| Course | DNP 645 Management of Common Problems in Pediatric Primary Care |
|---|---|
| Module | Module 6 |
| Paper type | Paired case-based presentation slides with speaker notes |
| Length | About 625 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 645 Module 6
Right Diagnosis, Different Drug: An Evidence-Based Practice Presentation on Acute Otitis Media in a 3-Year-Old and a Plan Off the Guideline
Student Name
Edson College of Nursing and Health Innovation, Arizona State University
DNP 645: Management of Common Problems in Pediatric Primary Care
Instructor Name
Month Day, Year
Slide 1: Right Diagnosis, Different Drug
Title slide: an acute otitis media case from clinical rotation, set against the guideline.
Speaker notes: We chose ear infections because they are the most common reason children receive antibiotics, so small departures from the guideline add up across a practice.
Slide 2: The Case
M., 3 years, a day of pain in the right ear, fever to 101 F; no prior ear infections this year; no amoxicillin in the past 30 days; no allergy.
Speaker notes: She attends child care, and her parent wanted her back as soon as possible.
Slide 3: Examination
Right tympanic membrane bulging, red and immobile on pneumatic otoscopy; left normal; no otorrhea.
Speaker notes: A bulging membrane is the key sign; redness alone is not enough to diagnose acute otitis media (Lieberthal et al., 2013).
Slide 4: The Preceptor's Plan
Amoxicillin-clavulanate for 10 days, ibuprofen for pain, recheck if not better.
Speaker notes: Our question was not whether the diagnosis was right; it was. It was whether the treatment matched the guideline.
Slide 5: What the Guideline Says About Observation
Children 2 years and older with nonsevere unilateral or bilateral acute otitis media may be offered observation with close follow-up instead of immediate antibiotics, through shared decision-making.
Speaker notes: The guideline's nonsevere category, mild pain present under two days with fever under 102.2 F, describes M.
Slide 6: What the Guideline Says About the Drug
When antibiotics are given, high-dose amoxicillin is first line unless the child had amoxicillin in the past 30 days, has concurrent purulent conjunctivitis or has a history of recurrent infection unresponsive to amoxicillin.
Speaker notes: None of those applied to M., so amoxicillin-clavulanate was a step beyond first line, with more diarrhea and a broader spectrum (Kimberlin et al., 2024).
Slide 7: What the Guideline Says About Duration
Ten days for children younger than 2 years and those with severe symptoms; 7 days may be used for ages 2 to 5 with mild to moderate illness; 5 to 7 days for 6 and older.
Speaker notes: In a trial limited to toddlers under 2, the 5-day course did worse than the 10-day course, which supports the guideline keeping the full course for children under 2 (Hoberman et al., 2016).
Slide 8: Why the Preceptor Departed
The parent asked for "something strong" and could not return for a recheck; the clinic had seen several treatment failures that month.
Speaker notes: These are real pressures. We asked our preceptor directly, and the reasons were concern about follow-up and recent failures, not unfamiliarity with the guideline.
Slide 9: Weighing the Reasons
Follow-up concern supports a safety-net prescription rather than a broader drug; local failures would need culture data before changing first-line therapy.
Speaker notes: The guideline's observation option includes a wait-and-see prescription that the family fills only if symptoms persist or worsen after 48 to 72 hours.
Slide 10: Our Plan if Practicing Independently
Offer observation with a safety-net prescription for high-dose amoxicillin for 7 days, scheduled ibuprofen and a phone check at 48 hours; or, if the parent prefers immediate treatment, high-dose amoxicillin for 7 days.
Speaker notes: Either option keeps to first line and to the shortest course the guideline supports for her age.
Slide 11: What We Learned
Guidelines leave room for shared decisions, but the room is in observation and follow-up, not in the choice of a broader antibiotic.
Speaker notes: We also learned to ask our preceptor why, which made the discussion with her a teaching moment for both of us.
Slide 12: Questions for the Class
Would you offer observation to this parent? How would you handle a family that cannot return?
Speaker notes: We would like to hear how others manage follow-up when families have limited access.
