DNP 716 Module 8 DNP Project Poster Presentation Example

Reviewed by Ingrid Vasterling, MSN, RN Arizona State University Updated October 2026

This DNP 716 Module 8 sample is the poster presentation in Leadership of Innovation in Health Care, the closing event of this ASU Doctor of Nursing Practice course. ASU DNP 716 grades students on presenting their DNP project posters in person to peers, mentors and faculty. The composite ICU nurse manager prepares two versions of her spoken walk-through for the foam dressing project, a three-minute version for visitors who stop and a thirty-second version for those passing by, plus answers to the five questions she expects most. Notes explain where to point on the poster and how to end each conversation.

CourseDNP 716 Leadership of Innovation in Health Care
ModuleModule 8
Paper typePoster presentation script with Q&A preparation
LengthAbout 454 words, 4 pages
FormatAPA 7 student paper
SchoolArizona State University
ProgramDoctor of Nursing Practice
UpdatedOctober 2026

Free sample paper for DNP 716 Module 8

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Three Minutes at the Poster: A Spoken Walk-Through of a Pressure Injury Prevention Project

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 time limit the talk is built around, which shapes every choice in a poster presentation.
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Three Minutes at the Poster: A Spoken Walk-Through of a Pressure Injury Prevention Project

Thirty-Second Version

"In our ICU, pressure injuries on the sacrum and heels were a recurring harm. We added protective foam dressings for every high-risk patient at admission. In six months, those injuries fell from fourteen to four. The key was building the step into admission, so it happened every time."

What this page is doingThe thirty-second version gives the problem, the change, the result and the lesson in four sentences, ready for a visitor who will not stay longer.
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Three-Minute Version

Start at the problem (point to the left column). "Fourteen patients in six months developed stage 2 or worse pressure injuries on the sacrum or heels in our 20-bed ICU. Each one adds pain, infection risk and length of stay."

Move to evidence. "A randomized trial in trauma and ICU patients found far fewer sacral and heel injuries when multilayer silicone foam dressings were added to standard care (Santamaria et al., 2015). We asked whether that result would hold on our unit."

Walk through the protocol (point to the numbered steps). "A Braden score of 18 or less at admission triggers the protocol. The nurse applies dressings within six hours, lifts and checks the skin every shift, and replaces them every three days. Turning and support surfaces did not change."

Show the results (point to the table and chart). "Injuries fell from fourteen to four, among a similar number of patients. Eighty-six percent of eligible patients had dressings on time, and we saw no skin injuries from the dressings themselves."

Close with meaning and limits. "This was one unit without a control group, so we cannot prove the dressings alone did it. But the change was simple, used existing staff, and it is now part of admission. Next we are comparing costs and spreading it to step-down."

End with an invitation: "What questions do you have?"

What this page is doingEach part of the three-minute script tells the presenter which panel to point to, so the spoken version and the poster work as one presentation.
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Prepared Questions and Answers

1. How did you define pressure injury stages? "We used the national staging definitions (Edsberg et al., 2016), and the wound nurse confirmed each case."

2. What about cost? "The dressings cost money every day; treating a single deep injury costs far more. A formal cost comparison is our next step."

3. Did staff resist? "Some worried about hiding skin under the dressing, so we built in a skin check every shift."

4. Could something else explain the drop? "Possibly. Awareness rose too. That is why we report it as improvement, not proof, as quality improvement reporting guidance expects (Ogrinc et al., 2016)."

5. How would you spread it? "Start with units that have similar patients, keep the trigger simple and audit dressing use quarterly."

What this page is doingPreparing answers on cost, staff resistance and alternative explanations shows the presenter expects the hard questions and can answer them within the limits of the data.
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Delivery Notes

Stand beside, not in front of, the poster. Point to the panels while speaking. Keep handouts with the abstract and contact information. Thank each visitor by name if they share it.

