| Course | DNP 619 Principles of Pediatric Acute Care II |
|---|---|
| Module | Module 7 |
| Paper type | Course reflection post |
| Length | About 454 words |
| Format | Discussion post with APA 7 citations |
| School | Arizona State University |
| Program | DNP |
| Updated | October 2026 |
Free sample paper for DNP 619 Module 7
Discussion Board 2: Course Reflection
The Module I Almost Skipped: A Course Reflection on Pediatric Acute Care and Palliative Care
Reflection
Coming into the semester, I saw pediatric acute care as a set of protocols to master: trauma surveys, toxicology nomograms, dialysis indications. The cases did teach me those, and I feel far more confident with them. Working through the acetaminophen ingestion, I learned to read a current guideline (Dart et al., 2023) rather than rely on rules I learned years ago in the PICU. The crush injury case made me think about how care changes when resources run out.
Moderating a discussion board taught me something different. When I posted the slipped epiphysis case, I expected classmates to find the answer quickly. Instead, I learned to teach through questions and to write a summary that resolved the case. Leading the board felt like a small version of leading rounds.
The part of the course that changed me most was one I almost rushed: the ELNEC pediatric palliative care modules. In the PICU, I think of palliative care as something that begins when we stop. The modules, and the AAP's recommendations that pediatric palliative care should be patient centered, family engaged and integrated into care from diagnosis for children with life-threatening conditions (Section on Hospice and Palliative Medicine and Committee on Hospital Care, 2013), showed me it belongs alongside curative care. I thought of a child last year whose family met the palliative team only in his final days, after weeks in which they had questions no one had time to answer. I now believe I failed that family by not asking for help sooner.
Since completing the modules, I have started asking at morning rounds whether any of our long-stay patients would benefit from a palliative care conversation, and twice the answer has been yes. That small habit may be the most practical thing I take from this course.
The ethics week reinforced the same lesson. In the case of the adolescent who refused an insulin pump, we found that listening to her reasons opened a solution that arguing would never have reached (Katz et al., 2016). Palliative care is built on the same skill.
Feedback for the Course
1. The flip the classroom presentations were excellent, but several topics overlapped; assigning them earlier would reduce repetition.
2. A short practice case before Case Study 1 would help students learn the required format before it is graded.
3. Consider moving the palliative care content earlier in the semester so it can shape how we approach the later cases.
Thank you to the faculty and my classmates for a challenging and rewarding semester; I leave with better clinical tools and a better sense of when to ask for help.
References
Dart, R. C., Mullins, M. E., Matoushek, T., Ruha, A.-M., Burns, M. M., Simone, K., Beuhler, M. C., Heard, K. J., Mazer-Amirshahi, M., Stork, C. M., Varney, S. M., Funk, A. R., Cantrell, L. F., Cole, J. B., Banner, W., Stolbach, A. I., Hendrickson, R. G., Lucyk, S. N., Sivilotti, M. L. A., ... Rumack, B. H. (2023). Management of acetaminophen poisoning in the US and Canada: A consensus statement. JAMA Network Open, 6(8), e2327739. https://doi.org/10.1001/jamanetworkopen.2023.27739
Katz, A. L., Webb, S. A., & Committee on Bioethics. (2016). Informed consent in decision-making in pediatric practice. Pediatrics, 138(2), e20161485. https://doi.org/10.1542/peds.2016-1485
Section on Hospice and Palliative Medicine and Committee on Hospital Care. (2013). Pediatric palliative care and hospice care commitments, guidelines, and recommendations. Pediatrics, 132(5), 966-972. https://doi.org/10.1542/peds.2013-2731
Reading the DNP 619 Module 7 assignment instructions
The posted syllabus lists Discussion Board 2, the course reflection and end-of-semester feedback, as a formative, pass/fail board due in Finals Week, alongside the ELNEC pediatric palliative care course certificate and proof of professional organization membership. Formative boards have no minimum number of responses, and classmates may comment. Expect the prompt to ask what you learned, what changed in your practice or thinking, and what feedback you have for the course. Because it is pass/fail, the goal is honest, useful reflection rather than polished prose. Keep it honest and specific. Because the board is pass/fail, write candidly about what you learned and what would improve the course for the next class.
Inside the DNP 619 Module 7 example
The reflection moves from expected learning, protocols and guidelines, to unexpected learning from moderating and from palliative care, which shows genuine change. A specific memory from practice makes the palliative care lesson concrete. The ethics case is linked to the same skill, listening, which ties the course together. Feedback is numbered, specific and constructive, with a reason for each suggestion. Sources support the two main lessons. The reflection closes with thanks, but its weight rests on the specific change in practice the student describes. Feedback items are numbered for easy reading. The palliative care lesson is tied to a past patient, which makes the change in thinking credible. Its tone stays personal but professional. Three suggestions are specific enough to act on next term.
Reading the DNP 619 Module 7 grading rubric
Pass/fail reflections are generally judged on completion and thoughtful engagement: whether the student reflects honestly on learning, connects it to practice and offers useful feedback. Faculty value specific examples over general praise. Constructive suggestions with reasons are more helpful than complaints or compliments alone. Even on a formative board, citing a source that shaped your thinking adds credibility. Reflections that describe a concrete habit adopted because of the course show learning that faculty can see. Respectful, specific feedback helps the course improve. Linking a lesson to a past patient makes it concrete. Brevity is fine if every element is present.
DNP 619 Module 7 help from the desk
Students sometimes write a list of topics covered instead of a reflection. Name what changed in your thinking. Another common issue is feedback that is vague, such as "great course"; suggest something specific. Keep patient details composite. Be honest about what was hard. If you would like help writing a course reflection, send the prompt to the desk. Write about the part of the course you least expected to matter; it often reveals the most learning. Submit your ELNEC certificate the same week. Feedback that names a fix is more useful than praise alone. Mention specific weeks or assignments rather than the course in general.
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 619 Module 7 questions, answered
Where can I find a free DNP 619 Module 7 sample paper?
The course reflection is above in full: learning from cases and moderating, the palliative care lesson that changed practice, and three specific suggestions for the course.
Is the DNP 619 course reflection graded?
The syllabus lists it as a pass/fail formative discussion board due in Finals Week.
What is the ELNEC course in DNP 619?
The End-of-Life Nursing Education Consortium pediatric palliative care curriculum, nine modules completed for a certificate.
When should pediatric palliative care begin?
AAP recommendations describe it as integrated into care for children with life-threatening conditions, not only at the end of life.
What makes course feedback useful?
Specific suggestions with reasons, such as when to schedule content or how to prepare students for an assignment.