References
Hoberman, A., Paradise, J. L., Rockette, H. E., Kearney, D. H., Bhatnagar, S., Shope, T. R., Martin, J. M., Kurs-Lasky, M., Copelli, S. J., Colborn, D. K., Block, S. L., Labella, J. J., Lynch, T. G., Cohen, N. L., Haralam, M., Pope, M. A., Nagg, J. P., Green, M. D., & Shaikh, N. (2016). Shortened antimicrobial treatment for acute otitis media in young children. New England Journal of Medicine, 375(25), 2446-2456. https://doi.org/10.1056/NEJMoa1606043
Kimberlin, D. W., Banerjee, R., Barnett, E. D., Lynfield, R., & Sawyer, M. H. (Eds.). (2024). Red Book: 2024-2027 report of the Committee on Infectious Diseases (33rd ed.). American Academy of Pediatrics.
Lieberthal, A. S., Carroll, A. E., Chonmaitree, T., Ganiats, T. G., Hoberman, A., Jackson, M. A., Joffe, M. D., Miller, D. T., Rosenfeld, R. M., Sevilla, X. D., Schwartz, R. H., Thomas, P. A., & Tunkel, D. E. (2013). The diagnosis and management of acute otitis media. Pediatrics, 131(3), e964-e999. https://doi.org/10.1542/peds.2012-3488
What the DNP 645 Module 6 instructions ask for
In Week 12, DNP 645's third immersion includes the OSCE and the Evidence-Based Practice Presentation, worth 20 points and given in pairs. The syllabus asks for an acute, minor illness case from clinical in which the preceptor did not follow, or only partly followed, the guidelines. Present it as a case study so classmates can ask questions, set out the guideline, explain the preceptor's reasons for departing from it and say what you would do if practicing on your own, and why. Post your topic on the course discussion board early for approval, since topics are first come, first served. A respectful conversation with the preceptor about the decision gives the presentation its strongest material.
How the DNP 645 Module 6 example is put together
Twelve slides with speaker notes follow the syllabus's sequence. The case and examination come first, ending with the preceptor's plan. Three slides then set the guideline beside the case point by point: observation criteria, first-line drug and its exceptions, and duration by age, with a randomized trial for the duration rule. Two slides record the preceptor's reasons, gathered by asking her, and weigh each one fairly. The pair's own plan follows, with two options, drug, dose type, duration and follow-up. The closing slides state what the pair learned and pose questions for the class. Margin notes mark the slides where the comparison and the alternative plan are made.
Reading the DNP 645 Module 6 grading rubric
A Canvas rubric scores the presentation. Expect credit for a clear case in case study format, an accurate account of the specific recommendations involved, a fair explanation of why the preceptor departed from them, an alternative plan with drug, dose and follow-up and engagement with questions from the class, as well as slide quality and delivery by both partners. Presentations lose points when they choose a chronic or complex condition, when the critique of the preceptor lacks the preceptor's reasoning, when the alternative is vague and when the guideline cited is outdated. Getting topic approval early avoids a late change of case.
DNP 645 Module 6 help with common mistakes
The easiest way to weaken this presentation is to make it a complaint about a preceptor. Ask your preceptor why the plan was chosen and present the answer fairly. Point to the exact recommendation the plan departed from, not the guideline in general. Give your own plan in full, with drug, dose, duration and follow-up. Put a single idea on each slide and move the evidence into the notes. Remove identifying details about the patient and the clinic. Rehearse together so either partner can answer questions. If your pair would like help structuring the guideline comparison, send the desk the approved topic and a draft of the case slides. Close with a question for the class that invites discussion of the guideline's flexibility.
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 645 Module 6 questions, answered
Where can I find a free DNP 645 Module 6 sample paper?
This page holds a full DNP 645 Module 6 sample: a twelve-slide evidence-based practice presentation on a 3-year-old's otitis media treated off the AAP guideline, with speaker notes.
What is the DNP 645 evidence-based practice presentation?
Pairs present an acute, minor illness case from clinical where the preceptor did not fully follow the guidelines, explain why and say how they would manage it independently.
Can a 3-year-old with an ear infection be observed without antibiotics?
For nonsevere ear infections at age 2 or older, the AAP guideline lets families choose watchful waiting with a planned recheck instead of starting antibiotics right away.
What is first-line antibiotic treatment for acute otitis media?
High-dose amoxicillin, unless the child took amoxicillin in the past 30 days, has purulent conjunctivitis or has recurrent infection unresponsive to amoxicillin.
How much is the DNP 645 presentation worth?
The evidence-based presentation is worth 20 points and is delivered in pairs at the third immersion in Week 12.