NR 451 Week 8 Capstone Presentation Slides Example Example

Course	NR 451 RN Capstone Course
Week	8
Paper type	Capstone presentation with speaker notes
Length	About 1,180 words, 7 pages
Format	Slides with speaker notes, APA 7 references
School	Chamberlain University
Program	RN-to-BSN
Updated	October 2026

Free sample paper for NR 451 Week 8

Protecting Ears From Oxygen Tubing: Foam Ear Guards for Patients on Nasal Cannula on a Pulmonary Unit

Student Name

College of Nursing, Chamberlain University

NR 451: RN Capstone Course

Instructor Name

Month Day, Year

What this page is doingThe title slide carries the project's own name, not the assignment's, and says what changes, for whom and where. A composite 28-bed pulmonary unit stands in for any real workplace. The title page follows APA student format so the deck and its notes can be submitted as one document.

Slide 2: The Problem and Its Baseline

Device-related pressure injuries behind the ears from oxygen tubing

Composite 28-bed pulmonary unit, 6-month review

14 hospital-acquired pressure injuries; 6 were on the ear from nasal cannula tubing

Point prevalence audit: 9 of 31 patients on nasal cannula had redness behind one or both ears

No ear protection stocked; tubing checked only at full skin assessment once a shift

Speaker notes: Our unit had fourteen hospital-acquired pressure injuries in the last six months, and six of them were in the same place: the top and back of the ear, where nasal cannula tubing rests for days. When I audited one afternoon, nine of the thirty-one patients on a cannula already had redness behind an ear. These injuries are small, but they are painful, they count against the unit's pressure injury rate, and every one of them is preventable. Right now we have nothing in the supply room to pad the tubing, and nobody looks behind the ear except during the head-to-toe assessment once a shift.

What this page is doingThe problem slide opens with the baseline: fourteen injuries, six on the ear, nine of thirty-one patients already red. A presentation that opens without a number spends too long getting to the point, and graders look for the figure here.

Slide 3: Why Devices Matter

Patients with a medical device were about 2.4 times more likely to develop a pressure injury (Black et al., 2010)

Ears are one of the most common sites of device-related injury, and oxygen tubing one of the most common devices (Kayser et al., 2018)

Device injuries often appear within days and are missed under tubing

Speaker notes: This is not a problem unique to us. In a large study of hospitalized patients, those with any medical device in place developed pressure injuries at roughly two and a half times the rate of patients without one. The international prevalence survey found that the ear is one of the most frequent locations for device-related injuries and that oxygen tubing is one of the devices most often responsible. These injuries develop fast, because the tubing is thin and the skin over the ear cartilage has almost no padding, and they are easy to miss because the tubing covers them.

Slide 4: What the Evidence Recommends

International guideline: pad devices over bony or cartilage areas and inspect skin under devices at least twice daily (European Pressure Ulcer Advisory Panel et al., 2019)

Choose prophylactic padding that does not add pressure or trap moisture

Reposition or rotate devices when possible

Speaker notes: The international pressure injury guideline gives three recommendations that fit our problem. First, pad any device that sits on cartilage or bone, using a dressing or cushion that spreads pressure without adding bulk. Second, look under the device at least twice a day, and more often when the patient is swollen or the device is tight. Third, move or loosen the device when you safely can. None of this is new, but on our unit none of it is routine for oxygen tubing. The evidence for ear padding specifically comes mostly from quality improvement reports rather than trials, so I am presenting this as a guideline-based change that we will measure, not as a guaranteed result.

What this page is doingEvidence is compressed to what justifies this change, with the guideline named on the slide and the detail moved into the notes. The notes also admit that ear padding rests mostly on improvement reports, which keeps the deck from promising more than the evidence carries.

