| Course | NUR 318 Nursing Research and Evidence Translation |
|---|---|
| Module | Module 7 |
| Paper type | EBP presentation, slides with speaker notes |
| Length | About 1,027 words, 6 pages |
| Format | APA 7 slide deck with speaker notes |
| School | Arizona State University |
| Program | RN to BSN |
| Updated | October 2026 |
Free sample paper for NUR 318 Module 7
Breathe First: An Evidence-Based Practice Proposal for Nausea in Ambulatory Surgery Recovery
Student Name
Edson College of Nursing and Health Innovation, Arizona State University
NUR 318: Nursing Research and Evidence Translation
Instructor Name
Month Day, Year
Slide 1: The Practice Problem
Queasy patients in the last hour before same-day discharge. Two-week unit tally: 31 of 212 adults (15%) reported nausea before discharge; 22 received at least one rescue dose. Current practice: medication only, comfort measures undocumented.
Speaker notes: Our unit discharges most patients within two hours, so nausea that appears in the last hour matters. It holds a bay, it delays discharge while an order is obtained, and some patients go home still feeling sick. The tally on this slide is informal, collected by two nurses over two weeks, but it gave us a baseline to talk about. Nausea and vomiting after anesthesia are among the most common complaints after surgery, and certain patients carry much higher risk, including women, nonsmokers and people with a history of motion sickness (Apfel et al., 1999). What struck us was that our only response was a drug, even though nurses described using breathing and distraction informally.
Slide 2: The PICOT Question
P: adults recovering from same-day surgery who feel nauseated in the second recovery phase. I: controlled breathing, with or without an inhaled essential oil blend. C: usual care, antiemetic on request. O: nausea severity and rescue doses. T: within 30 minutes of first complaint.
Speaker notes: The question changed twice. It began with isopropyl alcohol pads because they are already in every bay. The alignment worksheet showed that alcohol did no better than saline in the largest trial, and that adding it to slow breathing changed nothing, so the intervention became breathing first with an essential oil blend as an option. The comparison is usual care because no study withheld medication, and we would never do that either.
Slide 3: How the Evidence Was Found
PubMed, CINAHL and the Cochrane Library through ASU Library. Two concepts combined: postoperative nausea AND inhaled agents. Limits: trials and reviews, English, adults. 26 PubMed records screened; seven sources kept.
Speaker notes: The search combined subject headings and keywords for each concept, then narrowed by design. Requiring the word ambulatory removed useful trials that did not use it in the abstract, so that limit was dropped and setting was judged by reading the methods. Studies in children, during chemotherapy or in pregnancy were excluded, as were prevention studies, since our question is about nausea that has already started.
Slide 4: What the Evidence Shows
Cochrane review of 16 trials: severity not clearly lower than placebo, but rescue doses reduced; certainty low. Largest RCT: oil blend and ginger beat saline; isopropyl alcohol did not. Breathing studies: breathing alone worked as well as breathing plus a scent.
Speaker notes: The most rigorous source, the Cochrane review, found that people given aromatherapy needed fewer rescue antiemetics, but its authors rated the evidence low in certainty and found no clear effect on severity compared with placebo (Hines et al., 2018). The largest single trial, with about 300 ambulatory patients, found the oil blend and ginger reduced nausea and antiemetic requests compared with saline, while isopropyl alcohol did not (Hunt et al., 2013). Two nursing studies compared slow breathing with and without a scent and found no difference between groups, with both improving (Cronin et al., 2015; Sites et al., 2014). The pattern suggests the act of slow, deliberate breathing does much of the work.
Slide 5: Recommendation
Offer controlled breathing as the first nursing response to nausea in phase II. Offer an essential oil blend inhaler as an option after an allergy and preference check. Continue antiemetics on request. Do not use alcohol pads alone as a nausea treatment.
