| Course | NR 516 Basic Research and Evidence-based Practice |
|---|---|
| Week | 3 |
| Paper type | Research article summary |
| Length | About 1,120 words, 3 pages |
| Format | APA 7 student paper |
| School | Chamberlain University |
| Program | MSN |
| Updated | September 2026 |
Free sample paper for NR 516 Week 3
Article Summary: Keogh and Colleagues' Pilot Trial of Flushing Peripheral Catheters Every 6 or 24 Hours With 3 or 10 Milliliters, Reported So a Colleague Could Answer Questions Without Opening It
Student Name
College of Nursing, Chamberlain University
NR 516: Basic Research and Evidence-based Practice
Instructor Name
Month Day, Year
Article Summary: Keogh and Colleagues' Pilot Trial of Flushing Peripheral Catheters Every 6 or 24 Hours With 3 or 10 Milliliters, Reported So a Colleague Could Answer Questions Without Opening It
Why This Article
This summary reports one study found in the Week 2 search: a pilot trial by Keogh et al. (2016), published in the open-access journal Trials, that compared different flushing schedules for peripheral intravenous catheters in adult hospital patients. It was chosen because it is the only trial from the search that studied adults on medical and surgical wards, the population on my unit, and because it tested how often to flush, the question behind our eight-hour routine. The summary follows the order a reader needs rather than the order the article uses, and every figure below is taken from the article itself.
Purpose
The trial had two purposes. The first was to test whether a larger trial of flushing practice would be feasible: whether patients could be screened, recruited and followed, and whether the data could be collected reliably. The second was to compare catheter failure between two flush volumes and two flush frequencies. Because it was a pilot, the authors were clear that the second purpose was exploratory and that a definitive answer would need a larger study.
Who Took Part, Where and When
The trial was run on medical and surgical wards of one large tertiary metropolitan hospital in Brisbane, Australia. Adults aged 18 or older were eligible if they had a peripheral catheter inserted within the previous 24 hours, or about to be inserted, that was expected to stay in for more than 24 hours, and if they gave written informed consent. Patients receiving continuous intravenous therapy were excluded, as were non-English-speaking patients without an interpreter. Only one catheter per patient was studied. The researchers recruited 160 patients over four months; the article was received by the journal in December 2015. Ethics approval came from the hospital's human research ethics committee and the university's, and the trial was registered with the Australian and New Zealand Clinical Trials Registry.
What Was Done
Patients were randomly assigned in equal numbers to one of four groups: 3 or 10 milliliters of normal saline, delivered at 6-hour or at 24-hour intervals. This is a factorial design, which tests two interventions, volume and frequency, at the same time. Flushes were given from syringes prepared by hand. A research nurse screened patients each day, obtained consent, performed the randomization through a centralized web-based service and communicated with ward staff. The allocation was hidden until each patient entered the study, but once assigned, the flush order could not be hidden from patients, ward staff or the research nurses.
What Was Measured
The primary outcome was catheter failure, defined as a combination of four events that end a catheter's use before therapy is finished: occlusion, infiltration, accidental dislodgement and phlebitis. Failure was expressed as a rate per 1,000 catheter hours, which allows catheters that stayed in for different lengths of time to be compared fairly. Research nurses collected data until two days after each catheter was removed, drawing on direct assessment, patient charts and the hospital's medication and pathology systems. The number of times each catheter was accessed per day, for flushes and medications combined, was also recorded.
What Moved
The average catheter stayed in for 3.1 days. Failure rates were 4.84 per 1,000 hours in the 3 mL groups and 7.44 in the 10 mL groups, and that gap fell short of significance (p = 0.06). Failure rates were 5.06 per 1,000 hours with flushing every 24 hours and 7.34 with flushing every 6 hours (p = 0.05). In regression models, neither volume nor frequency, nor the combination of the two, was significantly associated with failure.
Three factors did predict failure. Women had about twice the hazard of catheter failure (hazard ratio 2.2). Catheters in the hand or back of the wrist failed more often (hazard ratio 1.7). And each additional access per day, whether a flush or a medication, raised the hazard (hazard ratio 1.2 per access). That last finding is the most relevant to my unit: it suggests that handling a catheter more often may itself contribute to failure.
How Sure the Authors Were
The authors were cautious. Their initial comparisons pointed toward more frequent and larger flushes being associated with more failure, which runs against the belief that more flushing keeps catheters open, but the regression results were not significant. They calculated after the fact that the trial had only 40% power to detect a difference in volume and 14% for frequency, meaning it was too small to rule out real effects. They noted that the interventions could not be masked, which could bias outcome assessment, and that flushing before and after medications was not controlled. They concluded that neither larger nor more frequent flushing significantly changed failure risk, and that a larger trial was feasible and needed.
What This Summary Leaves Out
A summary is a selection, so its gaps should be stated. This one does not reproduce the trial's table of patient characteristics, such as age, reason for admission and the gauge and site of each catheter, and a colleague comparing the trial's patients with our own should read that table directly. It also does not detail the feasibility results, such as how many patients were screened for each one recruited, which matter to researchers planning a larger study more than to a nurse deciding a unit routine. Finally, it reports the article's statistics as the authors gave them; it does not re-analyze them.
