DNP 716 Module 3 Module Facilitation Plan Example

Course	DNP 716 Leadership of Innovation in Health Care
Module	Module 3
Paper type	Facilitation plan for a synchronous session
Length	About 418 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 716 Module 3

Starting From What Works: A Facilitation Plan for a Live Session on Appreciative Inquiry

Student Name

Edson College of Nursing and Health Innovation, Arizona State University

DNP 716: Leadership of Innovation in Health Care

Instructor Name

Month Day, Year

What this page is doingThe title states the session's central idea in plain words, which helps classmates know what to expect when they join.

Starting From What Works: A Facilitation Plan for a Live Session on Appreciative Inquiry

Topic and Rationale

Most improvement work in hospitals starts with a problem list. Appreciative inquiry starts with what is already working and asks how to do more of it. Cooperrider and Whitney (2005) describe a four-stage cycle: discovery of the best of what is, dream of what could be, design of how it should be, and destiny, or delivery, of the change. The course text on appreciative leadership places this way of thinking at the center of sustainable partnerships in health care (Malloch & Porter-O'Grady, 2022). The topic offers a new perspective for leaders trained mainly in deficit-based quality improvement.

What this page is doingThe rationale explains why the topic is new for this audience, leaders trained in deficit-based improvement, and cites the course text, which ties the facilitation to the module.

Objectives

After thirty minutes, classmates should be able to:

1. Describe the four stages of the appreciative inquiry cycle.

2. Conduct a short appreciative interview.

3. Reframe one unit problem as an affirmative topic.

Agenda

Minutes	Activity	Facilitator notes
0 to 3	Welcome and one-word check-in in the chat	Set the tone; ask for cameras on if possible
3 to 8	Mini-lesson: the 4-D cycle	Four slides, one per stage, with a hospital example
8 to 15	Paired discovery interview in breakout rooms	Prompt: "Tell me about a shift when your team was at its best. What made it possible?"
15 to 23	Small groups: dream and design	Each group takes one problem, such as delayed discharges, and rewrites it as an affirmative topic, then sketches one design idea
23 to 28	Debrief	Groups share one affirmative topic each
28 to 30	Close and feedback poll	Two-question poll

What this page is doingA minute-by-minute agenda with facilitator notes shows the session has been rehearsed in the plan, and the active paired interview gives classmates a skill to practice rather than a lecture.

Debrief Questions

1. How did it feel to start from strengths instead of problems?

2. What would appreciative inquiry miss? When is a problem focus necessary?

3. How does this connect to enabling leadership from the complexity module (Uhl-Bien et al., 2007)?

Materials

Four slides, breakout room assignments prepared in advance, a shared document with the prompts and a space for each group's affirmative topic, and a poll link.

Anticipated Challenges

If a breakout group stalls, I will join and offer an example: "Instead of reducing falls, how might we create a unit where every patient moves safely?" If time runs short, I will cut the group sharing to three groups.

Evaluation of the Session

A two-question poll: "I can describe the 4-D cycle" and "I could use an appreciative question with my team next week," each rated 1 to 5, plus an optional comment. I will also note how many participants spoke during the debrief.

What this page is doingMeasuring the session against its own objectives closes the loop between what the facilitator promised and what classmates can do afterward.

References

Cooperrider, D. L., & Whitney, D. (2005). Appreciative inquiry: A positive revolution in change. Berrett-Koehler.

Malloch, K., & Porter-O'Grady, T. (2022). Appreciative leadership: Building sustainable partnerships for health. Jones & Bartlett Learning.

Uhl-Bien, M., Marion, R., & McKelvey, B. (2007). Complexity leadership theory: Shifting leadership from the industrial age to the knowledge era. The Leadership Quarterly, 18(4), 298-318. https://doi.org/10.1016/j.leaqua.2007.04.002

What the DNP 716 Module 3 instructions ask for

The posted syllabus grades Module Facilitation at 100 points in the three-credit version of the course, as an interactive, student-led discussion. Each student facilitates a synchronous session on a specific topic that supports the module's objectives and offers new perspectives or insights. Facilitation appears in the complexity leadership, professional role and team leadership modules, so your date determines which objectives you support. Expect to plan objectives, activities and timing, lead the session live and engage classmates rather than lecture. Confirm your assigned module, the session length and any expectations for slides or a written plan in Canvas. Ask faculty whether your topic must be approved in advance, and share your plan a few days before the session if they request it.

How this DNP 716 Module 3 example is built

The plan opens with a rationale explaining why the topic offers a new perspective, citing the source of the method and a required course text. Objectives are measurable. The agenda is timed minute by minute and balances a short lesson with paired and small-group activities, which is what makes a session interactive. Debrief questions include a critical one about the method's limits and one linking to another module. Materials, contingency plans and an evaluation poll show preparation. The structure could be handed to another facilitator and run as written. The plan's minute-by-minute agenda makes it easy for faculty to see how much of the session classmates spend talking and doing rather than listening.

Reading the DNP 716 Module 3 grading rubric

Facilitation sessions are typically graded on relevance to module objectives, new perspectives offered, clear objectives, engaging and interactive design, effective time management, quality of discussion questions, and how well the facilitator draws in participants. Faculty look for sessions where classmates do most of the talking. Activities that ask participants to apply ideas to their own work show good design. A critical question about the topic's limits shows scholarly balance. A plan for evaluating the session shows that the facilitator cares about learning, not only delivery. Facilitators who adapt when an activity runs long, cutting something planned rather than rushing the debrief, show the judgment faculty look for.

DNP 716 Module 3 help from the desk

Facilitators often prepare a lecture with a question at the end. Plan activities that take at least half the time. Another weakness is an agenda without times; run a practice session and time each part. Prepare breakout rooms and prompts in advance. Have a backup if technology fails. If you would like help planning your module facilitation session, send your assigned module, topic and time limit to the desk. Invite a colleague to try the paired activity with you beforehand, and keep slides to the minimum the lesson needs. Send classmates a short preview message the day before, so they know the topic and can arrive with an example.

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 716 and Doctor of Nursing Practice sample papers

DNP 716 Module 3 questions, answered

Where can I find a free DNP 716 Module 3 sample paper?

The module facilitation plan above is complete: a thirty-minute live session on appreciative inquiry with objectives, a timed agenda, activities, debrief questions and evaluation.

How many points is DNP 716 Module Facilitation?

It is worth 100 points in the three-credit version of the course.

What is module facilitation in DNP 716?

An interactive, student-led synchronous session on a topic that supports module objectives and offers new perspectives.

What is appreciative inquiry?

An approach to change that starts from strengths and follows a four-stage cycle: discovery, dream, design and destiny.

How do I make a facilitated session interactive?

Use paired or small-group activities for at least half the time and ask questions that apply ideas to participants' work.