Slide 5: The Change

Every patient on nasal cannula gets foam ear guards on both ears at the time the cannula is applied

Nurse lifts the tubing and inspects behind both ears every 4 hours with vital signs

Redness that does not blanch: notify charge nurse, switch to a padded cannula, consult wound nurse

Speaker notes: The change is one action with one check attached. When a cannula goes on, foam ear guards go on too, on both ears, applied by whoever places the cannula, whether that is the nurse, the respiratory therapist or the technician. Then, every four hours when vital signs are taken, the person taking them lifts the tubing and looks behind both ears. If there is redness that does not blanch, the nurse tells the charge nurse, changes to a padded cannula, and places a wound care consult. That is the whole change. It adds about thirty seconds to each vital sign check.

What this page is doingThe change slide states an action an audience could repeat back: guards on at application, a look every four hours, a named response to non-blanching redness. It is phrased as something done, not as a goal.

Slide 6: Implementation

Week 1: supply chain stocks ear guards in every clean utility room and on respiratory therapy carts

Week 2: 10-minute huddle teaching on both shifts; respiratory therapy included

Week 3: go-live; ear check added to the vital signs flowsheet

Unit champion audits 10 patients weekly for 8 weeks

Speaker notes: Implementation runs over three weeks. First, supplies: the ear guards cost a few cents a pair and supply chain has agreed to stock them in both clean utility rooms and on the respiratory therapy carts, because respiratory therapists apply many of our cannulas. Second, teaching: a ten-minute huddle on each shift, with respiratory therapy invited, showing how to apply the guards and what non-blanching redness looks like. Third, go-live, with the ear check added as a line on the vital signs flowsheet so it can be documented in one click. Our unit champion will audit ten patients a week for the first eight weeks and give same-day feedback.

Slide 7: How We Will Measure It

Outcome: hospital-acquired ear pressure injuries per 1,000 cannula days; baseline from the 6-month review

Process: percentage of audited cannula patients with ear guards on both ears; target 90%

Process: percentage of 4-hour ear checks documented; target 85%

Balancing: skin reactions to the foam

Speaker notes: We will measure three things. The outcome is ear pressure injuries per thousand cannula days, which adjusts for how many patients are on oxygen in a given month; the baseline comes from the same six-month review I showed you on slide two. The process measures tell us whether we actually did it: whether both ears have guards when the champion checks, with a target of ninety percent, and whether the four-hour check is documented, with a target of eighty-five percent. The balancing measure is any skin reaction to the foam itself, because a padding product that irritates the skin would trade one injury for another.

What this page is doingMeasurement is reduced to what a listener needs: an outcome with a denominator and a baseline, two process measures with targets, and a balancing measure. Owners and audit details stay in the notes, where they belong in a spoken deck.

Slide 8: What Happens Next

Go-live in three weeks, pending manager approval today

First results to the practice council at 8 weeks

If successful: propose the ear guards be added to the oxygen order set hospital-wide

What I need from you: apply the guards, check the ears, tell me what gets in the way

Speaker notes: What happens next depends on a decision today. If the manager approves, we go live in three weeks, and I will bring the first eight weeks of results to the practice council. If the injuries fall and the checks are being done, the next step is to ask the hospital's skin care committee to add ear guards to the oxygen order set so every unit gets them automatically. From each of you I need three things: apply the guards when you place a cannula, look behind the ears when you take vital signs, and tell me honestly what makes either of those hard, because that is what I will fix first.

What this page is doingThe closing slide says what happens next and what the audience is asked to do, rather than summarizing. Speaker notes are written as full spoken sentences throughout, which is where a strong deck puts most of its words.

References

Black, J. M., Cuddigan, J. E., Walko, M. A., Didier, L. A., Lander, M. J., & Kelpe, M. R. (2010). Medical device related pressure ulcers in hospitalized patients. International Wound Journal, 7(5), 358-365. https://doi.org/10.1111/j.1742-481X.2010.00699.x

European Pressure Ulcer Advisory Panel, National Pressure Injury Advisory Panel, & Pan Pacific Pressure Injury Alliance. (2019). Prevention and treatment of pressure ulcers/injuries: Clinical practice guideline. The international guideline (E. Haesler, Ed.). EPUAP/NPIAP/PPPIA.