What a Colleague Can Take From It
For a nurse asking whether our unit's eight-hourly flush is necessary, this study offers three things. First, in adults on medical and surgical wards, flushing every 24 hours did not produce more catheter failure than flushing every 6 hours, although the trial was too small to prove equivalence. Second, eight hours, our interval, falls between the two tested schedules, so the study does not test it directly but does bracket it. Third, the finding that each extra access raises the risk of failure suggests that unnecessary flushes may not be harmless. The study is a pilot, from one hospital in Australia, and cannot settle our practice on its own. It is a reason to look for more evidence rather than a reason to change the routine tomorrow.
References
Keogh, S., Flynn, J., Marsh, N., Mihala, G., Davies, K., & Rickard, C. (2016). Varied flushing frequency and volume to prevent peripheral intravenous catheter failure: A pilot, factorial randomised controlled trial in adult medical-surgical hospital patients. Trials, 17(1), Article 348. https://doi.org/10.1186/s13063-016-1470-6
NR 516 Week 3 instructions, in plain terms
The Week 3 assignment asks you to read and summarize a research article related to your practice question. Prompts typically ask for the purpose, design, sample and setting, methods, key findings, limitations and relevance to practice. The summary should be objective and accurate; your judgment of the study usually belongs in a later appraisal. The challenge is finding the information, since much of what a summary needs sits in the methods and tables rather than in the abstract. Report numbers with their units and direction. Cite the article in APA 7. Check your section's length limit and whether it wants the summary in set headings or in paragraphs.
Inside the NR 516 Week 3 example
The example explains why the article was chosen, then reports the study in the order a reader needs. The purpose section separates the feasibility aim from the exploratory clinical comparison. The participants section gives the hospital, eligibility, exclusions, the 160 patients recruited over four months and the ethics approvals. The methods section explains the factorial design, the randomization service and the lack of masking. Outcomes are defined, including why failure was measured per 1,000 hours. Results give the failure rates, p-values and the three predictors of failure. A section reports the authors' own caution, and the last two sections state what a colleague can take from it and what the summary omits.
NR 516 Week 3 rubric: what full points look like
Points for the article summary usually go to accuracy and completeness: purpose, design, sample, methods, results and limitations all reported correctly. Graders look for specific numbers rather than general statements such as the results were significant. A criterion on relevance asks how the study relates to your practice question. Objectivity is often graded, so personal opinions belong only in a clearly labeled section if at all. Organization and clarity matter because the summary should let a reader find each element quickly. APA 7 citation of the article and correct formatting complete the rubric. A summary that relies only on the abstract usually misses details graders look for. Graders often check two or three figures against the article itself, so transcribe numbers carefully.
NR 516 Week 3 help: mistakes that cost points
The most common mistake is summarizing only the abstract, which omits setting, eligibility, consent and how outcomes were measured. Read the methods closely. Another is reporting results without numbers or without direction, which leaves the reader unable to use them. Students also blur the study's planned comparisons with unplanned findings; keep them apart. Do not overstate a pilot trial's results or call a nonsignificant difference proof of no effect. Report the authors' own limitations. Finally, keep your evaluation separate from the summary unless your section asks for both. A clear line between what the study found and what you think of it shows careful reading.
Get a NR 516 Week 3 example written to your instructions
Send the assignment and the citation for the article your section set, and a finished summary of that paper comes back inside whatever template your classroom supplies, with each fact pointing at the place it was found. Written to your instructions, returned in 24-48h, and the first one is free.
More NR 516 papers and MSN samples
- NR 516 Week 1: Discussion Post on a Ward Habit
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- NR 516 Week 4: Design Identification Exercise
- NR 516 Week 5: Research Ethics Case
- NR 516 Week 6: Qualitative Study Review
- NR 516 Week 7: Evidence Table
- NR 516 Week 8: Practice Question Paper
- NR 513 Week 3: Philosophy of Practice Statement
- NR 510F Week 3: Gap Analysis for the New NP Role
- NR 510 Week 3: Practice Barrier Brief
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NR 516 Week 3 questions, answered
The article reports several results. Which one goes in the summary?
The one the aim sentence points at, which is usually the outcome measured first in the results table. Secondary findings can have a clause each if there is room for them. What sinks a summary is reporting whichever number was easiest to lift, because a reader then cannot tell what the study was for or which figure the authors themselves treat as the answer.
What if the paper never says when the data were collected?
Say so, in those words. Plenty of articles give only a publication year, and noting the absence is a reportable observation rather than a hole in your work. Where a date range appears anywhere, including in the approval sentence or a figure caption, it is worth taking from there and saying where you found it.
Does the summary include what I think of the study?
Generally not at this point in the term. The assignment is a report of one paper, and judgments about strength, fit and worth arrive in later weeks with their own criteria attached. A single closing sentence noting something the article does not report is usually welcome; a paragraph on whether the sample was big enough is usually not.
Where can I find a free NR 516 Week 3 sample paper?
The Keogh trial summary on this page is a complete NR 516 Week 3 sample, open to anyone. If your practice question led you to a different article, send its citation and a summary of that study can be written for you.
Should the NR 516 article summary include my opinion of the study?
Usually not in the main summary. Most sections want an objective report here and an appraisal later. The sample adds one short section on what a colleague can take from the study, clearly separated from the report itself.