NUR 440 Module 6 Education Project Elevator Speech Example

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

This NUR 440 Module 6 sample is Part 4 of the Community Health Education Project, the five-slide elevator speech that the course marks as its key assignment. ASU NUR 440 is the community and public health nursing course in the RN to BSN program, and the key assignment measures program outcomes, so it must show the whole project in a short, persuasive form. The composite speaker presents to a WIC site manager and a city aquatics coordinator after piloting a bilingual water safety talk for parents and grandparents of toddlers in west Phoenix. Five slides state the problem, the session, the early results, the ask and the next steps, with speaker notes written to be spoken in about five minutes and sources cited where facts appear.

CourseNUR 440 Community and Public Health Nursing in the United States
ModuleModule 6
Paper typeFive-slide elevator speech with speaker notes (key assignment)
LengthAbout 692 words, 5 pages
FormatAPA 7 slide deck with speaker notes
SchoolArizona State University
ProgramRN to BSN
UpdatedOctober 2026

Free sample paper for NUR 440 Module 6

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Five Minutes to Keep a Child Out of the Water Unseen: An Elevator Speech for a Bilingual Drowning Prevention Session

Student Name

Edson College of Nursing and Health Innovation, Arizona State University

NUR 440: Community and Public Health Nursing in the United States

Instructor Name

Month Day, Year

What this page is doingThe title names the cause and the ask in one line. An elevator speech succeeds when the listener knows within seconds what is wanted and why, and the title does the same.
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Slide 1: The Problem

Toddlers and preschoolers die from drowning more than from almost any other injury. ZIP 85031: roughly 2,200 preschool-age children, backyard and apartment pools on many blocks, and scarce toddler swim lessons.

Speaker notes: Thank you for a few minutes of your time. I am a pediatric emergency nurse and an RN to BSN student, and I want to talk about the injury that brings the quietest, worst moments to our emergency department: a toddler pulled from a pool. Drowning takes more toddlers than almost any other injury, and the usual place is a home pool (Denny et al., 2019). This ZIP code is home to roughly 2,200 preschoolers and a great many backyard and complex pools, and very few affordable swim lessons for children under four (U.S. Census Bureau, 2025).

Slide 2: What We Did

A 25-minute bilingual session in the WIC waiting area. Five messages: fence on four sides, latch the gate, assign a water watcher, swim lessons, learn CPR. Picture cards, a water watcher tag, a resource list.

Speaker notes: We tried something simple. During a weekday morning, while families waited for WIC appointments, a bilingual staff member and I led a 25-minute session in Spanish and English. We taught five layers of protection based on the American Academy of Pediatrics recommendations, using picture cards instead of reading, and every family left with a water watcher tag and a list of local swim lessons and CPR classes. The fencing message was the center, because a fence closing the pool off on all four sides, house included, protects far better than one that lets a child walk straight from the back door to the water (Thompson & Rivara, 1998).

Slide 3: Early Results

Eleven caregivers took part. Ten correctly explained four-sided fencing in teach-back; all eleven described the water watcher's job. Most common first step chosen: a door alarm or lock on the door to the pool.

Speaker notes: Eleven caregivers joined, including three grandparents. In teach-back, ten of eleven explained why a fence must separate the pool from the house, and all of them could describe what a water watcher does and does not do. On anonymous cards, the most common first step was adding an alarm or lock to the door leading to the pool, which matters because many of these families rent and cannot build a fence. These are results from one session, not proof that drownings will fall, but they show that caregivers learned the key messages and planned an action.

Slide 4: What We Are Asking

WIC: one session a month from March through September, in the waiting area. City aquatics: hold ten toddler swim lesson spots per session for families referred from WIC. Cost: staff time and about $2 per family for tags and handouts.

Speaker notes: Here is the ask. For WIC, we would like to offer this session once a month during pool season, March through September, in the same waiting area, using the materials we already have. For city aquatics, we ask that ten parent and child swim lesson spots per session be held for families referred from WIC, since young children have the fewest options. Formal swim lessons have been associated with lower drowning risk in children aged one to four, though the estimate is imprecise and lessons never replace supervision (Brenner et al., 2009). The added cost is staff time and about two dollars per family for printing and tags.

Slide 5: Next Steps

Decide by February 1 so sessions start in March. Measure: participants, teach-back results, swim lesson referrals completed. Report results to both partners in October.