Speaker notes: This recommendation matches the strength of the evidence. Breathing has no cost and no known risk, and it can begin immediately. The blend has some support from one strong trial and the pooled data on rescue doses, so it is offered, not required. Patients will always be told they can have medication whenever they want it. We are not replacing antiemetics; we are adding something nurses can start before an order arrives.
Slide 6: Translating the Evidence
Model: Iowa Model of Evidence-Based Practice. Trigger: problem-focused. Team: two recovery nurses, a nurse educator, an anesthesia representative. Pilot: one ten-bay unit for three months. Tools: a one-page coaching script, blend inhalers stocked in each bay, a charting field.
Speaker notes: We chose the Iowa Model because it treats a problem found at the bedside as a legitimate trigger and builds a pilot into the process before any unit-wide change (Iowa Model Collaborative, 2017). The team includes anesthesia because rescue antiemetic orders come from them and they need to agree that breathing coaching comes first without delaying medication. The script teaches patients to breathe in slowly through the nose and out through the mouth for a set count, which mirrors what the trials used. Education would take place at two staff huddles and through a short demonstration.
Slide 7: Measuring the Change
Outcome measures: nausea severity on a 0 to 10 scale before and 10 minutes after coaching; rescue doses per nauseated patient. Process measure: percentage of nauseated patients with coaching charted. Balancing measure: minutes from nausea report to discharge.
Speaker notes: Each measure has a data source. Nausea scores and coaching are charted in the new field, and rescue doses come from the medication record. The balancing measure checks that coaching does not delay discharge or medication. We would compare three months of pilot data with the two-week baseline and with the matching quarter a year earlier, while recognizing that a pilot on one unit cannot prove cause.
Slide 8: Limits and Next Steps
Evidence certainty is low and most trials are small. Patient preference for scent varies. Next steps: present to the unit council, pilot for three months, report results, decide whether to spread or stop.
Speaker notes: The honest summary is that this is a low-risk change built on modest evidence, which is exactly the kind of change a pilot is for. If nausea scores and rescue doses do not improve, or discharge times worsen, we stop. If they improve, we share the results with the other recovery units. I would welcome feedback, especially from anyone who has tried breathing coaching or aromatherapy on their own unit.
References
Apfel, C. C., Läärä, E., Koivuranta, M., Greim, C.-A., & Roewer, N. (1999). A simplified risk score for predicting postoperative nausea and vomiting: Conclusions from cross-validations between two centers. Anesthesiology, 91(3), 693-700. https://doi.org/10.1097/00000542-199909000-00022
Cronin, S. N., Odom-Forren, J., Roberts, H., Thomas, M., Williams, S., & Wright, M. I. (2015). Effects of controlled breathing, with or without aromatherapy, in the treatment of postoperative nausea. Journal of PeriAnesthesia Nursing, 30(5), 389-397. https://doi.org/10.1016/j.jopan.2015.03.010
Hines, S., Steels, E., Chang, A., & Gibbons, K. (2018). Aromatherapy for treatment of postoperative nausea and vomiting. Cochrane Database of Systematic Reviews, 2018(3), CD007598. https://doi.org/10.1002/14651858.CD007598.pub3
Hunt, R., Dienemann, J., Norton, H. J., Hartley, W., Hudgens, A., Stern, T., & Divine, G. (2013). Aromatherapy as treatment for postoperative nausea: A randomized trial. Anesthesia & Analgesia, 117(3), 597-604. https://doi.org/10.1213/ANE.0b013e31824a0b1c
Iowa Model Collaborative. (2017). Iowa model of evidence-based practice: Revisions and validation. Worldviews on Evidence-Based Nursing, 14(3), 175-182. https://doi.org/10.1111/wvn.12223
Sites, D. S., Johnson, N. T., Miller, J. A., Torbush, P. H., Hardin, J. S., Knowles, S. S., Nance, J., Fox, T. H., & Tart, R. C. (2014). Controlled breathing with or without peppermint aromatherapy for postoperative nausea and/or vomiting symptom relief: A randomized controlled trial. Journal of PeriAnesthesia Nursing, 29(1), 12-19. https://doi.org/10.1016/j.jopan.2013.09.008
Reading the NUR 318 Module 7 assignment instructions
According to the posted ASU syllabus, the EBP Presentation is a discussion board assignment worth 10 points. You post a presentation that summarizes your evidence-based practice project, give feedback on classmates' presentations, and respond to the feedback you receive, showing that you can use the EBP process and translate evidence for nursing practice. The presentation usually covers the practice problem, the PICOT question, the search, a summary of the evidence and its strength, a recommendation, and a plan for putting the change into practice and measuring it. Canvas sets the format, such as narrated slides or a video, the slide limit and the reply deadlines, so confirm those first.
