| Course | DNP 673 Mental Health Promotion Across the Lifespan |
|---|---|
| Module | Module 3 |
| Paper type | Discussion board post and reply |
| Length | About 342 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 673 Module 3
Week 4: Catching the Thought Between the Event and the Feeling, a CBT Example
Catching the Thought: A Cognitive Behavioral Therapy Example With a Client After a Demotion
Initial Post
The client. Mr. D, a composite 34-year-old warehouse supervisor, came to our clinic two months after being moved off the supervisor track. He described low mood, poor sleep, withdrawal from his bowling league and the thought that he was "a failure." His PHQ-9 score was 16, in the moderately severe range (Kroenke et al., 2001).
The cognitive model. CBT holds that our feelings and actions follow from how we interpret events, not from the events alone (Beck, 2020). I drew this on a sheet for Mr. D: situation (the demotion), automatic thought ("I'm a failure; everyone sees it"), emotion (sadness, shame) and behavior (staying home, skipping bowling).
Thought record. In session two we filled in a thought record about seeing his former team at a shift change. His automatic thought was "They think I'm a joke," with 85% belief. Evidence for: one coworker looked away. Evidence against: two others said hello, and his manager had praised his safety record. His alternative thought was "The demotion was about budget cuts, and most people treat me the same." His belief in the original thought dropped to 40%.
Behavioral activation. Because depression shrinks activity, we scheduled small, valued activities: one bowling night, a walk with his daughter and a call to his brother. He rated mood before and after each one.
Behavioral experiment. He predicted that his bowling friends would ask awkward questions. He went, one friend asked once, and the evening was otherwise normal, which weakened the prediction.
Outcome. Over six sessions his PHQ-9 score fell from 16 to 8. CBT has one of the broadest evidence bases among psychotherapies, with strong support across anxiety disorders and good support for depression (Hofmann et al., 2012).
Reply to a Classmate (Brief Visits)
You asked how to use CBT in a 20-minute medication visit. I use one piece at a time: a quick thought check on the week's hardest moment, or one scheduled activity to try before the next visit.
References
Beck, J. S. (2020). Cognitive behavior therapy: Basics and beyond (3rd ed.). Guilford Press.
Hofmann, S. G., Asnaani, A., Vonk, I. J. J., Sawyer, A. T., & Fang, A. (2012). The efficacy of cognitive behavioral therapy: A review of meta-analyses. Cognitive Therapy and Research, 36(5), 427-440. https://doi.org/10.1007/s10608-012-9476-1
Kroenke, K., Spitzer, R. L., & Williams, J. B. W. (2001). The PHQ-9: Validity of a brief depression severity measure. Journal of General Internal Medicine, 16(9), 606-613. https://doi.org/10.1046/j.1525-1497.2001.016009606.x
Reading the DNP 673 Module 3 assignment instructions
Week 4 of the posted syllabus is an overview of cognitive behavioral therapy, with assigned chapters from the course CBT book on the cognitive model, case conceptualization and techniques. The discussion asks you to give an example of using CBT with a client. Boards follow the course pattern: a first post before Wednesday and a second at least a day later, with current evidence cited in at least one post. Expect to describe a client briefly, show the cognitive model applied to that person and walk through one or more techniques, such as a thought record, behavioral activation or a behavioral experiment, and report what happened. Use a composite or de-identified client.
How this DNP 673 Module 3 example is built
The post introduces a composite client with a baseline PHQ-9 score. It then applies the cognitive model to his situation, followed by three techniques: a thought record with belief ratings before and after an alternative thought, behavioral activation with mood ratings, and a behavioral experiment that tests a prediction. An outcome section reports his PHQ-9 score after six sessions and places the example in the evidence base for CBT. A brief reply explains how to use single CBT techniques in short medication visits. Sources include the course CBT text, a review of meta-analyses and the PHQ-9 validation study. The client's own words appear in quotation marks, which keeps the example concrete.
DNP 673 Module 3 rubric: what earns full marks
CBT example posts are likely graded on an accurate account of the cognitive model, correct use of specific techniques, realistic client detail, measurement of change, use of evidence and engagement with classmates. The marks favor posts that show techniques in action, with the client's thoughts and ratings, rather than describing CBT in general. Measuring outcomes with a validated tool shows clinical rigor. Linking the example to the evidence base demonstrates critical thinking. Replies that answer practical questions, such as fitting CBT into brief visits, add value. The syllabus asks for two posts at least a day apart. Faculty may also look for awareness of when CBT is not enough, such as severe depression needing medication.
DNP 673 Module 3 help with common mistakes
A common weakness is a post that defines CBT without showing it with a client. Give the client's actual thoughts and how they changed. Another is listing every technique; choose two or three and show them well. Protect privacy by using a composite case. If you want help building a CBT example from a client you have seen, describe the case to the desk without identifying details. Show change with a scored scale, the PHQ-9 for mood or the GAD-7 for worry. Keep the reply practical. Show at least one moment where the client's belief in a thought changed, since that change is the heart of the method. Report the measure's score before and after.
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 673 and Doctor of Nursing Practice sample papers
- DNP 673 Module 1: Risk and Protective Factors Discussion
- DNP 673 Module 2: Effective Parenting Article Post
- DNP 673 Module 4: Relapse Prevention and Aftercare Discussion
- DNP 673 Module 5: Physical Activity Wellness Reflection
- DNP 673 Module 6: Sleep Wellness Reflection
- NUR 640 Module 5: Team Assignment 2: Theory-Based Process and Toolkit for a Persistent Health Care Problem
- DNP 707 Module 1: DNP Project Introduction
- DNP 709 Module 9: Case for Innovation Presentation
- DNP 671 Module 5: Discussion: Interviewing an Adult With Anxiety and a Child With ADHD
DNP 673 Module 3 questions, answered
Where can I find a free DNP 673 Module 3 sample paper?
You can read a full DNP 673 Week 4 CBT example post, with a thought record, behavioral activation, a behavioral experiment and PHQ-9 tracking.
What does the DNP 673 CBT discussion ask for?
An example of using cognitive behavioral therapy with a client, after readings from the course CBT book.
What is a thought record in CBT?
A worksheet on which a client records a situation, the automatic thought, the feeling, evidence for and against the thought and a more balanced alternative.
What is behavioral activation?
A CBT technique that schedules small, valued activities to counter the withdrawal that maintains depression.
Can CBT be used in short medication visits?
Yes, one technique at a time, such as a brief thought check or one planned activity, can fit into a short visit.