| Course | HCI 540 Understanding and Applying Principles of Evidence-Based Practice |
|---|---|
| Module | Module 7 |
| Paper type | Voiceover presentation, slides with speaker notes |
| Length | About 518 words, 4 pages |
| Format | APA 7 slide deck with speaker notes |
| School | Arizona State University |
| Program | Master of Healthcare Innovation |
| Updated | October 2026 |
Free sample paper for HCI 540 Module 7
Keep Them Moving: An Evidence-Based Pitch for Early Mobility on Medical Units
Student Name
Master of Healthcare Innovation, Arizona State University
HCI 540: Understanding and Applying Principles of Evidence-Based Practice
Instructor Name
Month Day, Year
Slide 1: Keep Them Moving
An evidence-based proposal for nurse-led early mobility on our medical units.
Speaker notes: Good afternoon. In the next few minutes I will answer one question for you: should our nurses get older patients moving earlier, and if so, how?
Slide 2: The Problem
Older adults often lose function during hospitalization. Bed rest contributes to weakness, delirium and longer stays.
Speaker notes: Many of our patients over 65 walk in and leave weaker. Some never regain their previous level of independence.
Slide 3: Our Question
For our patients 65 and older on medical floors, would nurse-led early walking, versus what we do now, mean shorter stays and less decline in and after the hospital?
Speaker notes: I appraised the evidence on this question in a structured evaluation table.
Slide 4: What the Evidence Shows
Large implementation projects: shorter stays, no rise in injurious falls. Randomized trial: community mobility preserved after discharge. Bundles that include mobility: lower delirium and falls.
Speaker notes: In a 14-hospital Ontario program, median stay fell by about three and a half days during implementation (Liu et al., 2018). A quality improvement project on general medicine units shortened stays without increasing injurious falls (Hoyer et al., 2016). Bundled delirium programs that include mobilization about halved the odds of delirium (Hshieh et al., 2015).
Slide 5: What the Evidence Does Not Show
Mobility alone has limited randomized evidence for basic daily activities. Most large studies are not randomized.
Speaker notes: The only randomized trial of walking alone showed no change in basic self-care, but trial patients stayed as mobile in their communities after going home as they had been before admission (Brown et al., 2016). We should test locally and measure carefully.
Slide 6: The Proposal
Every patient 65 and older gets a daily mobility goal from the nurse. Walks three times a day with mobility technicians or nursing assistants. Goals displayed at the bedside. Physical therapy for patients who cannot safely walk with assistance.
Speaker notes: This is a nursing workflow, not a new department. It builds on the delirium-prevention approach shown to work in older inpatients (Inouye et al., 1999).
Slide 7: Implementation Plan
Months 1 and 2: train staff, set up the mobility scale in the record. Months 3 to 8: pilot on two medical units with monthly review. Month 9: decide on hospital-wide rollout.
Speaker notes: We will use small tests of change and share results with unit staff monthly to build ownership.
Slide 8: How We Will Measure Success
Length of stay. Share of patients reaching their mobility goal. Discharge to home versus a facility. Injurious falls as a safety measure.
Speaker notes: We will compare the pilot units with their own previous year and with similar units not yet in the pilot.
Slide 9: Costs and Our Request
Two mobility technicians for the pilot units and staff training time. Request: approval and funding for a nine-month pilot on two units.
Speaker notes: If length of stay falls even modestly, the savings in bed-days could offset the cost of the technicians. I am asking for your approval to start the pilot next quarter.
