| Course | NU823 DNP Project Dissemination |
|---|---|
| Unit | Unit 8 |
| Paper type | Presentation script |
| Length | About 1,120 words, 7 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 NU823 Unit 8
Ten Minutes, Eleven Slides, Two Passages Marked to Cut: A Presentation Script on Medical Assistants Checking Feet During Rooming, Written for the Ear With a Clock Beside Every Block
[Student Name]
Purdue University Global
NU823: DNP Project Dissemination
Unit 8 Presentation Script
[Instructor Name]
[Date]
The project, patient story and figures are composite; the opening patient is a composite and is introduced as one aloud.
Slide 1, Title (0:00 to 0:30)
"Good afternoon. I am [Name], a DNP student at Purdue Global, and for the past twelve weeks I have worked with a community health center to make one small exam routine. In the next ten minutes I will show you what happened, including the part that did not work."
Slide 2, One Patient (0:30 to 1:30)
"Let me start with a patient. She is a composite, built from several people at the clinic, but everything about her is typical. She is sixty-one, has had diabetes for eleven years, and comes in every three months. In the last two years, no one took off her shoes. When a medical assistant finally did, during rooming, the monofilament test showed she could not feel it on four of the ten sites. She had no idea. That is how neuropathy works: you lose the feeling so slowly you do not notice it is gone."
Slide 3, The Problem (1:30 to 2:15)
"Every adult with diabetes should have a foot exam at least once a year, including that monofilament test (American Diabetes Association Professional Practice Committee, 2024). At this health center, about half did. Just over half. Fifty-four percent. When it was left to the provider, in a fifteen-minute visit with a dozen other things to cover, half of patients went a year without it."
Slides 4 and 5, The Change (2:15 to 3:45)
"So we moved it. Under a standing order from the medical director, the medical assistants who room each patient now check the feet too, once they are trained. Shoes and socks off, a look at both feet, the monofilament, a tuning fork. It takes about three and a half minutes. Then the provider decides the risk level, using international categories (Schaper et al., 2024), and sends anyone at high risk to podiatry.
Before anyone did an exam alone, they had an hour of training and three exams signed off by a nurse. And a nurse educator kept watching exams after launch, because an exam done badly can miss exactly the thing we are looking for."
Slides 6 and 7, The Results (3:45 to 6:45)
"Here is what happened. [Pointer to chart.] This line is coverage at scheduled diabetes visits, week by week. Before launch, about four in ten. After launch, more than eight in ten, every single week. That is a real change, not noise.
Over twelve weeks, almost six hundred patients had their feet checked. About six hundred. And none of them needed a separate appointment.
Now this chart. [Pointer to stacked chart.] This is the share of all our patients with diabetes who had an exam in the past year. It went from fifty-four to sixty-six percent. But look at the layers. The dark layer is exams by medical assistants. The hatched layer is reports from outside podiatrists, and you can see it grows after this marker, the week our outreach team made its regular reminder calls. So not all of that twelve-point rise is ours. Most of it is, but not all of it."
[CUTTABLE, 40 seconds: "Exams were also complete. In the first weeks, the tuning fork was being skipped. We reviewed it at a huddle, and after that, more than nine in ten exams had every element."]
Slide 8, What Did Not Work (6:45 to 8:00)
"Now the part I promised. Finding a foot at risk only helps if the patient gets to podiatry. Our target was eight in ten high-risk patients seen within a month. We got seven in ten. Seven in ten.
When we looked at who was missed, most had never been reached by phone. So now the referral coordinator books the appointment before the patient leaves the building, and the podiatry practice holds two appointments a week for us. After that change, about eight in ten were seen. But two patients without insurance did not book after they heard the price, and no scheduling change will fix that."
The talk gives the failed component its own slide and its own minute, because it is the part clinicians in the room are most able to act on.
Slide 9, What It Cost (8:00 to 8:30)
"The cost was three and a half minutes per rooming, and about [eight hundred and fifty] dollars a year in supplies."
[CUTTABLE, 30 seconds: "Several of the health center's contracts reward a foot exam measure. I have not counted that as revenue, because what the center actually receives depends on payer mix, and the finance team is calculating it."]
Slide 10, What It Means (8:30 to 9:30)
"Quality improvement trials in diabetes care have shown that changing the system can raise foot screening (Tricco et al., 2012). What this project adds is a practical way to do it in a busy community clinic with the staff it already has. The exam itself turned out to be the easy part. The hard part is what comes after."
Slide 11, Close (9:30 to 10:00)
"So: medical assistants doubled foot exam coverage, in three and a half minutes per patient. And the patients we find need a path to podiatry that they can afford. Thank you."
Likely Questions and Bridges
1. "Was the rise just the outreach calls?" "Some of it, yes, which is why we split the chart by source. Exams in rooming, which no phone call can produce, account for most of it. If you would like, I can show the numbers by source after the session."
2. "What about uninsured patients?" "That is our biggest open problem. The medical director is deciding between a reduced-fee agreement and a subsidy, and I would be glad to hear how your clinics handle it."
