| Course | DNP 606 Principles of Pediatric Acute Care I |
|---|---|
| Module | Module 2 |
| Paper type | Flip the classroom slide presentation |
| Length | About 653 words, 5 pages |
| Format | APA 7 slide deck with speaker notes |
| School | Arizona State University |
| Program | Doctor of Nursing Practice |
| Updated | October 2026 |
Free sample paper for DNP 606 Module 2
When Both Lungs Fail: A Flipped Classroom Presentation on Pediatric Acute Respiratory Distress Syndrome
Student Name
Edson College of Nursing and Health Innovation, Arizona State University
DNP 606: Principles of Pediatric Acute Care I
Instructor Name
Month Day, Year
Slide 1: Pediatric ARDS
When both lungs fail. Flip the Classroom, Principles of Pediatric Acute Care I.
Speaker notes: Pediatric acute respiratory distress syndrome is one of the most serious problems we will manage in the PICU. Over about twelve minutes, I want to walk through how it is defined, why it happens, what it can be confused with and what the 2023 guidelines recommend.
Slide 2: Definition: PALICC-2 (2023)
Within 7 days of a known insult. New infiltrates not fully explained by fluid overload or cardiac failure. Severity by oxygenation index or saturation index in invasively ventilated children; noninvasive criteria for children on CPAP or BiPAP.
Speaker notes: The Second Pediatric Acute Lung Injury Consensus Conference updated the pediatric definition. It uses the oxygenation index, or the saturation index when there is no arterial line, rather than adult criteria, and it includes children on noninvasive support (Emeriaud et al., 2023).
Slide 3: Pathophysiology
Direct injury (pneumonia, aspiration, drowning) or indirect injury (sepsis, trauma, transfusion). Inflamed, leaky alveolar-capillary membrane. Protein-rich edema, surfactant loss, collapse and shunt. Later: fibroproliferation.
Speaker notes: Whether the injury starts in the lung or elsewhere, the result is a leaky membrane that floods alveoli with protein-rich fluid. Surfactant fails, alveoli collapse and blood passes unoxygenated lung units. That shunt explains why these children need high oxygen and pressure.
Slide 4: How Common and How Serious
3.2% of PICU admissions. 17% mortality overall. 33% mortality in severe disease. Half of children on noninvasive support were later intubated.
Speaker notes: An international study across PICUs found that 3.2% of admitted children met the pediatric definition, with 17% mortality overall and 33% in severe cases. Half of the children first managed noninvasively went on to intubation (Khemani et al., 2019).
Slide 5: Diagnosis
History of an insult. Chest radiograph: new infiltrates. Oxygenation index or saturation index. Echocardiogram if heart failure is possible. Blood gas, cultures, viral panel.
Speaker notes: The diagnosis rests on timing, imaging and oxygenation. Because the definition excludes edema fully explained by cardiac failure or fluid overload, an echocardiogram is useful when the picture is unclear.
Slide 6: Differential Diagnoses
Cardiogenic pulmonary edema (congenital heart disease, myocarditis). Fluid overload. Diffuse alveolar hemorrhage. Bilateral pneumonia without ARDS physiology. Atelectasis.
Speaker notes: These conditions can look the same on a radiograph. Myocarditis in particular can mimic ARDS in a previously healthy child after a viral illness, and missing it changes management entirely.
Slide 7: Ventilation
Lung-protective strategy: limit tidal volume and plateau pressure. Titrate PEEP to oxygenation and hemodynamics. Permissive hypercapnia within limits. Consider prone positioning in severe cases.
Speaker notes: The pediatric guideline recommends limiting tidal volumes and plateau pressures and titrating PEEP (Emeriaud et al., 2023). The principle comes from the adult ARDS Network trial, in which lower tidal volumes cut deaths to 31.0% from 39.8% (Acute Respiratory Distress Syndrome Network, 2000).
Slide 8: Fluids, Nutrition and Sedation
Conservative fluid management after resuscitation. Early enteral nutrition. Goal-directed sedation. Daily assessment for extubation readiness.
Speaker notes: Once a child is resuscitated, avoiding fluid overload improves oxygenation. We feed early, sedate to a target rather than deeply and look every day for a chance to reduce support.
Slide 9: What Is Not Routinely Recommended
Routine surfactant. Routine corticosteroids. Routine inhaled nitric oxide (reserved for selected cases or as a bridge).
Speaker notes: Several treatments that seem logical have not shown benefit in children and are not recommended routinely. Inhaled nitric oxide may be used in selected children, such as those with pulmonary hypertension or as a bridge to ECMO (Emeriaud et al., 2023).
Slide 10: Questions for Discussion
1. When would you choose the saturation index over the oxygenation index? 2. How would you explain prone positioning to a frightened parent? 3. What signs tell you a child on BiPAP needs intubation?
Speaker notes: I would like to hear from your clinical sites, especially about noninvasive support, since half of these children eventually need intubation. Thank you.
