| Course | DNP 603 Health Equity and Social Justice |
|---|---|
| Module | Module 6 |
| Paper type | Public-facing two-page intervention writeup |
| Length | About 561 words, 5 pages |
| Format | APA 7 student paper |
| School | Arizona State University |
| Program | DNP |
| Updated | October 2026 |
Free sample paper for DNP 603 Module 6
First Fourteen Days: A Gate-to-Clinic Bridge for People Leaving Jail With Opioid Use Disorder
Student Name
Edson College of Nursing and Health Innovation, Arizona State University
DNP 603: Health Equity and Social Justice
Instructor Name
Month Day, Year
First Fourteen Days: A Gate-to-Clinic Bridge for People Leaving Jail With Opioid Use Disorder
The Problem in Our Community
Every year, thousands of people are released from county jail in Maricopa County, Arizona's most populous county. Many have opioid use disorder. Release is the most dangerous moment of their lives: in the first two weeks after release from prison, the risk of death from overdose has been found to be many times that of the general population, 129 times in one large study (Binswanger et al., 2007). Tolerance has fallen, treatment often stops at the door, coverage may not yet be active and housing is uncertain. These deaths are not accidents of individual choice; they follow predictably from how release is organized.
Our Vision
Every person leaving jail with opioid use disorder walks out with medication, naloxone, active health coverage and a person who will see them within 24 hours. Our vision rests on the belief that a just health system takes responsibility for predictable danger, especially for people carrying many disadvantages at once.
What We Will Do
First Fourteen Days connects jail, community and clinic:
1. Before release: jail health staff continue or start medication for opioid use disorder and flag the person's release date. A Medicaid enrollment specialist confirms that coverage will be active.
2. At the gate: a peer navigator from a faith-based reentry partner meets the person, provides a phone, a ride and a naloxone kit, and takes them to transitional housing if needed.
3. Within 24 hours: a nurse practitioner sees the person at the reentry house or a partner clinic, continues medication, checks other health needs and schedules follow-up.
4. For 14 days: daily text check-ins and twice-weekly visits from the peer navigator; the nurse practitioner is available by phone.
5. At day 14: a warm handoff to a primary care clinic experienced in caring for people after incarceration.
Goals, Benchmarks and Milestones
| Goal | Benchmark | Milestone |
|---|---|---|
| Continuous treatment | 80% of participants receive a medication dose within 24 hours of release | Month 6 |
| Active coverage at release | 90% leave with active Medicaid | Month 6 |
| Connection to care | 70% attend a primary care visit by day 30 | Month 9 |
| Fewer deaths | No overdose deaths among participants in the first 14 days | Ongoing |
Who Will Make It Happen
Partners include the county jail's health services, a faith-based reentry organization, the state Medicaid agency, a federally qualified health center, a nurse practitioner team and people with lived experience of incarceration, who will sit on the program's advisory group from the start.
Why We Think It Will Work
Programs that continue treatment and build connections at release have shown promise. Rhode Island reported a large drop in overdose deaths among recently released people after its corrections system began offering every approved medication for opioid addiction (Green et al., 2018). In a randomized trial, a clinic model for people leaving prison that added a community health worker cut emergency visits (Wang et al., 2012). First Fourteen Days combines these ideas and adds a peer navigator at the gate.
How We Will Know
We will track the benchmarks above monthly, ask participants about their experience at day 14 and day 30, and review any deaths with partners to learn and improve.
Join Us
We invite health systems, congregations, funders and policymakers to help every person leaving jail survive their first fourteen days.
