| Course | NUR 464 Capstone The Synthesis of Professional Nursing |
|---|---|
| Module | Module 7 |
| Paper type | Capstone presentation, slides with speaker notes |
| Length | About 710 words, 5 pages |
| Format | APA 7 slide deck with speaker notes |
| School | Arizona State University |
| Program | RN to BSN |
| Updated | October 2026 |
Free sample paper for NUR 464 Module 7
Being Heard: A Seven-Slide Presentation of a Hearing Amplifier Project on a Medical Unit
Student Name
Edson College of Nursing and Health Innovation, Arizona State University
NUR 464: Capstone: The Synthesis of Professional Nursing
Instructor Name
Month Day, Year
Slide 1: The Problem
Older patients who cannot hear us cannot take part in their care. On our unit: many older adults, few hearing aids at the bedside, nurses talking louder or talking to family.
Speaker notes: Hello, everyone. My project started with something every nurse has done: raising my voice to an older patient who could not hear me, or turning to the daughter instead. Hearing loss is common in older adults, and in a noisy hospital it cuts patients out of their own care. One review of inpatient research found that patients with hearing loss communicated worse with clinicians in every study, and that cheap amplifiers made a difference where used (Shukla et al., 2019).
Slide 2: The Evidence and the Question
Amplifiers improve speech understanding and satisfaction; staff use is often inconsistent. Question: Will offering amplifiers improve older patients' understanding of their care and discharge plan?
Speaker notes: In the clinical studies of these devices pulled together by Koerber et al. (2024), patients understood more and liked them, yet staff used them unevenly because devices were forgotten, dirty or missing. That second finding shaped my design as much as the first. A randomized emergency department pilot with older veterans also found that patients given an amplifier reported easier understanding than those who were not (Chodosh et al., 2021). My question was whether offering amplifiers during teaching, consent and discharge conversations would improve how well hard-of-hearing older patients said they understood their care.
Slide 3: What We Did
Screening question at admission. Four amplifiers in a sign-out bin. One-page guide reviewed by speech-language pathology. Three-week baseline, six-week implementation.
Speaker notes: We added one screening question to admission, kept four amplifiers in a labeled bin with a sign-out sheet, and used a one-page guide that our speech-language pathologist reviewed. Our interpreter team showed us how to use the devices alongside video interpreting. We collected a three-week baseline without amplifiers, then offered them for six weeks.
Slide 4: Results (Composite Data)
Understanding: 9 of 18 (50%) at baseline, 30 of 41 (73%) during implementation. Offered an amplifier: 34 of 41 (83%). Screening completed: 71% to 92%. Devices lost: none during implementation.
Speaker notes: These results are composite data prepared for this sample presentation. Among hard-of-hearing older patients, the share who agreed they understood their care and discharge plan rose from half at baseline to nearly three quarters during implementation. Nurses offered an amplifier to most eligible patients. Screening improved once we moved the question to a better place in the admission form, and the sign-out bin solved the problem of missing devices.
Slide 5: Limits
Small numbers. Before-and-after design. Self-reported outcome. No data on falls or readmissions.
Speaker notes: I want to be honest about what these numbers can and cannot say. The groups are small, the design compares two time periods rather than randomized groups, and understanding was self-reported. We did not measure falls or readmissions, so I cannot claim the project changed them. What I can say is that the change was feasible, cheap and associated with better reported understanding.
Slide 6: Keeping It Going
Screening question now in the electronic admission form. New nurses learn the devices in orientation. One champion keeps the bin stocked and reports each month. Two more units interested.
Speaker notes: Sustainability was built in from the start. The screening question is now permanent, new nurses learn to use the amplifiers in orientation, and a champion reports screening and offer rates to our unit council each month. Two other medical units have asked to try the same approach, and I will present at our hospital's nursing practice council next month.
Slide 7: One Lesson
Evidence tells you what to try. People and systems decide whether it works. Ask how your patients prefer to communicate, then make it easy.
Speaker notes: If I could pass on one lesson, it is that evidence gets a project started, but people and systems decide whether it lasts. Moving a question on a form and putting a bin at the nurses' station mattered as much as any study. Thank you for watching. I would love to hear your questions, and I am happy to share our one-page guide with anyone who wants to try this on their unit.
