| Course | DNP 603 Health Equity and Social Justice |
|---|---|
| Module | Module 7 |
| Paper type | Intervention presentation, slides with speaker notes |
| Length | About 553 words, 5 pages |
| Format | APA 7 slide deck with speaker notes |
| School | Arizona State University |
| Program | DNP |
| Updated | October 2026 |
Free sample paper for DNP 603 Module 7
Fourteen Days to Live Through: Presenting a Gate-to-Clinic Bridge After Jail
Student Name
Edson College of Nursing and Health Innovation, Arizona State University
DNP 603: Health Equity and Social Justice
Instructor Name
Month Day, Year
Slide 1: Fourteen Days to Live Through
First Fourteen Days, a program that carries people from jail release to a clinic visit.
Speaker notes: Good afternoon. My project grew out of one patient, and I want to start with him.
Slide 2: Nine Days
A man, 34, overdoses nine days after release from jail. Four months without opioids inside. No medication, coverage or appointment at release.
Speaker notes: This composite patient stayed off opioids for four months in jail. Nine days after release he overdosed and survived only because his sister had naloxone. His story is common. In one large study, the risk of overdose death in the first two weeks after prison release was 129 times that of other residents (Binswanger et al., 2007).
Slide 3: The Injustice
Release is organized in ways that make death predictable: treatment stops, coverage pauses, housing is uncertain. The burden falls on people already carrying many disadvantages.
Speaker notes: This is a structural problem. The danger comes from how release is organized, and it falls on people who did not design those arrangements. Our course readings on structural violence helped me name it that way (Farmer et al., 2006).
Slide 4: Vision
No one with opioid use disorder leaves jail without medication, naloxone, working coverage and a clinician visit within a day.
Speaker notes: The vision is simple enough for anyone to remember. It is also measurable, which matters for the steps that follow.
Slide 5: Five Steps
1. Before release: continue or start medication; confirm coverage. 2. At the gate: peer navigator, phone, ride, naloxone. 3. Within 24 hours: nurse practitioner visit. 4. Days 1 to 14: daily texts, twice-weekly visits. 5. Day 14: warm handoff to primary care.
Speaker notes: Each step closes one gap. The most important is the 24-hour visit, because it keeps medication continuous through the most dangerous days.
Slide 6: Benchmarks
80% receive medication within 24 hours. 90% leave with active Medicaid. 70% attend primary care by day 30. Zero overdose deaths in the first two weeks after release.
Speaker notes: These benchmarks will be reviewed monthly with partners. The last one is the goal that matters most to families.
Slide 7: Partners
Jail health services. Faith-based reentry program. State Medicaid agency. Federally qualified health center. Nurse practitioner team. Advisory group of people with lived experience.
Speaker notes: My interview with a reentry program director shaped this list. He told me that care must meet people at release and in the reentry house, not wait for them at a clinic.
Slide 8: Why It Should Work
Continuing medication in corrections was followed by fewer post-release overdose deaths in Rhode Island. A tailored primary care program for people leaving prison reduced emergency visits.
Speaker notes: After Rhode Island made every approved addiction medication available in its prisons and jails, deaths from overdose after release fell sharply (Green et al., 2018). A randomized trial of a primary care program with a community health worker for people leaving prison reduced emergency department visits (Wang et al., 2012).
Slide 9: The Ask
Health systems: fund the nurse practitioner team. Congregations: host navigators. Policymakers: activate coverage before release. Classmates: tell me what I missed.
Speaker notes: I will close with an ask for each audience, including you. Please tell me what you would change if this program were coming to your community.
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
Farmer, P. E., Nizeye, B., Stulac, S., & Keshavjee, S. (2006). Structural violence and clinical medicine. PLoS Medicine, 3(10), e449. https://doi.org/10.1371/journal.pmed.0030449
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 7 instructions ask for
The posted syllabus describes the oral component as a Zoom presentation of the content of your 2-page public-facing writeup, using a slide deck, scheduled during Week 16, presentation week. It is worth 100 points, 10% of the grade, and follows the written component due the week before. Expect the rubric to mirror the written component's criteria, such as community context and vision, along with presentation quality. Students sign up for a time slot, so check Canvas for the schedule and the time limit, and plan your slides to fit it. Rehearse with your actual slides and timer. Most students build the slides directly from the two-pager's headings so the content stays consistent across both components.
How this DNP 603 Module 7 example is built
Nine slides follow the writeup's structure while adapting it for a spoken audience: a patient story first, then the injustice, vision, steps, benchmarks, partners, evidence and a closing ask. Slides hold only a few words; the notes hold the explanation and sources. The partners slide connects to the organizational interview, which shows how course assignments built on each other. The final slide asks something specific of each audience, including classmates, which invites discussion. Each slide carries one idea, and the notes are written as spoken sentences, so the presenter can speak naturally rather than read the slides aloud. The patient story returns at the end. Speaker notes cite every source used.
Where the marks sit in the DNP 603 Module 7 rubric
Intervention presentations are usually graded on clear communication of the community context, vision, steps, benchmarks and partners, consistency with the written component, effective slides, staying within time and engagement of the audience. Graders favor decks that a public audience could follow. Opening with a human story and closing with a specific ask are strong rhetorical choices for a health equity proposal. Citing evidence in notes or on slides supports credibility. Presenters who invite questions and respond thoughtfully to peers' comments also show the collaborative engagement expected in a seminar course. Consistent figures across slides matter. A clear ask at the end makes the talk memorable. Faculty also check that the slides match the two-page writeup in every number.
DNP 603 Module 7 help from the desk
The most common weakness is reading the two-pager aloud. Adapt it for listeners with fewer words per slide and a story to anchor the problem. Overrunning the time slot is another; practice with a clock. Make the ask concrete. Keep numbers consistent with your writeup. Test your Zoom screen sharing beforehand. If you would like help turning your writeup into a presentation, get in touch with the desk. Practice once in a Zoom room with a classmate to check audio, slide sharing and timing before your scheduled slot. Keep each slide to a few lines. Leave time for questions.
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 6: Innovative Intervention Two-Page Writeup
- DNP 619 Module 7: End-of-Course Reflection
- DNP 604 Module 2: Lead Exposure Case Study
- DNP 610 Module 3: Mock Code OSCE Reflection
- DNP 605 Module 7: Geriatric Episodic SOAP Note
DNP 603 Module 7 questions, answered
Where can I find a free DNP 603 Module 7 sample paper?
The intervention presentation is shown above in full: nine slides with notes presenting the First Fourteen Days program, opening with one patient and closing with an ask.
How is the DNP 603 intervention presented?
As a Zoom presentation with a slide deck summarizing the 2-page public-facing writeup.
How many points is the DNP 603 oral presentation?
The syllabus lists it at 100 points, 10% of the grade.
When are DNP 603 presentations?
In Week 16, presentation week, at times students sign up for.
What should the last slide of a DNP 603 presentation include?
A clear ask or call to action for the audiences who could help make the intervention happen.