NR 451 Week 3 Blood Culture Contamination Review Example

RN Capstone Course Chamberlain University Free custom sample in 24 to 48h

Reducing blood culture contamination in the emergency department of a composite 280-bed community hospital is the approved problem reviewed in this NR 451 Week 3 sample paper, a capstone literature review. Chamberlain NR 451 (NR-451), RN Capstone Course, asks RN-to-BSN students to review the evidence for their proposed change, organized around their problem. The review restates the local rate, 4.1 contaminated sets per 100 against a benchmark of 3, and the proposal to require an initial specimen diversion device. It organizes themes rather than articles: contamination harms patients through the treatment it triggers, citing Bates and colleagues and Hall and Lyman; technique and who draws the sample matter, citing Snyder and colleagues and Self and colleagues; diversion devices reduce contamination, citing Rupp and colleagues and Bell and colleagues. It names where the evidence disagrees, lists three gaps and concludes with conditions.

CourseNR 451 RN Capstone Course
Week3
Paper typeCapstone literature review
LengthAbout 1,140 words, 7 pages
FormatAPA 7 student paper
SchoolChamberlain University
ProgramRN-to-BSN
UpdatedOctober 2026

Free sample paper for NR 451 Week 3

1

Reducing Blood Culture Contamination in the Emergency Department: A Review of the Literature

Student Name

College of Nursing, Chamberlain University

NR 451: RN Capstone Course

Instructor Name

Month Day, Year

What this page is doingThe title states the approved problem, the setting and the genre. It promises a review organized around one problem rather than around a subject area, which is what the rubric looks for first. Student APA 7 format, no running head.
2

Reducing Blood Culture Contamination in the Emergency Department: A Review of the Literature

Introduction

The approved problem for this capstone is blood culture contamination in the emergency department of a composite 280-bed community hospital, where 4.1 of every 100 blood culture sets drawn over the past year grew organisms that the laboratory classified as contaminants, above the 3 per 100 benchmark the laboratory uses. The proposed change is to require an initial specimen diversion device for every peripheral blood culture drawn by emergency department nurses. This review sets out what the literature says about four questions that decide whether that change is justified: what contamination costs patients and the hospital, what collection practices affect it, whether diversion devices reduce it beyond what technique alone achieves, and what the evidence leaves open. The review draws on sources located through CINAHL and PubMed from 1991 to 2019, including one systematic review and meta-analysis, a laboratory practice guideline, several before-and-after studies and a controlled trial of a diversion device.

What this page is doingThe introduction restates the approved gap with its local rate and names the four questions the review will settle, in a few sentences rather than a page. A reader knows at once that every source below will be judged against this one change.
3

Contamination Is Not a Laboratory Nuisance

The literature agrees that a contaminated culture harms patients through the treatment that follows it. When a skin organism grows in a blood culture, clinicians cannot always tell it from true bacteremia, so many patients receive antibiotics, repeat cultures and longer stays while the result is sorted out. An early study at a large teaching hospital found that patients with contaminated cultures had higher charges and more antibiotic use than similar patients with negative cultures (Bates et al., 1991), and later reviews reached the same conclusion with more recent data, adding that contaminated cultures prompt vancomycin exposure, further laboratory testing and, in some patients, removal of central lines that were never infected (Hall & Lyman, 2006). A comprehensive update for clinical laboratories repeated these findings and argued that the long-accepted benchmark of 3 per 100 is too permissive, proposing 1 per 100 as an achievable goal (Doern et al., 2019).

The agreement here is broad, but the studies measuring cost differ in era and setting, and the size of the harm varies with local antibiotic practice. What the sources establish together is direction, not a precise figure for this hospital. For the capstone, the point that matters is that each contaminated set on this unit likely carries a real cost in antibiotic days and length of stay, which justifies spending on prevention.

What this page is doingThe theme opens with a claim and brings three sources to support it, several in one sentence, so no paragraph belongs to a single article. The second paragraph weighs the evidence rather than repeating it, saying what the set establishes and what it does not.
4

Technique and Who Draws the Sample

The second theme concerns how and by whom the blood is drawn. A systematic review and meta-analysis prepared for the Laboratory Medicine Best Practices initiative found that dedicated phlebotomy teams achieved lower contamination rates than other staff, and that drawing by venipuncture rather than through an existing intravenous catheter was also associated with lower rates (Snyder et al., 2012). Doern et al. (2019) add skin antisepsis with an agent allowed to dry fully, disinfection of the bottle tops, and adequate blood volume as practices with supporting evidence. In a multicenter study in community hospital emergency departments, introducing sterile collection kits and training was followed by lower contamination (Self et al., 2014).

