| Course | NSG 324 Evidence Based Practice in Nursing |
|---|---|
| Unit | Unit 1 |
| Paper type | Clinical question development paper |
| Length | About 1,030 words, 6 pages |
| Format | APA 7 student paper |
| School | Herzing University |
| Program | RN to BSN |
| Updated | October 2026 |
Free sample paper for NSG 324 Unit 1
Two Nurses, One Working IV: Turning a Disagreement About Routine Catheter Replacement Into a Clinical Question
Student Name
Department of Nursing, Herzing University
NSG 324: Evidence Based Practice in Nursing
Instructor Name
January 21, 2026
Two Nurses, One Working IV: Turning a Disagreement About Routine Catheter Replacement Into a Clinical Question
What I Noticed
On the 32-bed composite medical-surgical floor where I work nights, policy requires peripheral intravenous catheters to be replaced every 96 hours. During one week in December, I saw two experienced nurses handle this rule differently for the same kind of patient. At 4 a.m., one nurse restarted the IV of an older woman with heart failure whose catheter had reached 96 hours. The site was clean, the catheter flushed easily, and the patient had no pain. It took three attempts and an ultrasound-trained colleague to place the new one, and the patient cried during the second attempt. Two nights later, another nurse left a similar 96-hour catheter in place for a man with difficult veins, documented that the site showed no redness, swelling, or tenderness, and told me she would rather watch a working line than cause a new puncture.
Both nurses cared about the same things, the patient's comfort and the risk of infection or phlebitis, and both believed they were doing the safer thing. That disagreement is what made this a question rather than a preference.
Why the Question Is Open on This Unit
The hospital's 96-hour policy is based on a national guideline for preventing catheter-related infections, which stated that peripheral catheters in adults need not be replaced more often than every 72 to 96 hours, and which explicitly made no recommendation about replacing them only when clinically indicated, calling that an unresolved issue (O'Grady et al., 2011). The current national standards for infusion nursing, published more recently, favor removal based on regular site assessment and clinical need rather than on a fixed schedule (Nickel et al., 2024). The unit's policy therefore rests on the older of two sources that point in different directions, which is exactly the situation in which a clinical question is worth asking.
The Question in PICOT Form
In hospitalized adults with a peripheral intravenous catheter (P), does replacing the catheter only when clinically indicated (I), compared with the current fixed 96-hour change (C), change the rate of phlebitis and catheter-related bloodstream infection (O) during the period the catheter is in place (T)?
This is an intervention question, because it compares two courses of action. That matters for the search, since intervention questions are best answered by randomized controlled trials and by systematic reviews of those trials; for questions about the effect of an intervention, those designs give the strongest answers (Melnyk & Fineout-Overholt, 2023).
Defending Each Element
Population. I chose hospitalized adults rather than only medical-surgical patients or only older adults. The practice question applies across the hospital, and narrowing the population too far could exclude the trials most likely to answer it. Children are excluded because their catheters, veins, and guidelines differ.
Intervention. "Clinically indicated" must be defined, or the question cannot be answered. I mean removal when the catheter is no longer needed or when the site shows signs of a problem, such as phlebitis, infiltration, occlusion, leakage, or infection, found through site assessment at set intervals. Without the assessment, clinically indicated replacement becomes "leave it until something goes wrong," which is not what the second nurse was doing.
Comparison. The comparison is the current policy, routine replacement at 96 hours, not "no replacement." Comparing against current practice keeps the question about the actual decision on this unit.
Outcomes. Phlebitis and catheter-related bloodstream infection are the outcomes both nurses were worried about, so they are the primary outcomes. Bloodstream infection from a peripheral catheter is rare, which means a study may be too small to detect a difference in it, so phlebitis is likely to be the outcome the evidence can speak to most clearly. I considered and kept secondary outcomes that matter to patients and the unit: the number of insertion attempts, patient-reported pain, and catheter-related costs. I excluded length of stay, because too many other factors affect it for catheter policy to move it measurably.
Time. The timeframe is the dwell time of the catheter, not a fixed number of days, because the intervention itself changes how long catheters stay in.
Framings I Considered and Set Aside
My first draft asked, "Is it safe to leave peripheral IVs in longer than 96 hours?" That version had no comparison and no defined intervention; "longer" could mean five days or two weeks, and "safe" did not say safe from what. A second draft asked whether ultrasound-guided insertion reduces the number of attempts in patients with difficult veins. That is a good question, and it came from the same night, but it answers a different problem: how to place a new catheter well, not whether a working one needs replacing at all. I kept it as a possible follow-up question for the unit's practice council. The final version keeps the decision the two nurses actually faced at the center, which is the test I used for every element: would the answer tell a nurse at 4 a.m. what to do with this catheter?
What the Question Is Not
The question does not ask whether the second nurse was right to break the policy. Individual nurses do not change policy by deciding to ignore it, and part of the reason for asking the question formally is to bring the disagreement to the unit's practice council with evidence rather than leaving it to each nurse's judgment at 4 a.m. It also does not ask about midline or central catheters, whose risks and guidelines are different.
What Would Answer It
A useful answer would come from randomized trials comparing the two strategies in hospitalized adults, or from a systematic review of such trials, with phlebitis and bloodstream infection as outcomes. If the evidence showed no difference in harm between the strategies, the unit would need to weigh that against the fewer needle sticks and lower costs of replacing catheters only when needed. If it showed more harm with clinically indicated replacement, the current policy would be supported, and the first nurse's 4 a.m. restart would have a clear reason. Either way, the next step is a search, which is the work of the following unit.
