| Course | NUR 315 Nursing Research and Application to Practice |
|---|---|
| Module | Module 5 |
| Paper type | Summary presentation slides with discussion post and reply |
| Length | About 407 words |
| Format | Discussion post with APA 7 citations |
| School | Arizona State University |
| Program | BSN in Nursing |
| Updated | October 2026 |
Free sample paper for NUR 315 Module 5
My Summary PowerPoint: Music for Ventilated Adults
Music While Ventilated: An Eight-Slide Summary of My PICO(T), Search and Two Appraisals
Slides and Notes
| No. | On the slide | What I say |
|---|---|---|
| 1 | Music While Ventilated (title) | My question came from a patient who calmed to country music. |
| 2 | Question: for intubated ICU adults, does self-chosen music, versus no music, mean less anxiety and less sedation? | Each element was narrowed after draft feedback. |
| 3 | Why it matters: patients describe breathlessness, voicelessness and powerlessness; guidelines favor light sedation | Two sources: the interview study and the national sedation guideline (Devlin et al., 2018). |
| 4 | Search: CINAHL and PubMed, 2010 to present, 119 results, 9 kept; separate qualitative search | I kept one older Cochrane review because it summarizes 14 trials. |
| 5 | Quantitative appraisal: 373 patients, 12 ICUs, three groups; anxiety 19.5 points lower with music; less sedation | Strong design; not blinded; mostly white sample (Chlan et al., 2013). |
| 6 | Qualitative appraisal: 12 adults conscious on the ventilator; voicelessness worst after breathlessness; companionship helped | Credible and fitting method; little reported on rigor (Karlsson et al., 2012). |
| 7 | What the two studies say together: music lowers anxiety, and control and presence may be why | Patient control is a theme in both studies. |
| 8 | Recommendation: offer patient-chosen music with headphones to alert ventilated adults, alongside communication and presence, and track anxiety and sedation | Low cost and low risk; needs a unit protocol. |
Discussion Post
My PowerPoint summarizes a semester of work on one question. The surprise for me was how much the qualitative study changed my reading of the trial. At first I thought the result was about the music. After reading what patients said about feeling powerless, I think the fact that patients could turn the music on and off may matter just as much. That makes me want to ask families about favorite music on the first day of ventilation. I would like feedback on slide 8: is the recommendation specific enough for a unit to act on?
Reply to a Classmate (Oral Care for Ventilated Patients)
Your slides on chlorhexidine oral care were clear, especially the slide that separated the outcome of pneumonia from the outcome of mortality. I noticed your quantitative study was in cardiac surgery patients while your PICO(T) asks about all ICU adults. Did you consider how that difference affects whether the results apply to a medical ICU? Our two topics also connect: both are low-tech nursing actions that patients on ventilators cannot do for themselves.
References
Chlan, L. L., Weinert, C. R., Heiderscheit, A., Tracy, M. F., Skaar, D. J., Guttormson, J. L., & Savik, K. (2013). Effects of patient-directed music intervention on anxiety and sedative exposure in critically ill patients receiving mechanical ventilatory support: A randomized clinical trial. JAMA, 309(22), 2335-2344. https://doi.org/10.1001/jama.2013.5670
Devlin, J. W., Skrobik, Y., Gélinas, C., Needham, D. M., Slooter, A. J. C., Pandharipande, P. P., Watson, P. L., Weinhouse, G. L., Nunnally, M. E., Rochwerg, B., Balas, M. C., van den Boogaard, M., Bosma, K. J., Brummel, N. E., Chanques, G., Denehy, L., Drouot, X., Fraser, G. L., Harris, J. E., ... Alhazzani, W. (2018). Clinical practice guidelines for the prevention and management of pain, agitation/sedation, delirium, immobility, and sleep disruption in adult patients in the ICU. Critical Care Medicine, 46(9), e825-e873. https://doi.org/10.1097/CCM.0000000000003299
Karlsson, V., Bergbom, I., & Forsberg, A. (2012). The lived experiences of adult intensive care patients who were conscious during mechanical ventilation: A phenomenological-hermeneutic study. Intensive and Critical Care Nursing, 28(1), 6-15. https://doi.org/10.1016/j.iccn.2011.11.002
Reading the NUR 315 Module 5 assignment instructions
The posted syllabus grades the My Summary PowerPoint Discussion Board and Reply at 10 points. Students develop a PowerPoint that summarizes their PICO(T) statement, their literature search, their quantitative research appraisal and their qualitative research appraisal, then post it to the discussion board and reply to a classmate. Canvas sets the slide expectations, posting dates and rubric. Expect to condense three papers into a short, readable set of slides, usually with speaker notes, and to write a brief post that invites feedback. The reply should engage with a classmate's question, search or appraisal rather than offering general praise. This is the last assignment in the paper series, so it is a chance to show what the semester added up to.
