NUR 350 Module 2 EBP Summary Paper Example

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

This NUR 350 Module 2 sample is the EBP Summary Paper in Professional Nurse Attributes: Accomplished, the opening piece of the evidence-based practice capstone in ASU's prelicensure BSN. ASU NUR 350 asks students to bring forward their PICO topic and critical appraisals from NUR 315 and organize them into a summary that leads to an intervention. The composite senior returns to her junior-year question about letting ventilated adults choose and control their own music. She restates the PICO(T), boils down her two junior-year appraisals, one of a Minnesota trial and one of Swedish patient interviews, adds a Cochrane review she found later and states the intervention her capstone will carry into a 24-bed medical ICU.

CourseNUR 350 Professional Nurse Attributes Accomplished
ModuleModule 2
Paper typeEvidence-based practice summary paper
LengthAbout 542 words, 4 pages
FormatAPA 7 student paper
SchoolArizona State University
ProgramBSN in Nursing
UpdatedOctober 2026

Free sample paper for NUR 350 Module 2

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From Question to Intervention: A Summary of the Evidence for Patient-Directed Music in Mechanically Ventilated Adults

Student Name

Edson College of Nursing and Health Innovation, Arizona State University

NUR 350: Professional Nurse Attributes: Accomplished

Instructor Name

Month Day, Year

What this page is doingThe title describes the paper's job, moving from the question developed in NUR 315 to an intervention for the capstone, and names the topic plainly.
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From Question to Intervention: A Summary of the Evidence for Patient-Directed Music in Mechanically Ventilated Adults

The PICO(T) Question

For alert, intubated ICU adults (P), will offering music they select and control (I), rather than no music (C), reduce anxiety scores and sedative doses (O) over the days they are ventilated (T)? The question is unchanged from NUR 315 except that the population is now limited to patients alert enough to signal a preference, since the intervention depends on patient choice.

What the Quantitative Study Showed

The trial by Chlan et al. (2013) assigned 373 intubated adults across a dozen Minnesota ICUs, by chance, to one of three arms: music they chose, headphones that only blocked noise, or ordinary care. Patients who chose and controlled their own music had anxiety scores about 19.5 points lower on a 100-point scale than the usual care group and received less sedation over time. In my NUR 315 appraisal I judged the design strong and the result clinically meaningful, with limits from lack of blinding, a mostly white sample in one region and wide variation in how much music patients used.

What the Qualitative Study Showed

Karlsson et al. (2012) interviewed 12 adults who had been conscious on a ventilator. They described voicelessness as the worst experience after breathlessness, plus soreness from the tube and the feeling of having no say, and they reported that communication, taking part in care and companionship eased their suffering. My appraisal found the method well matched to the question but thinly reported on rigor.

Additional Evidence

Since NUR 315, I added the Cochrane review of music for ventilated patients, in which fourteen trials, pooled, showed anxiety dropping by over one standard deviation with music, though the authors judged most of those trials small and open to bias (Bradt & Dileo, 2014). The review strengthens confidence in the direction of the effect and confirms that sedation outcomes rest mainly on the single large trial.

What this page is doingCondensing each earlier appraisal into its design, main finding and main limit, then adding one new source, shows faculty that the student is building on NUR 315 rather than resubmitting it.
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What the Evidence Says Together

The trial shows that patient-directed music lowers anxiety and sedative exposure. The interview study suggests why: patients who cannot speak and feel powerless benefit from anything that restores choice and connection. The review shows the anxiety effect is consistent across many small trials. Together they support offering music, under patient control, as part of nursing care for alert ventilated adults.

The Intervention for the Capstone

On a 24-bed medical ICU, nurses will offer patient-directed music to ventilated adults who are alert enough to respond to yes or no questions. On the first day of ventilation, the nurse or a family member will complete a short music preference assessment adapted from the tool developed for the trial (Chlan & Heiderscheit, 2009). The patient will have a tablet with headphones loaded with preferred music and will start and stop it with a simple signal or button. Nurses will record anxiety daily on a visual analog scale and track sedative doses from the record. Music will be offered alongside, not instead of, explanation, communication boards and family presence.

