| Course | NUR 350 Professional Nurse Attributes Accomplished |
|---|---|
| Module | Module 6 |
| Paper type | Narrated presentation slides with script |
| Length | About 700 words, 5 pages |
| Format | APA 7 slide deck with speaker notes |
| School | Arizona State University |
| Program | BSN in Nursing |
| Updated | October 2026 |
Free sample paper for NUR 350 Module 6
Bringing Music Into Everyday ICU Care: Facilitating and Sustaining a Patient-Directed Music Intervention
Student Name
Edson College of Nursing and Health Innovation, Arizona State University
NUR 350: Professional Nurse Attributes: Accomplished
Instructor Name
Month Day, Year
Slide 1: Title
Bringing Music Into Everyday ICU Care. Senior BSN capstone, Edson College of Nursing and Health Innovation.
Speaker notes: Hello, I am presenting my capstone on self-chosen music for ventilated adults, focusing on how a unit would actually bring this intervention into daily practice.
Slide 2: A Patient Who Started the Question
Photo placeholder of an empty ICU room with headphones on the bedside table. One line: "He calmed to country music."
Speaker notes: During my junior rotation, a man on a ventilator kept reaching for his tube. His daughter said music always calmed him. That stayed with me, and it became the question behind this project.
Slide 3: The Problem
Anxiety is common on the ventilator; patients describe voicelessness and powerlessness; guidelines favor light sedation.
Speaker notes: People who recall their time on a ventilator talk about air hunger, losing their voice and a sense of having no control (Karlsson et al., 2012). Anxiety often leads to deeper sedation, yet current guidelines recommend light sedation and nonpharmacologic strategies (Devlin et al., 2018).
Slide 4: The Evidence in One Slide
Trial: 373 patients, anxiety about 19.5 points lower, less sedation. Review: 14 trials, large anxiety reduction.
Speaker notes: In a twelve-unit trial, people who picked their own music and switched it on themselves reported less anxiety and needed less sedation (Chlan et al., 2013), and a Cochrane review of 14 trials found a large reduction in anxiety, though most trials were small (Bradt & Dileo, 2014).
Slide 5: The Intervention
Alert, ventilated adults; family completes preference assessment; tablet and single-patient headphones; patient controls start and stop; anxiety scored each shift.
Speaker notes: The intervention is simple. On the first ventilator day, a relative or a volunteer fills in a short music preference form adapted from the trial's tool (Chlan & Heiderscheit, 2009). The patient controls the music, and the nurse records anxiety once per shift.
Slide 6: Who Facilitates
Two champion nurses per shift pattern; nurse manager sponsor; infection prevention; family and volunteers.
Speaker notes: Facilitation depends on people. Champion nurses answer questions on the floor, the manager removes barriers, infection prevention approves equipment, and families and volunteers take on the preference assessment so nurses are not overloaded.
Slide 7: Equipment and Infection Control
Six tablets with volume limits; single-patient headphones; approved cleaning between patients; charging station at the nurses' station.
Speaker notes: Equipment was one of two barriers in my feasibility analysis. Headphones that stay with one patient, and a tablet wipe-down routine infection prevention has approved, answer the infection worry, and volume limits protect hearing.
Slide 8: Training Staff
Fifteen-minute huddle; one-page guide; two-minute video on using the anxiety scale.
Speaker notes: Training is short on purpose. A fifteen-minute huddle, a one-page guide on each tablet and a brief video on the anxiety scale give nurses what they need without pulling them off the floor.
Slide 9: Documentation
A music row in the flowsheet: offered, accepted or declined, minutes used, anxiety score.
Speaker notes: To make the change part of routine care, documentation must be easy. A single flowsheet row records whether music was offered and accepted, how long it was used and the anxiety score.
Slide 10: Measuring the Change
Process: offered and used. Outcomes: anxiety, sedative doses. Balancing: nurse time, equipment issues. Experience: patient and family comments.
Speaker notes: We measure whether the change happens, whether it helps and whether it causes problems. Patient and family comments after extubation tell us what the numbers cannot.
Slide 11: From Pilot to Standard Care
Step 1: four-week pilot on one pod. Step 2: review at the EBP council. Step 3: spread to all pods with champions. Step 4: add to orientation and the unit's comfort care standard.