References
Chodosh, J., Goldfeld, K., Weinstein, B. E., Radcliffe, K., Burlingame, M., Dickson, V., Grudzen, C., Sherman, S., Smilowitz, J., & Blustein, J. (2021). The HEAR-VA pilot study: Hearing assistance provided to older adults in the emergency department. Journal of the American Geriatrics Society, 69(4), 1071-1078. https://doi.org/10.1111/jgs.17037
Koerber, R. M., Kokorelias, K. M., & Sinha, S. K. (2024). The clinical use of personal hearing amplifiers in facilitating accessible patient-provider communication: A scoping review. Journal of the American Geriatrics Society, 72(7), 2195-2205. https://doi.org/10.1111/jgs.18784
Shukla, A., Nieman, C. L., Price, C., Harper, M., Lin, F. R., & Reed, N. S. (2019). Impact of hearing loss on patient-provider communication among hospitalized patients: A systematic review. American Journal of Medical Quality, 34(3), 284-292. https://doi.org/10.1177/1062860618798926
NUR 464 Module 7 instructions, in plain terms
The ASU syllabus lists the Presentation via VoiceThread: Nursing Practice Project in Module 7, Networking and Professional Organizations, worth 5 points, with a networking and professional organizations discussion in the same module. It also describes presentations being given with Zoom and a discussion board so students can view each other's work. The presentation usually asks you to summarize your capstone for colleagues: the problem, evidence, intervention, results, limitations, sustainability and lessons learned, within a time limit. Check Canvas for the platform, slide or time limit, narration requirements and how you must respond to classmates' presentations. The same module includes a discussion on networking and professional organizations, so consider mentioning where you could present the project next.
How this NUR 464 Module 7 example is built
The deck uses seven slides, each with a headline line or two and a paragraph of narration notes written to be spoken. It moves from the problem and evidence to what was done, then presents composite results with denominators and labels them clearly. A slide on limits states plainly what the numbers cannot show. The sustainability slide lists concrete steps already in place. The final slide offers one lesson and invites questions and requests for the guide. Sources are cited in the notes where their findings appear, and a reference list follows. Every number on the results slide matches the final paper, and the composite label appears on the slide itself.
Reading the NUR 464 Module 7 grading rubric
Capstone presentations are usually graded on organization, clarity and accuracy of content, appropriate use of data, discussion of limitations and sustainability, professional delivery within the time limit, and engagement with classmates' presentations. Graders look for results that match the final paper and are reported with denominators. A presentation that ends with a clear take-home message and invites dialogue tends to score well. Citations on slides or in narration and a reference slide are expected. Responding thoughtfully to questions from classmates after posting can count toward the grade as well. Instructors also notice whether the presenter acknowledges the people who helped.
NUR 464 Module 7 help with common mistakes
Students often try to fit the whole final paper into the presentation. Choose the essentials and let the paper hold the detail. Another mistake is showing percentages without the numbers behind them. Rehearse the narration with a timer; VoiceThread recordings that run long are hard to watch. Make sure your results match your final paper exactly. End with an invitation to questions and respond to comments on your presentation. If you want help turning your final paper into a short presentation, send the paper and the time limit. Speak to classmates as colleagues rather than reading a report. Practice once to check that slides and narration stay in sync, and turn on captions if the platform offers them.
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 464 Module 7 questions, answered
Where can I find a free NUR 464 Module 7 sample paper?
The capstone presentation is above as seven slides with narration notes covering the problem, evidence, intervention, composite results, limits, sustainability and one lesson, with references.
How long should the NUR 464 capstone presentation be?
Check Canvas for the time or slide limit. Most capstone presentations run about seven to ten slides with narration.
What platform is used for the NUR 464 presentation?
The syllabus lists VoiceThread for the presentation and also mentions Zoom with a discussion board for viewing.
Should my NUR 464 presentation include limitations?
Yes. Naming what your project cannot show is part of evaluating change and shows professional judgment.
How do I make my NUR 464 results clear in a presentation?
Use a few key numbers with denominators on one slide and explain them in narration rather than showing a full table.