| Course | DNP 606 Principles of Pediatric Acute Care I |
|---|---|
| Module | Module 3 |
| Paper type | Discussion board post and replies |
| Length | About 324 words |
| Format | Discussion post with APA 7 citations |
| School | Arizona State University |
| Program | Doctor of Nursing Practice |
| Updated | October 2026 |
Free sample paper for DNP 606 Module 3
DB 2: An Infant on High-Flow Oxygen and What the Bronchiolitis Guideline Says
Supportive Care, Applied: A Bronchiolitis Case From Clinical and the Guideline Behind It
Initial Post
The experience. During my clinical rotation, I cared for a 4-month-old girl on day three of bronchiolitis caused by RSV. She had nasal congestion, retractions, a respiratory rate in the 60s and was feeding poorly. Overnight her saturation drifted below 90% on low-flow oxygen, and the team started high-flow nasal cannula.
The guideline. The American Academy of Pediatrics bronchiolitis guideline emphasizes supportive care: suction, hydration and oxygen when saturation stays below 90%. It recommends against routine albuterol, epinephrine, hypertonic saline in the emergency department, systemic corticosteroids, antibiotics without a bacterial infection, chest physiotherapy and routine chest radiographs (Ralston et al., 2014). A review in The Lancet reached similar conclusions and noted that most treatments tested for bronchiolitis have not changed outcomes (Florin et al., 2017).
The evidence on high-flow. In a trial of 1,472 infants with bronchiolitis treated outside the ICU, those started on high-flow oxygen needed escalation of care less often than those on standard oxygen (12% vs 23%). Hospital stay and length of oxygen therapy did not differ, and 61% of infants who failed standard oxygen responded to high-flow as rescue (Franklin et al., 2018).
How our unit compared. The team followed the guideline well: no albuterol trial, no steroids and no routine radiograph. Continuous pulse oximetry was used throughout, which the guideline does not require for every infant and which can prolong stays. High-flow was used as rescue, consistent with the trial.
What I learned. Good bronchiolitis care is mostly about restraint and close observation. I will be ready to explain to parents why we are not giving medicines, and to watch for feeding difficulty and fatigue.
Reply to a Classmate (Weaning High-Flow)
You asked when to wean high-flow. Many units wean once work of breathing and oxygen needs improve for several hours, then trial room air; a written weaning protocol helps the team act consistently.
References
Florin, T. A., Plint, A. C., & Zorc, J. J. (2017). Viral bronchiolitis. The Lancet, 389(10065), 211-224. https://doi.org/10.1016/S0140-6736(16)30951-5
Franklin, D., Babl, F. E., Schlapbach, L. J., Oakley, E., Craig, S., Neutze, J., Furyk, J., Fraser, J. F., Jones, M., Whitty, J. A., Dalziel, S. R., & Schibler, A. (2018). A randomized trial of high-flow oxygen therapy in infants with bronchiolitis. New England Journal of Medicine, 378(12), 1121-1131. https://doi.org/10.1056/NEJMoa1714855
Ralston, S. L., Lieberthal, A. S., Meissner, H. C., Alverson, B. K., Baley, J. E., Gadomski, A. M., Johnson, D. W., Light, M. J., Maraqa, N. F., Mendonca, E. A., Phelan, K. J., Zorc, J. J., Stanko-Lopp, D., Brown, M. A., Nathanson, I., Rosenblum, E., Sayles, S., & Hernandez-Cancio, S. (2014). Clinical practice guideline: The diagnosis, management, and prevention of bronchiolitis. Pediatrics, 134(5), e1474-e1502. https://doi.org/10.1542/peds.2014-2742
What the DNP 606 Module 3 instructions ask for
Discussion board 2 opens in the infectious disease week of the posted syllabus as an open topic on a clinical experience and an evidence-based practice guideline. The syllabus calls these student-led discussions that should contain original ideas, stimulate discussion and show critical thinking, application and synthesis. Initial posts are due Tuesday evening, Arizona time, and replies, including answers to everyone who comments on your post, by Friday at 11:59 p.m. APA format and supporting evidence are required, and a point is deducted for late or missing posts. Choose an experience from your clinical rotation and a current guideline that applies to it, then compare what you saw with what the guideline recommends.
How the DNP 606 Module 3 example is put together
The post has four short parts: the clinical experience described concretely, the national guideline's recommendations and what it advises against, the evidence from a large trial on the treatment the infant received, and a comparison between the unit's practice and the evidence. A brief reflection says what the writer learned, and a reply addresses weaning high-flow. Three sources support it: the AAP guideline, a review in The Lancet and the high-flow trial. Each claim about practice is tied to a source, and the comparison notes both where the unit matched the guideline and where it did not. The reflection at the end turns the comparison into one habit the writer will carry into practice.
DNP 606 Module 3 rubric: what earns full marks
Faculty are likely to look for an original, specific clinical experience, accurate use of a current guideline, synthesis of evidence with practice, critical thinking about gaps between them, engagement with peers and APA format. Posts score higher when they compare what happened with what the evidence recommends rather than summarizing the guideline. Reporting trial results with their numbers shows appraisal skill. Noticing a practice that differs from the guideline, and explaining why it matters, demonstrates critical thinking. Responding to every comment on your own post is expected under the syllabus. Faculty may also credit posts that suggest a realistic change for the unit, such as intermittent oximetry for stable infants, backed by the guideline.
DNP 606 Module 3 help: mistakes that cost marks
A typical weakness is a post that summarizes a guideline without a real clinical experience. Start with the patient you cared for. Another is choosing a guideline that is out of date; check for newer versions. Protect privacy by removing identifiers. If you would like help writing an open-topic post from your own rotation, describe the experience to the desk without patient details. Post by Tuesday so peers can respond. Answer every reply on your post by Friday. Name the guideline and its year in your first paragraph, then say plainly where your unit followed it and where it did not. Keep the clinical story short.
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 3 questions, answered
Where can I find a free DNP 606 Module 3 sample paper?
The full DNP 606 discussion board 2 sample, linking a bronchiolitis case to the AAP guideline and a high-flow oxygen trial, can be read on this page.
What does DNP 606 discussion board 2 ask for?
An open-topic post on a clinical experience connected to an evidence-based practice guideline, with replies to peers.
What does the AAP recommend for bronchiolitis?
Supportive care with suction, hydration and oxygen when needed, and avoiding routine albuterol, steroids, antibiotics, chest physiotherapy and radiographs.
Does high-flow oxygen help infants with bronchiolitis?
A large trial found it halved escalation of care compared with standard oxygen, though hospital stay did not change.
When are DNP 606 discussion posts due?
Initial posts are due Tuesday evening and replies by Friday at 11:59 p.m., Arizona time.