3. "Does it pay for itself?" "I do not know yet, and I did not want to guess. The supply cost is small; the payment side depends on contracts I could not see, and the finance team is working it out."
Delivery Notes
The script was timed by reading it aloud at speaking pace three times, not by word count, and runs about [nine minutes and twenty seconds], leaving forty seconds of margin. If a question comes before slide 8, the two cuttable passages are dropped first, so the failed component and the close are never lost.
References
American Diabetes Association Professional Practice Committee. (2024). 12. Retinopathy, neuropathy, and foot care: Standards of care in diabetes 2024. Diabetes Care, 47(Suppl. 1), S231-S243. https://doi.org/10.2337/dc24-S012
Schaper, N. C., van Netten, J. J., Apelqvist, J., Bus, S. A., Fitridge, R., Game, F., Monteiro-Soares, M., Senneville, E., & IWGDF Editorial Board. (2024). Practical guidelines on the prevention and management of diabetes-related foot disease (IWGDF 2023 update). Diabetes/Metabolism Research and Reviews, 40(3), Article e3657. https://doi.org/10.1002/dmrr.3657
Tricco, A. C., Ivers, N. M., Grimshaw, J. M., Moher, D., Turner, L., Galipeau, J., Halperin, I., Vachon, B., Ramsay, T., Manns, B., Tonelli, M., & Shojania, K. (2012). Effectiveness of quality improvement strategies on the management of diabetes: A systematic review and meta-analysis. The Lancet, 379(9833), 2252-2261. https://doi.org/10.1016/S0140-6736(12)60480-2
Reading the NU 823 Unit 8 instructions
Unit 8 asks for the script of an oral presentation of the project, usually ten to fifteen minutes with slides. Prompts often want the spoken text matched to slide cues, timing for each section, plans for questions and a note on delivery. Faculty look for writing meant for the ear: short sentences, rounded numbers repeated, signposts that tell listeners where the talk is going, and one clear closing line. Timing should come from reading the script aloud at speaking pace rather than from a word count. A plan for running long, such as passages that can be dropped, protects the conclusion. Any patient story used for an opening should be composite and introduced as such.
How the NU 823 Unit 8 example is put together
The script opens with a title block and a sixty-second composite patient who could not feel the filament on four of ten sites. The problem slide gives the annual standard and fifty-four percent, said twice. Two slides describe the change as what a medical assistant does in the room, with training and observation. Three minutes of results are spoken around the coverage chart and the layered rate chart, with pointer cues, followed by a cuttable completeness passage. The failed referral step gets its own slide and the highlighted line on why. Cost, a cuttable payment note, meaning and a scripted close follow, then three question bridges and delivery notes on timing.
Reading the NU823 Unit 8 grading rubric
Presentation scripts in this course are generally marked on organization and timing, suitability for a listening audience, accuracy and balance of content, and preparation for questions. Organization earns credit when each block has a slide cue and a measured time and the talk fits its slot with margin. Listening suitability rewards short sentences, rounded and repeated figures and clear signposts. Accuracy and balance are judged on whether results match the final report and the weak component receives honest attention. Preparation points go to cuttable passages chosen so the story survives without them and to bridging answers for the likeliest questions. Delivery notes and cited sources complete the rubric.
NU823 Unit 8 help from the desk
Scripts frequently read like the written report spoken aloud, with long sentences and precise figures listeners cannot hold. Many are timed by word count and run over on the day. Some save the weak result for the end, where it is cut when time runs short. Others have no plan for questions, so an early interruption eats the conclusion. Write short sentences, round numbers and say the important ones twice, time the script by reading it aloud three times, give the component that fell short its own slide, mark two passages you can drop, and script the closing sentence word for word so it survives however the middle goes.
Get an NU823 Unit 8 example written to your instructions
Give the length of your slot, whether questions come during or after, and who will be listening, along with your slides and the Unit 8 prompt and rubric. Timed at speaking pace, the script marks what can be cut and writes a return line for each likely question. First custom sample free, 24-48h. 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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NU823 Unit 8 questions, answered
Where can I find a free NU823 Unit 8 sample paper?
The complete NU823 Unit 8 presentation script is here, with eleven timed slide blocks, an opening composite patient, results spoken around two charts, the referral gap, two cuttable passages, three question bridges and delivery notes, with three references. We can script a talk from your own slides.
How is the NU823 Unit 8 script timed?
By reading it aloud at speaking pace three times, not by word count. It runs about nine minutes and twenty seconds, leaving forty seconds of margin, and each block shows its measured minute so the speaker can check pace.
Which passages can be cut if questions run long?
A forty-second passage on exam completeness and a thirty-second passage on contract payment. Both can move into answers, so dropping them keeps the referral gap and the closing line intact.
Why does the talk open with a patient story?
A single person makes neuropathy concrete for listeners before any number appears. The patient is a composite built from several people at the clinic and is introduced aloud as one.
What questions does the script prepare for?
Whether the rise came from outreach calls, how uninsured patients reach podiatry, and whether the exams pay for themselves. Each answer takes about thirty seconds and ends with a line that returns to the talk.