Conclusion

The evidence from NUR 315 and the added review supports moving from question to practice. The next assignment will test whether this intervention is feasible on the chosen unit and what it will take to implement.

References

Bradt, J., & Dileo, C. (2014). Music interventions for mechanically ventilated patients. Cochrane Database of Systematic Reviews, (12), Article CD006902. https://doi.org/10.1002/14651858.CD006902.pub3

Chlan, L., & Heiderscheit, A. (2009). A tool for music preference assessment in critically ill patients receiving mechanical ventilatory support. Music Therapy Perspectives, 27(1), 42-47. https://doi.org/10.1093/mtp/27.1.42

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

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 350 Module 2 assignment instructions

The posted syllabus describes the EBP Summary Paper as the first part of the NUR 350 evidence-based practice project, worth 2% of the grade, and states its purpose: to organize and summarize your PICO topic, critical appraisals and intervention, bringing forward completed work on your chosen topic from NUR 315. The project is a core assignment, so it counts toward the 77% cumulative score required on core assignments. Canvas holds the rubric and format. Expect to restate your PICO(T), condense your earlier quantitative and qualitative appraisals, add any newer evidence and describe the intervention you will carry through the project. Keep your NUR 315 papers and faculty feedback at hand, since the summary should reflect the corrections you received.

Inside the NUR 350 Module 2 example

It starts with the question carried over from the junior course and the single change made to it. Separate sections condense the quantitative and qualitative appraisals into design, main findings and main limitations. A section adds a Cochrane review found after the junior course and explains what it adds. A synthesis paragraph combines the three sources into one conclusion. The intervention is described specifically enough to implement, including who, when, how preferences are assessed and how outcomes are tracked. The conclusion previews the feasibility work that follows. Four sources support it, including the preference assessment tool used in the original trial. Each section is short enough that the whole summary reads in a few minutes.

Reading the NUR 350 Module 2 grading rubric

The summary paper is likely graded on a clear PICO(T) question, accurate and concise summaries of both appraisals, synthesis of the evidence, a well-described intervention that follows from the evidence and APA format. Condensing rather than copying earlier papers shows command of the material. Adding newer or stronger evidence earns credit. The intervention should be specific about population, steps, tools and measures. A brief synthesis that explains how the studies fit together shows the student understands what the evidence supports. Because this paper feeds the final paper, clear structure and correct citations save work later. Faculty also notice when NUR 315 feedback has been applied. Keeping the PICO(T) wording identical to later papers avoids confusion.

NUR 350 Module 2 help with common mistakes

A common weakness is pasting large sections from NUR 315 papers. Summarize each appraisal in a paragraph and focus on what it means for practice. A second is an intervention so loosely described that no unit could start it on Monday. Check that your intervention matches what the studies actually tested. If your topic has newer evidence, add it. Pass along your NUR 315 papers and feedback, and the desk can condense them into a summary. Reread your faculty feedback from NUR 315 before writing. Keep the same PICO(T) wording across all capstone papers unless you explain a change.

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 NUR 350 and BSN in Nursing sample papers

NUR 350 Module 2 questions, answered

Where can I find a free NUR 350 Module 2 sample paper?

The paper above is a complete NUR 350 EBP Summary Paper sample bringing forward a NUR 315 question on music for ventilated adults into a capstone intervention.

What is the NUR 350 EBP Summary Paper?

The first part of the capstone EBP project, organizing your PICO topic, critical appraisals and intervention from NUR 315.

Can I change my NUR 315 topic in NUR 350?

The syllabus describes bringing forward completed work on your chosen topic from NUR 315, so check with faculty before changing it.

How much is the NUR 350 EBP Summary Paper worth?

Only 2% on its own, but it opens the capstone and counts toward the core assignment average.

What should an EBP intervention description include?

The population, the steps and who performs them, the tools used, the timing and the outcomes that will be measured.