References
Melnyk, B. M., & Fineout-Overholt, E. (2023). Evidence-based practice in nursing & healthcare: A guide to best practice (5th ed.). Wolters Kluwer.
Nickel, B., Gorski, L., Kleidon, T., Kyes, A., DeVries, M., Keogh, S., Meyer, B., Sarver, M. J., Crickman, R., Ong, J., Clare, S., & Hagle, M. E. (2024). Infusion therapy standards of practice, 9th edition. Journal of Infusion Nursing, 47(1S), S1-S285. https://doi.org/10.1097/NAN.0000000000000532
O'Grady, N. P., Alexander, M., Burns, L. A., Dellinger, E. P., Garland, J., Heard, S. O., Lipsett, P. A., Masur, H., Mermel, L. A., Pearson, M. L., Raad, I. I., Randolph, A. G., Rupp, M. E., Saint, S., & Healthcare Infection Control Practices Advisory Committee. (2011). Guidelines for the prevention of intravascular catheter-related infections. Clinical Infectious Diseases, 52(9), e162-e193. https://doi.org/10.1093/cid/cir257
Reading the NSG 324 Unit 1 instructions
Unit 1 asks you to develop a clinical question from your own practice. Expect to describe what you noticed, explain why the question is open, write it in PICOT form, defend each element, discuss framings you set aside, say what the question is not and describe what evidence would answer it. Many versions ask where the question should come from, why the comparison matters and how narrow is narrow enough. Check whether your section requires PICOT or allows PICO. A good question comes from real uncertainty on your unit, not from a textbook topic. The comparison matters because it defines what the evidence must test. Narrow enough means a study could answer it. Set aside blame questions about individual nurses, since evidence cannot answer those.
Inside the NSG 324 Unit 1 example
The paper opens with the moment that raised the question, told briefly and without blaming either nurse. The next section explains why the policy may be outdated, which shows the uncertainty is genuine. The PICOT question is written in full with each element labeled. A defense section explains each choice, such as hospitalized adults rather than only older patients. The framings section shows two earlier drafts and why they were weaker, which demonstrates refinement. The section on what the question is not keeps the focus on practice rather than individuals. The final section names the study types that would answer the question, preparing the next unit's search. Each element is precise enough that a librarian could search it.
Reading the NSG 324 Unit 1 rubric
Herzing's rubric for a clinical question paper usually covers the origin of the question, the case that it is open, the PICOT format, the defense of each element, refinement and the link to evidence. Most marks ride on the PICOT question itself and the case made for each of its five parts. Origin points reward a real practice moment. Openness criteria look for evidence that current practice is uncertain or outdated. Refinement earns credit when earlier framings are shown and improved. Evidence points go to the study types that would answer the question. Respectful treatment of colleagues may be scored within professionalism. A question that is searchable and answerable usually reaches the top band. Melnyk and Fineout-Overholt's text belongs in the APA 7 list, along with the infusion therapy standards by Nickel and colleagues.
Common NSG 324 Unit 1 mistakes, and how to avoid them
Clinical question papers in Unit 1 often slip by starting from a broad topic, such as infection control, rather than a specific uncertainty. Another frequent problem is a missing or vague comparison, so the question cannot be tested. Students often write a question that asks about a single nurse's choice. Outcomes are fuzzy, such as better care. The time element is missing. Earlier framings are not shown. The paper does not say what would answer the question. The policy's source is not checked, so the case that the question is open is weak. Finally, make the question searchable, because graders reward PICOT elements a librarian could turn into search terms without guessing what you meant.
Get a NSG 324 Unit 1 example written to your instructions
Send the Unit 1 instructions and the rubric from your NSG 324 classroom, plus the practice observation your question comes from. We write a custom example that builds and defends each element and shows the narrowing, returned in 24 to 48 hours. The first custom sample is free.
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NSG 324 Unit 1 questions, answered
Where should the question come from?
Something you have seen. A practice done two different ways by two nurses, a step that seems to cause trouble, a patient outcome that keeps recurring. Questions chosen from a list of suggested topics tend to be broad and unattached, and every later unit inherits that. Faculty notice, because a real observation carries detail an invented one does not.
Why does the comparison matter so much?
Because without it the question cannot be searched or answered. Comparing an intervention to usual care means nothing until somebody says what usual care is on your unit: no structured teaching, verbal instruction at discharge, a leaflet handed over. Write that specifically and the question becomes something a study could address.
How narrow is narrow enough?
Narrow enough that a search returns a set you could actually read. If your question would retrieve thousands of studies it is a topic; if it returns a manageable number that all address the same comparison it is a question. Narrowing feels like giving something up and it is what makes every subsequent unit possible.
Where can I find a free NSG 324 Unit 1 sample paper?
The full NSG 324 Unit 1 IV replacement question paper is free on this page, from the noticed moment to the defended PICOT question. A question paper built on your own practice can be written on request.
How do I turn a practice problem into a PICOT question?
Spell out who the patients are, what is being tried, what it is set against, what result counts and over how long, all tied to what you saw on the unit. This sample turns a disagreement over 96-hour IV replacement into a question comparing routine and clinically indicated replacement.