Inside the NUR 315 Module 5 example
The post presents eight slides in a table, each with its main content and a line of speaker notes carrying the source. The slides follow the course sequence: question, significance, search, quantitative appraisal and qualitative appraisal, then a synthesis slide and a recommendation. A short discussion post explains what surprised the writer and asks classmates for feedback on the recommendation. The reply to a classmate praises one specific slide, raises a question about whether the study population matches the question and connects the two topics. Three sources are cited across the slides. The whole post can be read in a few minutes, which suits a discussion board.
NUR 315 Module 5 rubric: what earns full marks
The summary presentation is likely graded on coverage of the four required parts, the PICO(T) statement, the search and both appraisals, clarity and concision of the slides, accuracy, synthesis of the two studies, a substantive reply to a classmate and APA citation on the slides. Slides earn most when each carries one idea and the speaker notes add detail and sources. A synthesis slide that combines the quantitative and qualitative findings shows the student sees what each kind of evidence adds to the other. Replies should ask a real question or point out a link between topics. Posting on time leaves classmates time to respond. A request for specific feedback in the post often draws stronger replies.
NUR 315 Module 5 help: mistakes that cost marks
A common weakness is pasting paragraphs from the papers onto slides. Use short phrases and put detail in the notes. Another is skipping the search slide, which the prompt requires. End with a recommendation, not just a summary. In your reply, comment on something specific, such as the match between a study's sample and the question. Your three graded papers are enough for the desk to outline your summary slides. Check that every number on your slides matches your papers. Add citations to the slides themselves, not only a reference slide. Reply early enough that your classmate can answer before the board closes.
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 NUR 315 and BSN in Nursing sample papers
- NUR 315 Module 1: PICO(T) Worksheet: Final Version
- NUR 315 Module 2: EBP Paper 1: Introduction, Clinical Significance and Literature Search
- NUR 315 Module 3: EBP Paper 2: Quantitative Critical Appraisal
- NUR 315 Module 4: EBP Paper 3: Qualitative Critical Appraisal
- NUR 453 Module 10: Discussion Board: Logic Model Reflection
- NUR 452 Module 1: Health Policy Activity: Letter to a Legislator
- NUR 330 Module 3: Person-Centered Care Reflection
- NUR 405 Module 3: Bioethical Dilemma Group Presentation
NUR 315 Module 5 questions, answered
Where can I find a free NUR 315 Module 5 sample paper?
The post above is a complete NUR 315 My Summary PowerPoint sample with eight slides on music for ventilated adults, a discussion post and a reply to a classmate.
What does the NUR 315 summary PowerPoint include?
Your PICO(T) statement, literature search, quantitative appraisal and qualitative appraisal, posted with a reply to a classmate.
How many points is the NUR 315 summary PowerPoint?
The posted syllabus lists the My Summary PowerPoint Discussion Board and Reply at 10 points.
How many slides should an EBP summary have?
Enough to cover each required part clearly, often eight to ten slides with one idea each, unless the rubric sets a number.
What makes a good reply on a nursing discussion board?
A reply that engages with something specific, such as the fit between a study's sample and the question, and asks a real question.