These findings complicate the proposed change in a useful way. If most contamination comes from drawing through catheters and incomplete antisepsis, a diversion device might add little on a unit that fixes technique first. The review therefore cannot treat the device as a substitute for technique, and the capstone plan should keep the technique elements in place. Emergency departments rarely have dedicated phlebotomy teams around the clock, which is why the device question matters here: nurses will continue to draw most cultures.

What this page is doingDesign and population are mentioned only where they change how much a study is worth, for example the community emergency department setting of one study. The paragraph that follows turns the finding against the proposed change, which is how a review shows it is an argument rather than a tour.
5

Initial Specimen Diversion Devices

The third theme is the device itself. An initial specimen diversion device diverts the first one to two milliliters of blood, which are the most likely to carry skin fragments and organisms from the needle path, into a separate chamber before the culture bottles fill. In a controlled trial in an academic emergency department, Rupp et al. (2017) found that cultures drawn with a diversion device had a contamination rate of 0.22 per 100 compared with 1.78 per 100 for cultures drawn by the same staff with standard technique, with no increase in false negatives. An emergency nursing study reported a similar fall after a diversion system was introduced (Bell et al., 2018).

The evidence is consistent in direction but narrow in design. The trial was conducted at one center, and staff could not be blinded to which method they used, so part of the effect could reflect extra care taken with the new device. The nursing study used a before-and-after design, which cannot exclude other changes introduced at the same time. Both studies were in emergency departments, which makes them directly relevant here, and neither found harm.

Where the Evidence Disagrees and What It Leaves Open

The main disagreement in the literature is about whether devices are needed where technique is already good. Rupp et al. (2017) started from a baseline below 2 per 100, which suggests the device helps even in a department with careful technique, while the laboratory guidance places devices alongside, not above, phlebotomy teams and antisepsis (Doern et al., 2019). A plausible reading is that the two work on different sources of contamination: technique reduces organisms on the skin surface, and diversion reduces those carried into the needle from deeper skin layers, which antisepsis cannot reach.

Three gaps remain. No study located compared a diversion device with a technique bundle head to head in a community hospital. No study reported how often nurses use the device correctly once the novelty wears off. And cost analyses, where reported, relied on assumptions about antibiotic use that may not hold in every hospital. These gaps are the strongest reason for this capstone to measure both contamination and correct device use rather than assuming the published effect will transfer.

What this page is doingConflicting positions are reported where they arise, with a proposed reason for the difference instead of an average. The gaps are specific rather than a line saying more research is needed, and each one is tied to something the capstone will measure.
6

Synthesis

Taken together, the evidence supports the proposed change with conditions. Contamination harms patients and costs the hospital; technique and the source of the draw strongly affect it; and diversion devices appear to reduce contamination further in emergency departments, though the strongest evidence comes from one center. For this capstone, that means the device should be introduced together with the existing technique elements rather than instead of them, that nurses should be trained to use it every time a peripheral culture is drawn, and that the evaluation should report both the contamination rate against the 4.1 per 100 baseline and the percentage of culture sets drawn with the device. If contamination falls without high device use, the improvement would belong to something else, and the plan would need to say so.

What this page is doingThe synthesis concludes from the body instead of repeating it, and it lands the evidence on the specific change the capstone intends to make, with conditions attached. Naming what a result would mean if the device were not actually used shows the writer understands the difference between an association and an effect.
7

References

Bates, D. W., Goldman, L., & Lee, T. H. (1991). Contaminant blood cultures and resource utilization: The true consequences of false-positive results. JAMA, 265(3), 365-369. https://doi.org/10.1001/jama.1991.03460030071031

Bell, M., Bogar, C., Plante, J., Rasmussen, K., & Winters, S. (2018). Effectiveness of a novel specimen collection system in reducing blood culture contamination rates. Journal of Emergency Nursing, 44(6), 570-575. https://doi.org/10.1016/j.jen.2018.03.007

Doern, G. V., Carroll, K. C., Diekema, D. J., Garey, K. W., Rupp, M. E., Weinstein, M. P., & Sexton, D. J. (2019). Practical guidance for clinical microbiology laboratories: A comprehensive update on the problem of blood culture contamination and a discussion of methods for addressing the problem. Clinical Microbiology Reviews, 33(1), Article e00009-19. https://doi.org/10.1128/CMR.00009-19

Hall, K. K., & Lyman, J. A. (2006). Updated review of blood culture contamination. Clinical Microbiology Reviews, 19(4), 788-802. https://doi.org/10.1128/CMR.00062-05

Rupp, M. E., Cavalieri, R. J., Marolf, C., & Lyden, E. (2017). Reduction in blood culture contamination through use of initial specimen diversion device. Clinical Infectious Diseases, 65(2), 201-205. https://doi.org/10.1093/cid/cix304