References

Edsberg, L. E., Black, J. M., Goldberg, M., McNichol, L., Moore, L., & Sieggreen, M. (2016). Revised National Pressure Ulcer Advisory Panel pressure injury staging system: Revised pressure injury staging system. Journal of Wound, Ostomy and Continence Nursing, 43(6), 585-597. https://doi.org/10.1097/WON.0000000000000281

Ogrinc, G., Davies, L., Goodman, D., Batalden, P., Davidoff, F., & Stevens, D. (2016). SQUIRE 2.0 (Standards for QUality Improvement Reporting Excellence): Revised publication guidelines from a detailed consensus process. BMJ Quality & Safety, 25(12), 986-992. https://doi.org/10.1136/bmjqs-2015-004411

Santamaria, N., Gerdtz, M., Sage, S., McCann, J., Freeman, A., Vassiliou, T., De Vincentis, S., Ng, A. W., Manias, E., Liu, W., & Knott, J. (2015). A randomised controlled trial of the effectiveness of soft silicone multi-layered foam dressings in the prevention of sacral and heel pressure ulcers in trauma and critically ill patients: The border trial. International Wound Journal, 12(3), 302-308. https://doi.org/10.1111/iwj.12101

What the DNP 716 Module 8 instructions ask for

The posted syllabus grades the Poster Session at 50 points as an oral presentation on the in-person poster day, where students present their DNP project to ASU peers, mentors and faculty, bringing the printed poster developed earlier in the course. Visitors move between posters, so expect several short conversations rather than one formal talk. Prepare a brief version for passers-by and a longer walk-through for visitors who stop, and be ready for questions about methods, results and next steps. Check Canvas for the date, location and any evaluation form faculty will use while visiting posters. Rehearse at a real poster or a printed copy taped to a wall, so you practice pointing while speaking.

How this DNP 716 Module 8 example is built

The script gives two versions of the talk, a thirty-second summary and a three-minute walk-through, because poster sessions require both. The longer version moves through the poster in order and tells the presenter where to point. Evidence and results are stated simply, with limits acknowledged in the presenter's own words. Five prepared answers cover the questions visitors most often ask: definitions, cost, staff response, alternative explanations and spread. Delivery notes cover position, handouts and how to close a conversation. A single citation is spoken aloud where it supports a claim. The talk follows the poster from left to right, which helps visitors connect what they hear with what they see on the panels.

DNP 716 Module 8 rubric: what earns full marks

Poster presentations are usually graded on a clear and concise explanation of the project, accurate description of methods and results, use of the poster during the talk, ability to answer questions, acknowledgment of limitations and professional presence. Faculty look for presenters who can adjust to a visitor's time and interest. Prepared answers show depth. Honest discussion of limits shows integrity. Pointing to panels helps visitors follow. Professional dress, eye contact and a friendly opening make a strong impression on poster day. Presenters who invite questions early, rather than delivering a long monologue, usually leave visitors with a clearer memory of the project.

DNP 716 Module 8 help from the desk

Presenters often read the poster aloud. Know your project well enough to talk while pointing. Another trouble spot is having only one version of the talk; prepare a short and a long one. Practice answers to hard questions, especially about limitations and cost. If you would like help preparing your poster presentation, send your poster and project summary to the desk. Rehearse with a timer, then rehearse again with someone who interrupts with questions. Bring water, business cards or handouts, and arrive early to hang the poster. Prepare one sentence about what you would do differently if you started the project again, since faculty often ask exactly that on poster day.

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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More DNP 716 and Doctor of Nursing Practice sample papers

DNP 716 Module 8 questions, answered

Where can I find a free DNP 716 Module 8 sample paper?

The poster presentation above is complete: a thirty-second and a three-minute talk for a foam dressing project, with five prepared answers and delivery notes.

How many points is the DNP 716 Poster Session?

The Poster Session oral presentation is worth 50 points.

Who attends the DNP 716 poster day?

ASU peers, mentors and faculty, at an in-person poster session.

How long should a poster presentation be?

Prepare a thirty-second summary and a walk-through of about three minutes, then answer questions.

What questions are asked at DNP poster sessions?

Common questions cover definitions, cost, staff response, alternative explanations for results and plans to spread the change.