DNP 751 Week 1 Revised Introduction, Background and Problem Statement Example

Reviewed by Lenora Whitcombe, MSN, RN · University of Phoenix · Updated

This DNP 751 Week 1 example revises the opening section of a DNP applied project proposal, the introduction, background and problem statement, and presents it as a complete APA 7 paper. University of Phoenix DNP 751 (DNP/751 DNP Applied Project II) is the course where the precis becomes a full proposal through repeated drafts, self-assessment and faculty guidance, and the first week reopens the section that frames everything else. The sample rewrites that opening for a proposal to screen for diabetes distress in a safety-net primary care clinic. It adds international survey data from DAWN2, sharpens the distinction between distress and depression, brings in a primary care study showing where distress concentrates, tightens the problem statement and defines the key terms. A short revision memo at the end records what changed from the DNP 750 precis and why, which the course asks students to track.

CourseDNP 751 DNP Applied Project II (DNP/751)
Week1
Paper typeProposal section revision
Lengthabout 1,186 words, 4 double-spaced pages plus title page and references
FormatAPA 7 student paper
SchoolUniversity of Phoenix
ProgramDNP
UpdatedSeptember 2026

Free sample paper for DNP 751 Week 1

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Section One, Second Draft: Introduction, Background and Problem Statement for a Proposal to Screen for and Respond to Diabetes Distress in Safety-Net Primary Care

[Student Name]

University of Phoenix

DNP/751: DNP Applied Project II

Week 1 Assignment: Proposal Section 1 Revision

[Instructor Name]

[Date]

The health center, staff and figures are composites written for a model paper.

What this part is doingThe title marks this as a second draft of one proposal section, which tells faculty to read it against the precis and the feedback on it.
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Introduction

Every three months, adults with type 2 diabetes at our health center's east side site sit in an exam room while a medical assistant takes their blood pressure and hands them a tablet with questions about mood. The questions ask whether they have felt down or lost interest in things. None asks whether diabetes itself has become a burden: the finger sticks, the food rules, the fear of what comes next, the feeling of falling short at every visit. This proposal describes a quality improvement project to add that question, in validated form, and to make sure that an answer leads somewhere.

The site is one of three primary care locations of a federally qualified health center that serves a largely low-income, racially and linguistically diverse population in a mid-sized Midwestern city. It cares for 820 adults with type 2 diabetes. Four in ten have a most recent A1C above 9%.

Background

Diabetes distress refers to the worries, frustrations and sense of burden that arise from living with diabetes and managing it day after day. It is common across countries and health systems. In the second Diabetes Attitudes, Wishes and Needs study, Nicolucci et al. (2013) surveyed 8,596 adults with diabetes in 17 countries using validated measures and found that 44.6% reported diabetes-related distress, compared with 13.8% who met a threshold for likely depression, with wide variation between countries. Distress, in other words, was roughly three times as common as probable depression in the same people, yet most primary care screening in the United States is built around depression.

Distress also varies with the demands of treatment. In a primary care sample, Delahanty et al. (2007) found higher distress among patients treated with insulin than among those on oral agents or diet alone, largely explained by more severe disease and heavier self-care. Worry about the future and guilt when treatment went off track were among the most troubling items. For a site where many patients are moving onto insulin because of poor control, this points to a group likely to carry high distress.

What this part is doingThe background adds sources the precis did not use, which shows faculty that the literature was extended rather than repeated.
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The kind of distress matters for outcomes. Aikens (2012) followed 253 primary care patients with type 2 diabetes for six months and compared general depressive symptoms with diabetes-related distress as predictors. Depressive symptoms predicted later diet, activity and glucose testing, while only diabetes-related distress predicted later A1C and medication adherence. Earlier work by the developers of the Diabetes Distress Scale reached a similar conclusion about glycemic control (Fisher et al., 2010). Together these studies suggest that a site that screens only for depression may be missing the emotional factor most closely tied to the outcome it most wants to improve.

National guidance has caught up with this evidence. The American Diabetes Association standards now recommend routine monitoring for diabetes distress, with particular attention to people whose treatment goals are not being met, and they describe distress as distinct from depressive disorders (American Diabetes Association Professional Practice Committee, 2025).