Inside the NUR 318 Module 7 example
The deck runs eight slides, each with a few lines of slide text and a full paragraph of speaker notes, which is what a narrated presentation needs. It moves from the problem with a local baseline, through the PICOT and how it changed, the search, and the evidence in four sentences, to a recommendation sized to that evidence. The translation slide names the Iowa Model, the team, the pilot unit and the tools. A measures slide lists outcome, process and balancing measures with their data sources. The last slide states the limits and the decision rule for stopping or spreading the change, then invites feedback for the board. Findings on the slides are cited where they appear, with full APA entries after slide eight.
Reading the NUR 318 Module 7 grading rubric
Presentation rubrics in this course tend to weight the content heavily: a clear problem and PICOT, an accurate summary of the evidence with its strength, a recommendation that follows from that evidence, and a realistic translation plan with measures. Organization, slide readability and APA citations on slides and in a reference slide account for the rest of the presentation points. The board portion adds points for substantive feedback to peers and for responding to the comments on your own post. Overstating weak evidence, or proposing a change with no way to measure it, is where most presentations lose credit. Late initial posts lose board points even when the slides are strong.
NUR 318 Module 7 help from the desk
Many students paste paragraphs onto slides and read them aloud; a slide works better as a few cue lines, with the reasoning saved for narration. Another frequent error is presenting the evidence one study at a time without saying what the studies show together. Make sure the recommendation is no stronger than the evidence, and name a translation model your course has covered. Remember the reference slide, and cite on the slides where a finding appears. Budget time for the feedback and response posts, which carry points too. The desk can build a deck from your own project if you send the earlier assignments. Practice the narration once with a timer so it fits the limit.
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 318 and RN to BSN sample papers
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- NUR 318 Module 3: Search Strategy for the EBP Question
- NUR 318 Module 4: Quantitative Research Critique
- NUR 318 Module 5: PICOT and Research Evidence Alignment
- NUR 318 Module 6: Evidence Evaluation Table and Appraisal
- NUR 444 Module 5: Informatics Competencies Assessment and Plan
- NUR 460 Module 1: History of Nursing Mini Presentation
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NUR 318 Module 7 questions, answered
Where can I find a free NUR 318 Module 7 sample paper?
The complete EBP presentation is on this page as eight slides with full speaker notes, covering the problem, PICOT, search, evidence, recommendation, translation plan, measures and limits, with references.
How many slides should the NUR 318 EBP presentation have?
Most versions expect roughly eight to twelve slides, including a title slide and a reference slide. Your Canvas instructions set the limit and whether narration is required.
Which translation model can I use in the NUR 318 presentation?
Pick a translation framework from your readings, for instance the Iowa Model or Johns Hopkins, or whichever one your instructor lists. Explain briefly why it fits your setting.
What do I write in feedback on a classmate's NUR 318 presentation?
Comment on one specific part, such as whether the recommendation matches the evidence or whether the measures are realistic, and suggest an improvement. Generic praise earns few points.
Do I need measures in the NUR 318 EBP presentation?
Yes. Show how you would know the change worked, with at least one outcome measure and its data source. Adding a process or balancing measure makes the plan stronger.