, R. J., Provost, L. P., & Murray, S. K. (2011). The run chart: A simple analytical tool for learning from variation in healthcare processes. BMJ Quality & Safety, 20(1), 46-51. https://doi.org/10.1136/bmjqs.2009.037895
Provost, L. P., & Murray, S. K. (2011). The health care data guide: Learning from data for improvement. Jossey-Bass.
The Purdue Global NU806 Unit 2 instructions
Unit 2 generally asks for the findings chapter of the final DNP paper. Plan to describe the patients included and any exclusions, then report every measure from the plan: delivery or process measures, the outcome measure and balancing measures, with stratified results where the plan called for them. Instructors want results reported, not interpreted, so explanations and comparisons belong in the discussion. Counts should accompany percentages, and the main comparison should include its confidence interval. Run chart findings should be stated against the rules used. Results that did not change, or that point in an unwelcome direction, must be reported as fully as the favorable ones. Many prompts also ask for unexpected findings and costs. The order of the section usually follows the reporting guideline the paper uses.
How this NU806 Unit 2 example is built
The section opens by naming SQUIRE 2.0 as its order, then describes the 214 patients overall and the 144 in the main analysis, with baseline comparisons for age, payer and distance. Delivery follows component by component, then the all-five measure by month on the first two units, with Provost and Murray's annotated charts and Perla and colleagues' shift rule, under a highlighted line that delivery met the test for a real change and the outcome did not. The outcome paragraph gives returns before and after, the difference, its interval and the test result, then the types and timing of returns. Balancing measures, stratified results with counts, the correction-scale finding, descriptive results for the last four units and actual cost complete the section, all without interpretation.
NU806 Unit 2 rubric: what earns full points
A results section is graded mainly on completeness and accuracy. Every measure named in the methods should appear, with counts, denominators and the right statistics, and graders check that numbers agree with the abstract and other units. Reporting the confidence interval for the main comparison is usually expected. Restraint earns credit: interpretation in the results section is commonly marked down. Run chart findings should cite the rule used. Stratified and balancing results show the student reported the whole picture, not only the favorable parts. Small groups should be handled as the methods promised. Clear organization following a reporting guideline, figures described accurately and correct APA 7 citations for methods sources complete the rubric.
NU806 Unit 2 help: mistakes that cost points
Results sections slip most often by mixing in interpretation, such as explaining why a measure improved. Another frequent problem is reporting only percentages, which hides how few patients some figures rest on. Some students leave out balancing or stratified results because they are unflattering or dull. Others report a p value without the effect size and interval, so readers cannot judge the size of the change. Numbers that differ from the abstract or poster cause serious credibility problems. Leaving out patients without explanation raises questions about selection. Begin by building a single table of every measure with counts, then write the section from that table. A custom results section can be drafted from your project's final data.
Get an NU806 Unit 2 example written to your instructions
Share your data, measures and the results instructions with the rubric. A custom results section reports every measure accurately and without interpretation. Turnaround is 24-48h, free the first time. 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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NU806 Unit 2 questions, answered
Should the results section interpret findings?
No. Report what was found; interpretation belongs in the discussion.
Should results include run charts?
Yes, described in text and shown as figures where the format allows.
What if a measure did not change?
Report it as fully as the measures that did.
Where can I find a free NU806 Unit 2 sample paper?
The complete NU806 Unit 2 results section for an insulin discharge project is on this page, reporting delivery, returns, balancing measures and subgroups with counts and intervals.
Was the main result in the NU806 Unit 2 sample significant?
No. Returns fell by 5.3 percentage points, but the 95 percent interval ran from 11.9 points lower to 1.2 points higher, with a p value of about 0.13.