| Course | NUR 350 Professional Nurse Attributes Accomplished |
|---|---|
| Module | Module 4 |
| Paper type | Evaluation and dissemination paper |
| Length | About 542 words, 4 pages |
| Format | APA 7 student paper |
| School | Arizona State University |
| Program | BSN in Nursing |
| Updated | October 2026 |
Free sample paper for NUR 350 Module 4
After the Headphones Go On: Implementing, Evaluating and Sharing a Patient-Directed Music Pilot
Student Name
Edson College of Nursing and Health Innovation, Arizona State University
NUR 350: Professional Nurse Attributes: Accomplished
Instructor Name
Month Day, Year
After the Headphones Go On: Implementing, Evaluating and Sharing a Patient-Directed Music Pilot
Implementation
The pilot follows the decision from the feasibility table: four weeks on one eight-bed pod once infection prevention signed off on headphones assigned to one patient each and a wipe-down routine for the tablets.
| Week | Step |
|---|---|
| Before start | Train two champion nurses and the pod's day and night staff in a 15-minute huddle; load tablets; post a one-page guide |
| 1 to 4 | On day one of ventilation, a family member or volunteer completes the music preference assessment; the nurse offers music to alert patients; patients start and stop music with a button or signal |
| Daily | Nurse records anxiety on the visual analog scale once per shift; sedative doses are pulled from the record |
| Week 2 | Check-in with champions to fix problems |
| Week 4 | End of pilot; staff feedback survey |
Evaluation Plan
Using the Iowa Model, the pilot is evaluated before any decision to adopt the change across the unit (Iowa Model Collaborative, 2017).
| Type | Measure | Source |
|---|---|---|
| Process | Percentage of eligible patients offered music | Champion log |
| Process | Minutes of music used per patient per day | Tablet usage record |
| Outcome | Daily anxiety score | Visual analog scale, 0 to 100 |
| Outcome | Sedative doses per ventilator day | Medication administration record |
| Balancing | Nurse-reported time burden; any equipment-related skin or infection issues | Staff survey; incident reports |
| Experience | Patient and family comments | Brief interview after extubation |
Illustrative Pilot Results
Because this is a student capstone, the following results are illustrative of how the pilot would be reported, not data from a real unit.
| Measure | Before pilot (4 weeks, usual care) | During pilot (4 weeks) |
|---|---|---|
| Eligible patients offered music | Not applicable | 17 of 21 (81%) |
| Median music use per day | Not applicable | 25 minutes |
| Mean daily anxiety score | 58 | 44 |
| Sedative doses per ventilator day | 6.1 | 5.2 |
| Nurses reporting the intervention as manageable | Not applicable | 12 of 15 |
Interpreting Results Like These
If a pilot produced results like these, the direction would match the trial, which found lower anxiety and less sedation with patient-directed music (Chlan et al., 2013). A small pilot cannot prove the music caused the change, since patients, staff and other practices differ between periods, so the conclusion would be that the intervention is workable and promising, not that it is proven. The high offer rate and the median use would show the process works, and the staff survey would show whether it is sustainable. Patient comments matter as much as numbers; interview studies suggest that restoring a sense of control and connection is part of what patients need (Karlsson et al., 2012).
Dissemination Plan
Reporting will follow the quality improvement reporting guidelines, covering the setting, what was changed, how the change was measured, what happened and what the pilot cannot show (Ogrinc et al., 2016).
| Audience | Message | Format | Timing |
|---|---|---|---|
| Pod staff | What we learned and what changes next | Two-minute huddle summary with one chart | End of week 4 |
| Whole ICU and nurse manager | Results and a recommendation on spreading to all pods | One-page summary at staff meeting | Month 2 |
| Hospital evidence-based practice council | Pilot as a model for low-cost comfort interventions | Ten-minute presentation | Month 3 |
| Regional nursing community | The project and its lessons | Poster at a regional nursing research day | Next spring |
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
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
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
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
NUR 350 Module 4 instructions, in plain terms
The posted syllabus lists the Evidence-Based Capstone Project: Evaluation and Dissemination at 15% of the NUR 350 grade and states its purpose: to explore the next steps of the EBP process, implement the intervention and then evaluate it and disseminate the findings. It is a core project assignment. Canvas sets the format and rubric and clarifies whether your implementation is real or proposed. Expect to describe how the intervention would be put into practice, choose process and outcome measures, explain how results would be interpreted and plan how findings would be shared with different audiences. If you present sample results, label them clearly as illustrative. Build directly on your feasibility table, especially the barriers and the pilot scope you chose.
How the NUR 350 Module 4 example is put together
The paper begins with an implementation table that sets out training, daily steps and check-ins for a four-week pilot, following the decision from the feasibility table. An evaluation table groups measures into process, outcome, balancing and experience, with a source for each. A sample results table is clearly labeled as illustrative, and the interpretation section explains what results like these would and would not show, citing the trial and the interview study. A dissemination table matches audiences, messages, formats and timing, with a note on the reporting guideline. Four sources support the paper, including an EBP model and a reporting standard. Each table can be lifted straight into the final paper.
NUR 350 Module 4 rubric: what earns full marks
This assignment is likely graded on a clear implementation plan, appropriate evaluation measures, accurate and cautious interpretation, a dissemination plan suited to different audiences and APA writing. Measures earn credit when they include process, outcome and balancing types. Interpretation should acknowledge what a small pilot cannot prove. Dissemination plans are strongest when messages and formats differ by audience. Labeling any hypothetical results honestly is essential and protects academic integrity. Linking the plan to an EBP model shows the student understands the whole process. Clear tables help faculty grade quickly. Faculty notice when the evaluation measures can actually be collected on the unit described.
NUR 350 Module 4 help with common mistakes
A common weakness is an evaluation plan that measures only the main outcome. Add process and balancing measures so you can tell why results occurred. Another is overstating results from a small pilot; say "promising," not "proven." If your implementation is proposed rather than real, label any numbers as illustrative. Include the staff who did the work in your dissemination audiences. Your feasibility table is the starting point the desk would use to plan the pilot, measures and dissemination. Check your measures against the feasibility table so you can actually collect them. Plan dissemination formats you could realistically produce. Ask your clinical preceptor which audience on the unit would act on your findings.
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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NUR 350 Module 4 questions, answered
Where can I find a free NUR 350 Module 4 sample paper?
The paper above is a complete NUR 350 Evaluation and Dissemination sample with an implementation table, measures, illustrative results and a dissemination plan for a music pilot.
How much is the NUR 350 Evaluation and Dissemination paper worth?
The posted syllabus lists it at 15% of the grade, one of the largest project assignments.
Can I use made-up results in a capstone paper?
Only if your course allows a proposed project, and any sample numbers must be clearly labeled as illustrative rather than real data.
What measures should an EBP pilot use?
Process measures to show the change happened, outcome measures to show whether it helped and balancing measures for unintended effects.
How do I disseminate an EBP project as a student?
Share results with unit staff, managers and an EBP council, and consider a poster at a regional nursing research event.