References
Acute Respiratory Distress Syndrome Network. (2000). Ventilation with lower tidal volumes as compared with traditional tidal volumes for acute lung injury and the acute respiratory distress syndrome. New England Journal of Medicine, 342(18), 1301-1308. https://doi.org/10.1056/NEJM200005043421801
Emeriaud, G., López-Fernández, Y. M., Iyer, N. P., Bembea, M. M., Agulnik, A., Barbaro, R. P., Baudin, F., Bhalla, A., Brunow de Carvalho, W., Carroll, C. L., Cheifetz, I. M., Chisti, M. J., Cruces, P., Curley, M. A. Q., Dahmer, M. K., Dalton, H. J., Erickson, S. J., Essouri, S., Fernández, A., ... Khemani, R. G. (2023). Executive summary of the Second International Guidelines for the Diagnosis and Management of Pediatric Acute Respiratory Distress Syndrome (PALICC-2). Pediatric Critical Care Medicine, 24(2), 143-168. https://doi.org/10.1097/PCC.0000000000003147
Khemani, R. G., Smith, L., Lopez-Fernandez, Y. M., Kwok, J., Morzov, R., Klein, M. J., Yehya, N., Willson, D., Kneyber, M. C. J., Lillie, J., Fernandez, A., Newth, C. J. L., Jouvet, P., & Thomas, N. J. (2019). Paediatric acute respiratory distress syndrome incidence and epidemiology (PARDIE): An international, observational study. The Lancet Respiratory Medicine, 7(2), 115-128. https://doi.org/10.1016/S2213-2600(18)30344-8
What the DNP 606 Module 2 instructions ask for
The posted syllabus describes the Flip the Classroom assignment as part of an immersion, worth 10 points. Each student selects one respiratory acute care topic from the list in Canvas, first come, first served, and emails faculty with ranked choices. The presentation runs 10 to 15 minutes, for example in PowerPoint or Vimeo, and covers the pathophysiology, diagnosis, differential diagnoses and management of the chosen condition, using the course textbook and current evidence-based guidelines. Each presentation is followed by 10 minutes of peer discussion and a 10-minute faculty review, 30 minutes per student in all. Because time is short, keep slides spare and put detail in the speaker notes.
How the DNP 606 Module 2 example is put together
Ten slides, each with speaker notes, fill about twelve minutes. It opens with the 2023 international definition and moves through pathophysiology, prevalence and outcomes from a large international study, diagnosis and a slide of differential diagnoses. Two management slides cover lung-protective ventilation, with the trial that established it, and fluid, nutrition and sedation strategy, followed by a slide on treatments not routinely recommended. The final slide poses three questions for the peer discussion. Three sources support it: the PALICC-2 guideline, the PARDIE study and the ARDS Network trial. Each required element of the assignment has its own slide. Speaker notes carry the figures and citations so the slides themselves stay brief enough to read at a glance.
DNP 606 Module 2 rubric: what earns full marks
Grading is likely to reflect coverage of the four required elements, pathophysiology, diagnosis, differential diagnoses and management, along with accurate use of current guidelines, staying within 10 to 15 minutes and leading a useful peer discussion. Faculty review follows each presentation, so accuracy matters. Presentations earn more when management reflects the most recent guideline rather than older textbook content. Including outcome data shows why the topic matters. Clear slides with brief points and fuller speaker notes suit the short format, and discussion questions show readiness for the peer segment. Faculty may also ask how the condition differs in infants and adolescents, so a note on age differences in your speaker notes helps you answer.
DNP 606 Module 2 help with common mistakes
A recurring weakness is a presentation that runs long because every slide is crowded. Keep each slide to a few points and practice with a timer. Another is relying on an older definition when a newer guideline exists; check the date of your source. If you would like help building a flipped classroom deck on your assigned respiratory topic, tell the desk which topic you drew. Prepare two or three discussion questions in advance. Rehearse the differential diagnosis slide, since faculty often ask about it. Cite the guideline year on the definition slide so faculty can see your source is current. Bring one printed copy of your notes.
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.
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DNP 606 Module 2 questions, answered
Where can I find a free DNP 606 Module 2 sample paper?
The full DNP 606 Flip the Classroom sample on pediatric ARDS, ten slides with speaker notes using the 2023 PALICC-2 guideline, is posted on this page.
What is the DNP 606 Flip the Classroom assignment?
A 10 to 15 minute presentation on one respiratory acute care topic covering pathophysiology, diagnosis, differential diagnoses and management, followed by discussion.
How much is the DNP 606 flipped classroom presentation worth?
The posted syllabus lists it at 10 points, given at an immersion.
How is pediatric ARDS defined?
The 2023 PALICC-2 guideline uses timing, new infiltrates and the oxygenation or saturation index, and includes children on noninvasive support.
How common is pediatric ARDS?
An international study found it in 3.2% of PICU admissions, with 17% mortality overall.