Speaker notes: If you agree, we would start in March so families are reached before the hot months. We will track how many caregivers attend, how many explain the key messages correctly, and how many referred children complete swim lessons, and we will share a summary with both of you in October. A drowning takes less than a minute. This session takes 25, and it reaches the families who need it most. Thanks for listening; questions are welcome.

References

Brenner, R. A., Taneja, G. S., Haynie, D. L., Trumble, A. C., Qian, C., Klinger, R. M., & Klebanoff, M. A. (2009). Association between swimming lessons and drowning in childhood: A case-control study. Archives of Pediatrics & Adolescent Medicine, 163(3), 203-210. https://doi.org/10.1001/archpediatrics.2008.563

Denny, S. A., Quan, L., Gilchrist, J., McCallin, T., Shenoi, R., Yusuf, S., Hoffman, B., Weiss, J., & Council on Injury, Violence, and Poison Prevention. (2019). Prevention of drowning. Pediatrics, 143(5), e20190850. https://doi.org/10.1542/peds.2019-0850

Thompson, D. C., & Rivara, F. P. (1998). Pool fencing for preventing drowning in children. Cochrane Database of Systematic Reviews, 1998(1), CD001047. https://doi.org/10.1002/14651858.CD001047

U.S. Census Bureau. (2025). American Community Survey 2020-2024 5-year estimates: ZCTA5 85031 and Phoenix city, Arizona [Data set; tables B01003, B03003, B09001, B17001, B19013, C16002]. Retrieved October 4, 2026, from https://censusreporter.org/profiles/86000US85031-85031/

Reading the NUR 440 Module 6 assignment instructions

The posted syllabus sets the fourth project part in Module 6 as a five-slide elevator speech and labels it the key assignment, the one that assesses program learning outcomes; students must reach 70% on the key assignment competencies before any late deduction. The prompt usually asks you to present the project briefly and persuasively to a decision maker or partner: the problem, what you did, results, what you are asking for, and next steps. The five-slide limit means each slide carries one idea. Check Canvas for whether narration or a recording is required, the time limit, the rubric's competencies and how references should appear.

Inside the NUR 440 Module 6 example

The deck uses exactly five slides, each with a short headline line of text and full speaker notes meant to be spoken. The first slide states the problem with one national source and local census figures. The second describes the session in a sentence and lists its five messages. The third reports early results in numbers and admits they come from one session. The fourth makes a specific ask of two partners, with cost. The fifth sets a decision date, three measures and a reporting plan. Sources are cited in the notes where facts appear, and a reference list follows the slides. The tone throughout is that of a short conversation with two busy managers.

Where the marks sit in the NUR 440 Module 6 rubric

As the key assignment, this presentation is usually graded against program competencies as well as content: clear communication to a specific audience, use of evidence, population-focused thinking, collaboration with community partners and a realistic plan for evaluation. Graders look for a concrete ask, results reported honestly, and slides that stay within the limit. Because a 70% threshold on the key competencies applies, missing an element such as the evaluation plan can cost more than on other assignments. APA citations and a reference slide are typically required. Clear speaker notes or narration that match each slide also help the grader follow the argument. Since this is the program-level assignment, review the competency list in the rubric before submitting.

NUR 440 Module 6 help with common mistakes

Elevator speeches often fail by trying to fit the whole project into five slides. Give each slide a single point and let the narration carry the rest. Another common miss is having no clear ask, which leaves the listener with nothing to decide. Make the request specific, with a date and a cost. Report results without overstating them; one session cannot show fewer drownings. Practice aloud to fit the time limit. Address the slides to a real role, such as a site manager. If you want help shaping your own project into five slides, send your earlier parts and the rubric. Finally, rehearse the speech aloud with a timer, since the five-minute frame is part of the point.

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 440 Module 6 questions, answered

Where can I find a free NUR 440 Module 6 sample paper?

The five-slide elevator speech is on this page with full speaker notes, presenting a bilingual drowning prevention session, its early results, a specific ask and next steps, with references.

What is the key assignment in NUR 440?

The syllabus marks the five-slide elevator speech, Part 4 of the community health education project, as the key assignment that assesses program learning outcomes.

Who is the audience for the NUR 440 elevator speech?

Address a decision maker or partner who could support or expand your project, such as a site manager, a health department program lead or a city official.

Can the NUR 440 elevator speech have more than five slides?

Stay within five unless your instructor says otherwise. Use speaker notes or narration for detail.

Should I report results in the NUR 440 elevator speech?

Yes, if your project produced any, such as teach-back results or participation. Report them honestly and note their limits.