Problem Statement

Adults with type 2 diabetes at one safety-net primary care site are screened for depression at 93% of eligible patients but are never assessed for diabetes distress, so a common condition linked with medication adherence and glycemic control goes unrecognized and unaddressed in routine diabetes care.

Purpose and Practice Question

The purpose of the project is to introduce distress screening with a follow-up pathway led by registered nurse care managers and to evaluate whether it raises identification and timely follow-up of distress and lowers distress over 12 weeks. The practice question, stated in full in the methods section, compares this pathway with depression screening alone among adults with type 2 diabetes at the site.

Significance to Nursing Practice

The project places a nursing role, care management, at the center of a psychosocial standard of diabetes care. Care managers already know these patients, carry their phone numbers and see the ones in poorest control. Giving them a validated way to hear distress and a menu of responses turns conversations that now end in frustration into structured follow-up. For the health center, the project tests a low-cost change that could spread to its other sites and support its federal diabetes control measure.

What this part is doingSignificance is argued for nursing specifically, through the care manager role, rather than for health care in general.
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Definitions

Diabetes distress: the emotional burden of living with and managing diabetes, measured with the full Diabetes Distress Scale (17 items) and reported as the average of its items on a 1 to 6 range. Positive screen: an average of 3 or higher across the screener's two items. Eligible visit: a scheduled diabetes or chronic care visit, in person or by video, for an adult whose problem list records type 2 diabetes. Timely follow-up: a documented care manager contact, in clinic or by phone, no later than 14 days after a positive screen. High distress: a mean item score of 3.0 or more on the full scale.

Assumptions

The proposal rests on four assumptions. Patients will answer two questions about diabetes honestly when told the answers go to their own care team. Medical assistants can fit the screen into rooming without lengthening visits noticeably. Care managers can respond to most positive screens within their existing hours. And scores on the full scale will change over 12 weeks if patients receive structured attention, as they did in the trial evidence. Each assumption is tested by a measure in the evaluation plan, so a failed assumption will be visible rather than hidden.

Scope and Limits

The project covers one of the health center's three sites and adults with type 2 diabetes only. It does not change depression screening, medication management or diabetes education, which continue as they are. It cannot show that screening causes better glycemic control; 12 weeks is too short and the design has no randomized comparison. Its claims will be limited to whether distress is identified and followed up, and whether distress scores fall among patients who screen positive.

Organization of the Proposal

Section 2 synthesizes the literature on the prevalence, measurement, significance and treatment of distress. Section 3 presents the framework guiding implementation. Section 4 describes the design, setting, participants and procedures, Section 5 the implementation plan and timeline, and Section 6 the evaluation and analysis. Section 7 addresses ethics and approvals, and appendices hold the instruments, the site letter and the budget.

Revision Memo

Four changes were made in response to feedback on the DNP 750 precis. First, the background now includes international and primary care evidence rather than relying on the scale developers' studies. Second, the problem statement names the consequence, missed adherence and control problems, rather than stating only that screening is absent. Third, definitions were added so that each term matches a measure. Fourth, the introduction now describes the site in two sentences instead of a page, moving staffing detail to the setting section.

Summary

Diabetes distress is common, differs from depression and is tied to adherence and A1C. At the site, depression is screened well and distress not at all. The following section synthesizes the literature on detecting and reducing distress.

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References

Aikens, J. E. (2012). Prospective associations between emotional distress and poor outcomes in type 2 diabetes. Diabetes Care, 35(12), 2472-2478. https://doi.org/10.2337/dc12-0181

American Diabetes Association Professional Practice Committee. (2025). 5. Facilitating positive health behaviors and well-being to improve health outcomes: Standards of care in diabetes 2025. Diabetes Care, 48(Suppl. 1), S86-S127. https://doi.org/10.2337/dc25-S005

Delahanty, L. M., Grant, R. W., Wittenberg, E., Bosch, J. L., Wexler, D. J., Cagliero, E., & Meigs, J. B. (2007). Association of diabetes-related emotional distress with diabetes treatment in primary care patients with type 2 diabetes. Diabetic Medicine, 24(1), 48-54. https://doi.org/10.1111/j.1464-5491.2007.02028.x