Kayser, S. A., VanGilder, C. A., Ayello, E. A., & Lachenbruch, C. (2018). Prevalence and analysis of medical device-related pressure injuries: Results from the International Pressure Ulcer Prevalence Survey. Advances in Skin & Wound Care, 31(6), 276-285. https://doi.org/10.1097/01.ASW.0000532475.11971.aa

The Chamberlain NR 451 Week 8 instructions

The final NR 451 assignment asks you to present your capstone project, usually as slides with speaker notes or narration. Graders look for the problem and baseline, the evidence, the change, implementation, evaluation, next steps and APA citations, delivered clearly for a professional audience. Open with a number, not background. Keep slides to short phrases and put detail in the notes. Compress the evidence to what justifies the change, and admit where it is thin. State the change as an action an audience could repeat. Show implementation by week and measurement with denominators and targets. End with what happens next and what you need from the audience.

Inside the NR 451 Week 8 example

Slide 2 gives the baseline: 14 hospital-acquired injuries in six months, 6 on the ear from cannula tubing, and 9 of 31 patients with redness, with no ear protection stocked. Slide 3 reports that patients with devices were about 2.4 times more likely to develop pressure injuries. Slide 4 lists the guideline's padding, inspection and repositioning recommendations, and the notes admit that ear padding rests on limited evidence. Slide 5 states the change: guards on both ears when the cannula goes on, a check every four hours, and a named response to redness that does not blanch. Slide 6 runs supplies, huddle teaching and go-live over three weeks. Slide 7 lists one outcome, two process measures and a balancing measure. Slide 8 asks for approval.

Reading the NR 451 Week 8 grading rubric

Capstone presentation rubrics in NR 451 usually award points for a clear problem and baseline, evidence support, a well-defined change, implementation, evaluation, professional delivery and APA. Delivery and clarity weigh heavily, and these slides earn them with short bullets and full spoken notes. The problem is credited because the first content slide opens with numbers. Evidence scores when it is compressed and honest about limits. The change is credited for being an action the audience could repeat. Implementation earns points for weekly steps with owners. Evaluation is credited for an outcome with a denominator, process targets of 90% and 85% and a balancing measure. Citations on slides with full references at the end complete APA.

NR 451 Week 8 help: mistakes that cost points

Presentations lose marks first for slides pasted from the paper, dense with paragraphs nobody could read while listening. Another loss is a deck that opens with background and reaches the number on the fourth slide. Students also summarize the paper instead of asking for a decision, leave out measures or write speaker notes as fragments. Most slides should carry five or fewer short lines. Narration is required in some sections, so check your instructions. A presentation should not simply repeat your paper; it should persuade an audience. Send your project summary and an NR 451 presentation can be outlined slide by slide with notes.

Get a NR 451 Week 8 example written to your instructions

Send the Week 8 instructions, the slide limit and your project material, and a custom example is built as slides with speaker notes and returned inside 24 to 48 hours. The first one is free. Any recorded narration your section requires is yours to deliver.

More NR 451 papers and RN-to-BSN samples

NR 451 Week 8 questions, answered

How many words belong on a slide?

Few enough that an audience can read the slide and listen at the same time, which in practice means a headline and a handful of supporting lines. Everything else moves to the speaker notes. Sections that grade the notes separately are effectively asking for two documents, and the example is built that way.

Do I have to record narration?

Only if your section requires it, and the requirement varies. Where narration is graded, the speaker notes are written as spoken sentences so they can be read aloud without rewriting. The recording itself is yours to make, since it is your voice and your delivery being assessed.

Can the presentation just summarize my paper?

It can cover the same project, but a summary of the paper is the version that scores poorly. A presentation selects: it drops most of the review, keeps the numbers, and reorders the material so the audience gets the point early. That selection is what the rubric is actually marking.

Where can I find a free NR 451 Week 8 sample paper?

The complete Week 8 presentation on foam ear guards for nasal cannula, all eight slides with speaker notes, the measures, the request to the audience and three references, can be viewed here.

What change does the NR 451 Week 8 presentation propose?

Foam ear guards on both ears whenever a nasal cannula is applied, an ear check every four hours with vital signs, and a padded cannula and wound nurse consult for redness that does not blanch.