| Course | DNP 707 Disseminating Evidence to Advance Best Practice in Healthcare and Health Policy |
|---|---|
| Module | Module 2 |
| Paper type | Elevator speech script with planning notes |
| Length | About 427 words, 4 pages |
| Format | APA 7 student paper |
| School | Arizona State University |
| Program | Doctor of Nursing Practice |
| Updated | October 2026 |
Free sample paper for DNP 707 Module 2
Ninety Seconds for Broken Bones: An Elevator Speech for a Nurse-Run Fracture Liaison Pathway
Student Name
Edson College of Nursing and Health Innovation, Arizona State University
DNP 707: Disseminating Evidence to Advance Best Practice in Healthcare and Health Policy
Instructor Name
Month Day, Year
Ninety Seconds for Broken Bones: An Elevator Speech for a Nurse-Run Fracture Liaison Pathway
Listener and Goal
I wrote the speech for one listener: the chief nursing officer of the health system that owns our clinic. She has two minutes between meetings, cares about quality measures and staffing, and could approve a nurse role at the satellite office. The goal is not to explain osteoporosis but to earn a meeting.
Script
| Time | Spoken text |
|---|---|
| 0:00 | Picture a 68-year-old woman who trips on her porch step and breaks her wrist. We set it, cast it and send her home. |
| 0:10 | What we almost never do is treat the reason it broke. Across the country, most people who break a hip never start a bone-strengthening medicine, and many fracture again within a few years. |
| 0:25 | In our orthopedic clinic, only 7 in 100 of these patients left with treatment started. |
| 0:32 | So we gave the job to a nurse. She flags every patient over 50 with a fall-related fracture, orders the bone scan, teaches the patient and hands the plan to the primary care provider. |
| 0:50 | In six months, treatment starts went from 7 in 100 to about 32 in 100, with no new hires. |
| 1:00 | Programs like this pay back more than they cost. |
| 1:08 | I'd like fifteen minutes on your calendar to show you the numbers and talk about our satellite office. |
Why Each Line Stays
The opening is a person, because listeners remember a story longer than a percentage. The national gap is stated without figures so the one local number lands; the claim reflects claims data showing low treatment after hip fracture (Solomon et al., 2014) and meta-analytic evidence that these services reduce later fractures (Li et al., 2021). The cost line rests on a systematic review that found most fracture liaison programs returned more than they cost (Xu et al., 2024). The ask is small and specific, a meeting rather than a budget line, which a busy executive can say yes to in the hallway.
What I Cut
Earlier drafts named the Knowledge-to-Action framework, the knowledge test and the chi-square result. All three matter in a paper, but none helps a listener decide in two minutes. I also cut the word osteoporosis from the first sentence, because it sounds like a disease of the very old and loses younger listeners.
Delivery Notes
I will record standing, look into the camera rather than at notes, and pause after the result. At a natural pace the script runs about 75 seconds, leaving room to slow down.
References
Li, N., Hiligsmann, M., Boonen, A., van Oostwaard, M. M., de Bot, R. T. A. L., Wyers, C. E., Bours, S. P. G., & van den Bergh, J. P. (2021). The impact of fracture liaison services on subsequent fractures and mortality: A systematic literature review and meta-analysis. Osteoporosis International, 32(8), 1517-1530. https://doi.org/10.1007/s00198-021-05911-9
Solomon, D. H., Johnston, S. S., Boytsov, N. N., McMorrow, D., Lane, J. M., & Krohn, K. D. (2014). Osteoporosis medication use after hip fracture in U.S. patients between 2002 and 2011. Journal of Bone and Mineral Research, 29(9), 1929-1937. https://doi.org/10.1002/jbmr.2202
Xu, L., Zhao, T., Perry, L., Frost, S., Di Tanna, G., Wang, S., Chen, M., Kolt, G., Jan, S., & Si, L. (2024). Return on investment of fracture liaison services: A systematic review and analysis. Osteoporosis International, 35(6), 951-969. https://doi.org/10.1007/s00198-024-07027-2
What the DNP 707 Module 2 instructions ask for
The posted syllabus grades the Elevator Speech at 30 points as an individual video: a brief, recorded summary of the DNP project that names the problem, the solution and a call to action. It belongs to the first block of the term, when the course covers publication and presentation fundamentals, so it is usually the first time students compress their whole project into spoken words. Canvas sets the recording tool and any time cap; most elevator speeches run between one and two minutes. Write the script first, read it aloud with a timer, and cut until it fits with room for a pause. Submit the video, and keep the script for later talks. Some faculty ask for the written script as well as the video, so keep it in a document you can upload.
How this DNP 707 Module 2 example is built
The paper starts by naming one real listener and one goal, which decides what stays in the script. The script is set out in a table with time marks so the reader can see the pacing. It opens with a patient, gives a single local number for the problem and one for the result, and closes with a request small enough to grant. A section explains the evidence behind each spoken claim, so the speech is short without being unsupported. Another section lists what was cut and why, showing the editing judgment the assignment rewards. Delivery notes cover posture, eye contact and timing. Every number spoken in the video matches the project's final results, so nothing in it has to be corrected later in the poster or abstract.
DNP 707 Module 2 rubric: what earns full marks
Elevator speeches are generally graded on a clear problem, a clear solution, a specific call to action, staying within the time limit, and delivery: pace, eye contact and confidence. Faculty listen for plain language a nonclinical leader would follow. One or two memorable numbers beat a list of statistics. A call to action that names what the listener should do, and when, earns more credit than a general appeal for support. Students who can say why they cut material show the audience awareness the course is building. Clear audio and a quiet background help the video. Practice until the script sounds spoken, not read. A speech that sounds natural rather than memorized usually scores better on delivery than a word-perfect recitation.
DNP 707 Module 2 help from the desk
The usual trouble is trying to fit the whole project into ninety seconds. Choose one listener, one number for the problem, one for the result and one request. Another is ending with thanks instead of an ask. Read your draft aloud: if a sentence makes you breathe in the middle, split it. Avoid acronyms your listener would not use. Record more than once and keep the best take. If you would like help scripting your elevator speech, send your project summary and the person you want to reach to the desk. Watch the recording with the sound off once to check posture and eye contact. Try the speech on someone outside health care and ask them to repeat back your request.
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 707 Module 2 questions, answered
Where can I find a free DNP 707 Module 2 sample paper?
The elevator speech above is a full sample: a timed script for a fracture liaison pathway with the reasoning behind each line, the cuts and delivery notes.
How many points is the DNP 707 Elevator Speech?
The posted syllabus lists it at 30 points as an individual video presentation.
What must a DNP elevator speech include?
The problem, the solution and a call to action, in a brief recorded summary.
How long should a DNP elevator speech be?
Check Canvas for the limit; most run one to two minutes, about 150 to 250 spoken words.
What is a good call to action in an elevator speech?
A specific, small request the listener can grant, such as a short meeting, rather than a general request for support.