Fisher, L., Mullan, J. T., Arean, P., Glasgow, R. E., Hessler, D., & Masharani, U. (2010). Diabetes distress but not clinical depression or depressive symptoms is associated with glycemic control in both cross-sectional and longitudinal analyses. Diabetes Care, 33(1), 23-28. https://doi.org/10.2337/dc09-1238

Nicolucci, A., Kovacs Burns, K., Holt, R. I. G., Comaschi, M., Hermanns, N., Ishii, H., Kokoszka, A., Pouwer, F., Skovlund, S. E., Stuckey, H., Tarkun, I., Vallis, M., Wens, J., & Peyrot, M. (2013). Diabetes Attitudes, Wishes and Needs second study (DAWN2): Cross-national benchmarking of diabetes-related psychosocial outcomes for people with diabetes. Diabetic Medicine, 30(7), 767-777. https://doi.org/10.1111/dme.12245

What the DNP 751 Week 1 instructions ask

DNP 751 Week 1 usually asks students to revise the first section of the DNP applied project proposal, taking the precis from DNP 750 and the faculty feedback on it as the starting point. The prompt typically covers the introduction, the background of the problem, the problem statement, the purpose and practice question, the significance to nursing practice and the definitions of key terms. Many sections also ask students to submit a brief self-assessment or revision log that shows how feedback was addressed, since the course description stresses repeated drafting and self-assessment. Expect a section of five to eight pages. The revised opening should read as the first chapter of a formal proposal, not as a weekly paper, and it must match the terms used later in the methods.

How this DNP 751 Week 1 example is built

The paper follows the order of a proposal's first section. The introduction opens with the site and the gap in two paragraphs. The background widens the evidence base beyond the precis, adding the DAWN2 international survey, a primary care study of distress by treatment type and a study separating depressive symptoms from diabetes-related distress as predictors. The problem statement is rewritten to name the population, the missing practice and its consequence in one sentence. Purpose, question and significance follow in short form. A definitions section fixes the meaning of terms such as diabetes distress, eligible visit and timely follow-up so they match the measures. The revision memo closes the section, listing four changes made in response to feedback.

DNP 751 Week 1 grading rubric: where the points go

Faculty grading the revised first section usually look hardest at responsiveness to feedback and at the coherence of the problem, purpose and question. Points go to a background that is current, well organized and more complete than the precis, to a problem statement that is specific and supported, and to significance that connects the project to nursing practice and to the population. Definitions of key terms are often a separate criterion because they anchor the methods. Many rubrics also grade the self-assessment or revision log. Scholarly writing, formal proposal tone and APA format make up the rest. Sections that repeat the precis with minor edits, or that ignore specific comments from the DNP 750 instructor, tend to score lower than sections that show real revision.

DNP 751 Week 1 help: mistakes to avoid

The most common mistake in DNP 751 Week 1 is resubmitting the precis with a new title page. Faculty expect visible revision: new or updated sources, a sharper problem statement and changes that answer their comments. Keep a log of each comment and your response. Another mistake is letting the background grow into a full literature review; save synthesis for the next section and keep background to what the reader needs to understand the problem. Students also define terms loosely, then measure them differently in the methods, so write definitions you can count. Watch tense, since a proposal describes planned work in the future tense. Finally, check that the practice question is identical wherever it appears in the proposal.

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DNP 751 Week 1 questions, answered

What does DNP/751 Week 1 usually ask for?

Many sections ask students to revise the first section of the DNP applied project proposal, covering the introduction, background, problem statement, purpose, question, significance and key definitions, in response to feedback.

Where can I find a free DNP 751 Week 1 sample paper?

The revised proposal opening above is free to read in full, including its revision memo and margin notes. If your project is different, the desk will write a first custom sample for you without charge.

What is the difference between DNP 750 and DNP 751?

DNP 750 ends with a precis summarizing the project's goal and plan, while DNP 751 develops that precis into a full proposal through repeated drafts guided by faculty feedback.

How common is diabetes distress worldwide?

In the DAWN2 survey of 8,596 adults with diabetes across 17 countries, 44.6% reported diabetes-related distress on the PAID-5 measure, with country figures ranging from about 17% to 68%.

Should a DNP proposal be written in the future tense?

Yes; a proposal describes planned work, so the methods and procedures are usually written in the future tense, then changed to the past tense in the final manuscript.

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 University of Phoenix 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.