Self, W. H., Speroff, T., Grijalva, C. G., McNaughton, C. D., Ashburn, J., Liu, D., Arbogast, P. G., Russ, S., Storrow, A. B., & Talbot, T. R. (2014). Reducing blood culture contamination in community hospital emergency departments: A multicenter evaluation of a quality improvement intervention. Academic Emergency Medicine, 21(3), 274-282. https://doi.org/10.1111/acem.12337

Snyder, S. R., Favoretto, A. M., Baetz, R. A., Derzon, J. H., Madison, B. M., Mass, D., Shaw, C. S., Layfield, C. D., Christenson, R. H., & Liebow, E. B. (2012). Effectiveness of practices to reduce blood culture contamination: A Laboratory Medicine Best Practices systematic review and meta-analysis. Clinical Biochemistry, 45(13-14), 999-1011. https://doi.org/10.1016/j.clinbiochem.2012.06.007

Reading the NR 451 Week 3 instructions

The Week 3 literature review asks you to examine the evidence related to your approved practice problem and proposed change. Students usually need an introduction to the problem, themes from the literature, analysis of agreement and disagreement, identified gaps, a synthesis and APA references. Restate your approved gap with its local rate and name the questions the review will settle. Organize by theme, with several sources in a sentence where they agree. Mention design and population only where they change how much a study is worth. Report disagreements where they arise, with a reason. Name specific gaps. End with a synthesis that lands on your change, with conditions.

How this NR 451 Week 3 example is built

The introduction gives the hospital's contamination rate and the proposed diversion device, and names four questions. The first theme argues that contamination is not a laboratory nuisance, since false positives lead to unnecessary antibiotics and longer stays, and weighs how cost studies differ by era. The second theme reports that dedicated phlebotomy teams and avoiding catheter draws lower contamination, and explains how this complicates the device proposal. The third theme describes how devices divert the first one to two milliliters and reports trial results, noting a single center and unblinded staff. The disagreement section asks whether devices help where technique is already good. Three gaps follow, including no head-to-head comparison in a community hospital. The synthesis supports the device alongside technique.

NR 451 Week 3 rubric: what full points look like

Literature review rubrics in the capstone generally score a focused introduction, organization by theme, synthesis across sources, critical appraisal, identification of gaps, a conclusion tied to the change and APA. Synthesis by theme is the row that separates a review from a bibliography, and this paper earns it by opening each theme with a claim and supporting it with several sources. The introduction is credited for the local rate and four questions. Appraisal scores where design limits a study's weight, such as one center. Gaps earn points for being specific. The conclusion is credited because it supports the change only with conditions. Seven sources, including a practice guideline from Doern and colleagues, complete the evidence.

Common NR 451 Week 3 mistakes, and how to avoid them

The predictable loss on this review is an annotated bibliography in a review's clothes, one paragraph per article, each starting with the author's name. Another is a review organized around a topic instead of the approved problem. Students also average conflicting findings, write "more research is needed" instead of naming gaps, or end without connecting to the proposed change. Five to eight sources are typical for a capstone review. Sources from earlier courses can be reused if they fit. If the evidence disagrees with your change, say so and adjust the change. Send your approved problem and an NR 451 literature review can be organized around it by theme.

Get a NR 451 Week 3 example written to your instructions

Send the Week 3 instructions, your approved problem statement and any source list your section requires, and a custom example is written around that problem and returned inside 24 to 48 hours. The first one is free. The searching and the reading remain yours to do.

More NR 451 papers and RN-to-BSN samples

NR 451 Week 3 questions, answered

How many sources does a capstone review need?

Follow the number your section sets, and treat it as a floor rather than a target. What decides the grade is how the sources are used: six studies argued against each other read as a review, while fifteen summarized in turn read as a list. If the requirement is high, group aggressively so each paragraph still carries a claim.

Can I reuse the sources from an earlier course?

Where they genuinely fit the approved problem, and where your section allows it. Check the recency limit first, since many capstone rubrics restrict how old a source can be. Reusing a source is different from reusing text, so anything carried over from your own earlier work needs your section's rules on that followed exactly.

What if the evidence disagrees with my proposed change?

Report it, and the review gets stronger rather than weaker. A capstone that acknowledges mixed findings and explains why the change is still worth testing in your setting reads as competent. Concealing the disagreement is the version that costs marks, because a grader who knows the literature will notice what is missing.

Where can I find a free NR 451 Week 3 sample paper?

The complete Week 3 review on blood culture contamination, with the local rate, three themes, the disagreement, three gaps, the synthesis and seven references, can be read on this page.

What does the NR 451 Week 3 review conclude about diversion devices?

That they appear to reduce contamination in emergency departments and should be introduced together with existing technique elements, not instead of them, with evaluation reporting the contamination rate.