References
Brown, C. J., Foley, K. T., Lowman, J. D., Jr., MacLennan, P. A., Razjouyan, J., Najafi, B., Locher, J., & Allman, R. M. (2016). Comparison of posthospitalization function and community mobility in hospital mobility program and usual care patients: A randomized clinical trial. JAMA Internal Medicine, 176(7), 921-927. https://doi.org/10.1001/jamainternmed.2016.1870
Hoyer, E. H., Friedman, M., Lavezza, A., Wagner-Kosmakos, K., Lewis-Cherry, R., Skolnik, J. L., Byers, S. P., Atanelov, L., Colantuoni, E., Brotman, D. J., & Needham, D. M. (2016). Promoting mobility and reducing length of stay in hospitalized general medicine patients: A quality-improvement project. Journal of Hospital Medicine, 11(5), 341-347. https://doi.org/10.1002/jhm.2546
Hshieh, T. T., Yue, J., Oh, E., Puelle, M., Dowal, S., Travison, T., & Inouye, S. K. (2015). Effectiveness of multicomponent nonpharmacological delirium interventions: A meta-analysis. JAMA Internal Medicine, 175(4), 512-520. https://doi.org/10.1001/jamainternmed.2014.7779
Inouye, S. K., Bogardus, S. T., Jr., Charpentier, P. A., Leo-Summers, L., Acampora, D., Holford, T. R., & Cooney, L. M., Jr. (1999). A multicomponent intervention to prevent delirium in hospitalized older patients. New England Journal of Medicine, 340(9), 669-676. https://doi.org/10.1056/NEJM199903043400901
Liu, B., Moore, J. E., Almaawiy, U., Chan, W. H., Khan, S., Ewusie, J., Hamid, J. S., Straus, S. E., & MOVE ON Collaboration. (2018). Outcomes of Mobilisation of Vulnerable Elders in Ontario (MOVE ON): A multisite interrupted time series evaluation of an implementation intervention to increase patient mobilisation. Age and Ageing, 47(1), 112-119. https://doi.org/10.1093/ageing/afx128
What the HCI 540 Module 7 instructions ask for
The Voiceover Presentation is the final assignment in HCI 540, carrying 20% of the grade in Week 7, the week on implementing, evaluating and disseminating evidence-based findings. Record a presentation that answers your research question and recommends a practice change, pitched to an executive leadership team. Use your evaluation table to summarize the evidence honestly, propose a specific change, explain how it would be implemented and measured and close with a clear request. The readings on implementation and sustaining change in practice will help you plan the rollout, and the presentation should demonstrate leadership as well as knowledge. Plan the pitch around a decision the executives can make. Keep the recording within the time limit set in Canvas.
How this HCI 540 Module 7 example is built
The sample follows a pitch structure: problem, question, evidence, limits of the evidence, proposal, implementation plan, measures and request. Slides carry short phrases while the voiceover notes give exact figures and sources from the evaluation table. A slide on what the evidence does not show builds credibility with executives. The implementation plan uses a pilot and monthly review, and the measures include a safety indicator. The final slide makes a specific request. Margin notes explain why notes carry the citations and why the pitch ends with a decision. The pitch keeps the executive audience in mind throughout, using plain language and ending with costs and a decision. A limits slide is included on purpose.
Reading the HCI 540 Module 7 grading rubric
Instructors grading the 20% voiceover look for a clear answer to the research question grounded in appraised evidence, a feasible practice change with an implementation and evaluation plan and a persuasive, professional delivery suited to executives. Presentations lose points when evidence is overstated, when the proposal is vague, when there is no plan for measuring results or when slides are crowded and read aloud word for word. Acknowledging limitations and making a specific request show leadership, which the assignment explicitly assesses. Pitches that connect the change to organizational priorities, such as length of stay or patient experience, tend to persuade executive audiences. A clear request at the end matters. Accurate figures earn trust.
HCI 540 Module 7 help from the desk
Start from your evaluation table and write a one-sentence answer to your question. Build slides around the problem, evidence, proposal, plan, measures and request. Keep slide text short and put figures in your narration. Include one slide on the limits of the evidence. Propose a pilot rather than an immediate system-wide change. End with a specific request. If narrating feels awkward, the desk can review your script with you. Rehearse until you can speak naturally without reading. Time each slide as you rehearse. Ask a colleague who works in operations what question they would ask first, and answer it in your slides. Speak to the audience, not the screen.
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 HCI 540 and Master of Healthcare Innovation sample papers
- HCI 540 Module 6: Evaluation Table: Evidence on Early Mobility for Hospitalized Older Adults
- HCI 550 Module 1: Healthcare Policy Issue Paper
HCI 540 Module 7 questions, answered
Where can I find a free HCI 540 Module 7 sample paper?
The full voiceover presentation pitching an early mobility program is on this page.
What is the HCI 540 final assignment?
A voiceover presentation answering your research question and pitching a practice change to executives.
How much is the HCI 540 voiceover worth?
20% of the course grade.
Should an EBP pitch mention weak evidence?
Yes; acknowledging limits builds credibility with decision makers.
Why propose a pilot?
A pilot lets the team test and measure the change before a full rollout.