NUR 404 Module 3 Group Presentation: Health Care Quality and Innovation Change Example

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

This NUR 404 Module 3 sample is the Health Care Quality and Innovation Change presentation in Professional Nurse Concepts: Intermediate, one of the senior BSN courses at ASU. ASU NUR 404 asks groups to present a change they believe should be made, based on what they saw in clinical, and support it with research. This composite group noticed that postoperative patients on their medical-surgical units were sometimes catheterized for suspected retention without a bladder scan first. Ten slides with speaker notes describe what the group observed, the evidence linking bladder scanning to fewer catheter infections, a nurse-driven protocol, the training and approvals it would need and the measures that would show it worked.

CourseNUR 404 Professional Nurse Concepts Intermediate
ModuleModule 3
Paper typeGroup presentation slides with speaker notes
LengthAbout 443 words, 4 pages
FormatAPA 7 slide deck with speaker notes
SchoolArizona State University
ProgramBSN in Nursing
UpdatedOctober 2026

Free sample paper for NUR 404 Module 3

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Scan Before You Cath: A Nurse-Driven Bladder Scan Protocol for Postoperative Urinary Retention

Student Name

Edson College of Nursing and Health Innovation, Arizona State University

NUR 404: Professional Nurse Concepts: Intermediate

Instructor Name

Month Day, Year

What this page is doingThe title is a three-word rule the group wants nurses to remember, followed by the formal name of the proposed change.
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Slide 1: Scan Before You Cath

Group members and proposed change.

Speaker notes: (Member 1) Our idea came from one evening shift when a patient was catheterized and the bag filled with less than 200 mL.

Slide 2: What We Saw in Clinical

Patients who had not voided six hours after surgery were catheterized by protocol; scanners sat unused; some catheters stayed in longer than needed.

Speaker notes: (Member 1) None of us saw a bad nurse. We saw a routine that skipped a simple step, the kind of problem the national competencies ask new nurses to notice and help fix (American Association of Colleges of Nursing, 2021).

Slide 3: Why It Matters

Indwelling catheters are a leading source of health care-associated urinary tract infections; avoiding unnecessary catheters is a central prevention strategy.

Speaker notes: (Member 2) National prevention guidance recommends using catheters only when indicated and considering alternatives such as bladder scanning to assess retention (Gould et al., 2010).

Slide 4: The Evidence on Scanning

Pooling the available studies, Palese and colleagues reported that wards using a scanner had roughly a quarter of the odds of catheter-linked urinary infection compared with wards that did not (Palese et al., 2010).

Speaker notes: (Member 2) The studies varied, but the direction was consistent: scanning first leads to fewer catheters and fewer infections.

What this page is doingPairing national guidance with a meta-analysis result, and noting that the studies varied, gives the proposed change an honest evidence base rather than a single persuasive number.
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Slide 5: The Proposed Protocol

If no void within six hours after surgery, or the patient reports discomfort: scan. Under a set volume threshold, encourage voiding and rescan. Over the threshold, perform straight catheterization per order. Document volumes.

Speaker notes: (Member 3) The exact threshold would be set by the hospital's urology and nursing leaders; our job is to make scanning the first step.

Slide 6: Who Needs to Approve It

Nurse manager, surgical and hospitalist leaders, infection prevention, nursing practice council.

Speaker notes: (Member 3) A nurse-driven protocol needs a standing order so nurses can act without paging for each patient.

Slide 7: Training and Equipment

Fifteen-minute scanner refresher at huddles; scanner cleaning and charging routine; one scanner per hallway.

Speaker notes: (Member 4) Unused scanners were often dead or missing, so equipment is part of the change.

Slide 8: Measures

Percentage of retention catheterizations preceded by a scan; catheter days; catheter-associated urinary tract infections per 1,000 catheter days.

Speaker notes: (Member 4) We would track the first measure weekly to see if the habit changes.

Slide 9: Possible Barriers

Busy evenings; scanners missing; habits.