Speaker notes: Following the Iowa Model, the change starts as a pilot and spreads only after results are reviewed (Iowa Model Collaborative, 2017). The final step is what makes it last: adding music to orientation and to the unit's written comfort care standard, so it does not depend on the original champions.
Slide 12: Closing
"Choice, comfort and less sedation." Questions and contact information.
Speaker notes: Patient-directed music is low cost and low risk, and it gives patients something they lose on the ventilator: a choice. Thank you for listening.
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
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
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
NUR 350 Module 6 instructions, in plain terms
The posted syllabus lists the EBP PowerPoint Presentation at 18% of the NUR 350 grade, the most of any project assignment. Each student completes a presentation with voice-over outlining the proposed facilitation and transition of the new intervention into practice environments. Canvas sets the length, recording method and rubric. Expect the presentation to cover the problem and evidence briefly and then concentrate on how the change would be introduced and sustained: who facilitates it, what equipment and training are needed, how it is documented and measured, and how it moves from a pilot to standard care. Script your voice-over and time it before recording. Because the presentation is recorded, slides should support what you say rather than repeat it word for word.
How the NUR 350 Module 6 example is put together
Twelve slides appear in order, with what the audience sees listed above what the narrator says. It opens with a short patient story and spends one slide each on the problem and the evidence. The remaining slides focus on facilitation and transition: the intervention steps, the people who facilitate it, equipment and infection control, staff training, documentation, measures and the steps from a pilot to a written unit standard. The closing slide restates the project in three words. Six sources are cited in the voice-over and listed on a reference slide, and the script is timed for about twelve minutes. The pacing allows about a minute per slide.
Reading the NUR 350 Module 6 grading rubric
The presentation is likely graded on the clarity of the problem and evidence summary, the depth of the facilitation and transition plan, practicality of implementation steps, use of evidence, slide design, the quality of the voice-over and APA citations on the slides. Presentations earn most when they spend the majority of time on facilitation and transition, the stated focus. Naming specific people, tools and steps shows readiness to lead change. Slides should be uncluttered, with narration carrying detail. Showing how the change becomes standard care, such as through orientation and written standards, addresses sustainability. Clear audio and steady pacing matter in a recorded presentation.
NUR 350 Module 6 help with common mistakes
A common weakness is a presentation that spends most of its time on the evidence. Keep evidence to one or two slides and focus on how the change would happen. Another is reading dense slides aloud; put short phrases on screen and say the rest. Find a quiet room and play back a test clip before recording the full talk. The desk can script narration for your slides once it has your final paper. Time each slide during practice. Include citations on the slides where evidence appears, not only at the end. Leave a few seconds of silence at the start and end of the recording. Export the file in the format Canvas accepts.
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 350 and BSN in Nursing sample papers
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- NUR 350 Module 2: EBP Summary Paper
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- NUR 350 Module 4: EBP Capstone: Evaluation and Dissemination
- NUR 350 Module 5: EBP Final Paper
- NUR 453 Module 7: Paper 3: Individual HCA Innovation Paper Outline
- NUR 402 Module 5: Innovative Intervention PowerPoint Presentation
- NUR 315 Module 4: EBP Paper 3: Qualitative Critical Appraisal
- NUR 404 Module 4: Group Presentation: A Domain of the Essentials
NUR 350 Module 6 questions, answered
Where can I find a free NUR 350 Module 6 sample paper?
The page above is a complete NUR 350 EBP PowerPoint Presentation sample with twelve slides and a voice-over script on facilitating patient-directed music in ICU practice.
How much is the NUR 350 EBP presentation worth?
The posted syllabus lists the EBP PowerPoint Presentation at 18% of the grade, the largest project assignment.
What should the NUR 350 presentation focus on?
The proposed facilitation and transition of your intervention into practice, with only a brief summary of the problem and evidence.
Does the NUR 350 presentation need a voice-over?
Yes. The syllabus requires a presentation that includes voice-over.
How do I show an intervention will last?
Explain how it moves from a pilot to standard care, for example through orientation, documentation and a written unit standard.