References
Binswanger, I. A., Stern, M. F., Deyo, R. A., Heagerty, P. J., Cheadle, A., Elmore, J. G., & Koepsell, T. D. (2007). Release from prison: A high risk of death for former inmates. New England Journal of Medicine, 356(2), 157-165. https://doi.org/10.1056/NEJMsa064115
Green, T. C., Clarke, J., Brinkley-Rubinstein, L., Marshall, B. D. L., Alexander-Scott, N., Boss, R., & Rich, J. D. (2018). Postincarceration fatal overdoses after implementing medications for addiction treatment in a statewide correctional system. JAMA Psychiatry, 75(4), 405-407. https://doi.org/10.1001/jamapsychiatry.2017.4614
Wang, E. A., Hong, C. S., Shavit, S., Sanders, R., Kessell, E., & Kushel, M. B. (2012). Engaging individuals recently released from prison into primary care: A randomized trial. American Journal of Public Health, 102(9), e22-e29. https://doi.org/10.2105/AJPH.2012.300894
What the DNP 603 Module 6 instructions ask for
The assignment begins with a vulnerable population and a specific social injustice, then, drawing on theory and literature, create an innovative intervention based on the National Academy of Medicine's community-driven health equity action plans, using its seven-step guide as a framework. The written component is a 2-page writeup following the NAM public-facing outline, worth 150 points and due in Week 15; an oral Zoom presentation follows. The rubric includes community context and a vision with goals, benchmarks, milestones and steps, among other criteria. Follow the NAM outline linked in Canvas closely. Many students build on their interview and theory paper, which gives the intervention a clear community partner and a theoretical grounding before writing begins.
Inside the DNP 603 Module 6 example
The writeup uses short headed sections in plain language for a public audience: the problem, the vision, what the program does, goals, partners, evidence, measurement and an invitation. Community context gives place, population and the injustice with one strong statistic. The vision is stated in one sentence and tied to course theory in the next. Steps are numbered by time point, and a table gives each goal a benchmark and milestone. Partners include people with lived experience. Evidence is summarized briefly for readers who are not clinicians. Every number in the writeup has a source or a planned measurement behind it, so the public-facing tone does not come at the cost of accuracy.
Where the marks sit in the DNP 603 Module 6 rubric
The written component is graded on community context, a theoretically grounded vision with clear goals, benchmarks, milestones and steps, and other rubric criteria such as partners, feasibility and presentation. Faculty look for writeups that a community member or policymaker could understand. Specific, measurable benchmarks show planning. Including the affected community in governance reflects the community-driven approach of the NAM framework. Staying within two pages while covering every element requires disciplined writing. Writeups that show how the affected community will help govern the program, not only receive it, reflect the community-driven approach at the heart of the NAM framework. Plain headings help a public reader skim.
DNP 603 Module 6 help: mistakes that cost marks
The most common weakness is writing an academic paper instead of a public-facing two-pager. Use plain language and short sections. Another is a vision without measurable goals; add benchmarks and dates. Include community partners and people with lived experience. Keep to two pages. Check the NAM outline and seven-step guide for required elements. If you would like help turning your intervention into a public-facing writeup, share the details with the desk. Ask someone outside health care to read your draft and tell you what they understood; their questions show where the writing needs to be simpler. Cite sources briefly. Keep it within two pages. Name your partners explicitly.
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 Arizona State 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 603 and DNP sample papers
- DNP 603 Module 1: Course Preflection on Social Justice
- DNP 603 Module 2: Theoretical Foundations of Social Justice Paper
- DNP 603 Module 3: Mid-Course Reflection
- DNP 603 Module 4: Political Determinants of Health Group Discussion
- DNP 603 Module 5: Organizational Interview Report
- DNP 603 Module 7: Innovative Intervention Presentation
- DNP 605 Module 7: Geriatric Episodic SOAP Note
- DNP 602 Module 2: PICO and Database Search Strategy Discussion
- DNP 623 Module 6: Health Promotion Literature Review Paper
- DNP 601 Module 6: Nursing Models and Theories Written Assignment
DNP 603 Module 6 questions, answered
Where can I find a free DNP 603 Module 6 sample paper?
The two-page intervention writeup is above in full: the First Fourteen Days program for people leaving jail with opioid use disorder, covering context, vision, steps, benchmarks, partners and evaluation.
What format is the DNP 603 innovative intervention writeup?
A 2-page public-facing writeup following the National Academy of Medicine outline, based on its community-driven health equity action plan approach.
How many points is the DNP 603 written intervention?
The syllabus lists the written component at 150 points, 15% of the grade.
What is a public-facing writeup?
A short summary written in plain language for community members, partners and policymakers rather than for academic readers.
Is there a presentation for the DNP 603 intervention?
Yes. An oral Zoom presentation in slide format, worth 100 points, follows the written component.