Speaker notes: (Member 1) We would ask charge nurses to remind staff during huddles for the first month.

Slide 10: Questions and Peer Feedback

What change have you seen in clinical that you would make?

Speaker notes: (All) Thank you for your feedback.

References

American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf

Gould, C. V., Umscheid, C. A., Agarwal, R. K., Kuntz, G., Pegues, D. A., & Healthcare Infection Control Practices Advisory Committee. (2010). Guideline for prevention of catheter-associated urinary tract infections 2009. Infection Control & Hospital Epidemiology, 31(4), 319-326. https://doi.org/10.1086/651091

Palese, A., Buchini, S., Deroma, L., & Barbone, F. (2010). The effectiveness of the ultrasound bladder scanner in reducing urinary tract infections: A meta-analysis. Journal of Clinical Nursing, 19(21-22), 2970-2979. https://doi.org/10.1111/j.1365-2702.2010.03281.x

NUR 404 Module 3 instructions, in plain terms

The posted syllabus lists Health Care Quality and Innovation Change as one of four group presentations sharing 40 points. Students present a change they feel should be made based on their clinical experience, research it and present it in class, then give classmates constructive feedback. Canvas gives the presentation length and rubric. Expect to describe what you observed in clinical and why it matters, present evidence for a better practice, propose the change in concrete steps, identify who must approve it and what training or equipment it needs, and name measures that would show success. Changes that grow from something your group actually saw are more convincing than generic quality topics, so start from a clinical moment.

Inside the NUR 404 Module 3 example

Ten slides, each with speaker notes, begin from the moment in clinical that sparked the idea and describes the routine without blaming individuals. National guidance and a meta-analysis support the change, with the variation among studies acknowledged. The protocol appears in clear steps, followed by slides on approvals, training and equipment, measures and barriers. The last slide invites classmates to share changes they would make. Three sources are listed, two of them on catheter infection prevention. The protocol is written as a sequence a nurse could follow at the bedside. The group notes which details hospital leaders would decide.

NUR 404 Module 3 rubric: what earns full marks

Change presentations are likely graded on a clear link to clinical experience, the strength of evidence for the proposed change, concrete implementation steps, attention to approvals and resources, measurable outcomes, organization, delivery and the feedback given to peers. Faculty reward proposals specific enough to adopt. Naming who must approve the change and what equipment it needs shows realism. Measures should include a process measure that shows the new habit is happening. A respectful description of current practice keeps the focus on systems. Even participation and clear slides support the delivery score. A proposal that names its approvals, equipment and measures shows the group understands how change happens on a real unit. Balanced attention to barriers adds credibility.

NUR 404 Module 3 help: mistakes that cost marks

Groups often propose a change too large for a unit, such as replacing the electronic record. Pick a change a unit could begin within weeks. Another weak spot is skipping implementation; say who approves, who trains and how you will measure. Describe current practice without blaming staff. If your group would like help building slides around a change you saw in clinical, describe the situation to the desk. Ask your clinical instructor whether the change has been tried before on the unit. Prepare for a question about cost. Start from the exact moment in clinical that made your group want the change. Practice explaining the evidence in one sentence.

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 404 Module 3 questions, answered

Where can I find a free NUR 404 Module 3 sample paper?

A full NUR 404 quality and innovation change presentation sample proposing a nurse-driven bladder scan protocol, with speaker notes, is on this page.

What is the NUR 404 quality and innovation change presentation?

A group presentation proposing a change the students believe should be made, based on their clinical experience and supported by research.

Does bladder scanning reduce catheter infections?

Pooled studies suggest fewer catheter-linked infections when nurses scan first, although the studies differed in design.

Who must approve a nurse-driven protocol?

Usually nursing leadership, physician leaders, infection prevention and a practice council, often through a standing order.

What measures show a practice change is working?

A process measure showing the new step is done, plus outcome measures such as catheter days and infection rates.