| Course | NURS 225 Pre-licensure Research in Nursing (NURS225) |
|---|---|
| Module/Week | 7 |
| Assignment | Research Critique Part 1 |
| Paper type | Research critique, part 1 of 2 |
| Length | about 810 words, 3 double-spaced pages plus title page and references. Course guide: a 750 to 1,000 word (3 to 5 page) critique of a chosen research article using the required information in the textbook's Table 14-1, with 2 to 3 peer-reviewed sources from the last 5 years, title page and reference page, in current APA format |
| Format | APA 7 student paper |
| Points | 125 |
| School | Liberty University Online |
| Program | BSN |
| Where it sits | Module/Week 7 in Liberty's published NURS 225 course guide; current sections can differ |
| Updated | October 2026 |
Free sample paper for NURS 225 Week 7
Research Critique Part 1: Problem, Purpose, Literature and Hypothesis in a Trial of Clinically Indicated IV Catheter Replacement
[Student Name]
School of Nursing, Liberty University
NURS 225: Pre-licensure Research in Nursing
Research Critique Part 1
[Instructor Name]
[Date]
The critique is an original sample; the critiqued trial, the textbook and the comparison sources are real.
Research Critique Part 1: Problem, Purpose, Literature and Hypothesis in a Trial of Clinically Indicated IV Catheter Replacement
The Article
This critique examines Kang et al. (2026), a non-inferiority, cluster-randomized crossover trial conducted on eight wards of a large tertiary hospital in South Korea, comparing routine replacement of peripheral IV catheters every 96 hours with replacement only when clinically indicated. I chose it because routine replacement is a practice I have watched cause repeated needle sticks, and the study tests whether stopping it is safe. Following the first part of the critique table in Boswell and Cannon (2017), this paper evaluates the title and abstract, problem, purpose, hypothesis, literature review, framework and variables.
Title and Abstract
The title names the comparison, the population and the design, which allows a reader to judge relevance at once. The structured abstract reports the design, dates, setting, sample size, primary outcome, non-inferiority margin, main results with a confidence interval and the conclusion. This is a strength: a nurse scanning the literature could assess the study's design and main finding from the abstract alone. One weakness is that the abstract does not mention that the trial was open-label, a design feature that matters for a subjective outcome such as phlebitis.
Problem and Significance
The authors present the problem clearly: catheter-related complications, especially phlebitis, threaten patient safety, and routine replacement became common in an effort to prevent them. They establish significance by noting that routine replacement adds patient discomfort and nursing workload and has been described in the Choosing Wisely campaign as potentially low-value care. The problem is relevant to nursing practice, since nurses insert, monitor and remove these catheters. The statement of the gap is narrower than it first appears: the authors argue that large-scale randomized evidence from Korean practice is scarce and that no cluster-randomized trial in that setting had tested dwell times beyond 96 hours. This is a legitimate gap, but it concerns applicability to a particular setting rather than an unanswered question in the field.
Purpose, Research Question and Hypothesis
The purpose, to evaluate the safety of clinically indicated compared with routine replacement in a Korean tertiary hospital, is stated in the final paragraph of the introduction. The research question is implied rather than written as a question, and the hypothesis is not stated in words; instead, the non-inferiority margin in the methods section expresses it: clinically indicated replacement would not increase phlebitis by more than 5 percentage points. Boswell and Cannon (2017) describe hypotheses as predictions of the relationship between variables, and readers would benefit from seeing the hypothesis stated directly. The margin itself is justified with precedent from earlier trials and the investigators' clinical judgment, which is a strength, although a 5-point margin is wider than the 3-point margin used in at least one earlier trial they cite, so a skeptical reader might ask whether a smaller increase in phlebitis was truly acceptable.
Review of the Literature
The introduction summarizes guidance from the CDC's 2011 infection guideline, the Infusion Nurses Society, the British NICE guidance and the Korean Hospital Nurses Association, notes inconsistent findings from earlier trials and cites the Choosing Wisely campaign. The review is current for guidelines but brief on trial evidence, describing earlier findings as "inconsistent" without summarizing them. Recent comparison sources suggest the picture is more settled than that word implies. Charles et al. (2026), updating a Cochrane review to include 14 randomized trials with 11,428 participants, found that clinically indicated removal likely makes little or no difference to bloodstream infection compared with routine removal, with low-certainty evidence because of bias and imprecision. Jiang et al. (2026) analyzed 1,805 older adults from a multicenter trial in China and found longer dwell times with clinically indicated removal. A fuller review would have positioned the Korean trial as confirming an established direction in a new setting, which is in fact its main contribution.
Theoretical Framework
No theoretical or conceptual framework is identified. For a pragmatic clinical trial testing a practice policy, this is common and does not weaken the design, but a framework such as a model of evidence-based practice or of catheter-related complications could have explained why dwell time might, or might not, increase phlebitis risk.
Variables and Definitions
The independent variable, the replacement strategy, is defined clearly for each arm, including the clinical reasons that trigger removal. The primary dependent variable, phlebitis, is operationally defined using the Infusion Nurses Society phlebitis scale, and secondary outcomes such as bloodstream infection follow published criteria. Clear operational definitions are a major strength, because they allow other researchers to replicate the measures. The first half of this article is strongest where it defines what it measured and weakest where it tells the story of the evidence that came before it.
Summary
Overall, the first half of the article is clear and well organized, with a focused problem, an appropriate purpose and precise definitions. Its weaknesses are an implied rather than stated hypothesis, a relatively wide non-inferiority margin and a literature review that understates the consistency of prior evidence. Part 2 will evaluate the design, sample, ethics, data collection, analysis and conclusions.
References
Boswell, C., & Cannon, S. (2017). Introduction to nursing research: Incorporating evidence-based practice (4th ed.). Jones & Bartlett Learning.
Charles, K. R., Schults, J. A., Marsh, N., Osborne, S. R., Rees, S., Mihala, G., Smith, S., & Rickard, C. M. (2026). Clinically indicated removal versus routine removal of peripheral venous catheters. Cochrane Database of Systematic Reviews, 2026(1), CD007798. https://doi.org/10.1002/14651858.CD007798.pub6
Jiang, X. Y., Wang, L. J., Wei, T., Li, X. Y., Tan, Y., Lin, Q., Yuan, Z., & Wang, T. Y. (2026). Clinically indicated versus routine replacement of peripheral intravenous cannulas in elderly patients: Secondary analysis of a multi-center randomized controlled trial in mainland China. Geriatric Nursing, 72, 104100. https://doi.org/10.1016/j.gerinurse.2026.104100
Kang, N., Kim, H. L., Choi, H. R., & Kim, J. (2026). Routine versus clinically indicated replacement of peripheral intravenous catheters in adults: A non-inferiority cluster-randomised crossover trial. Healthcare, 14(13), 1825. https://doi.org/10.3390/healthcare14131825
What the NURS 225 Week 7 instructions ask
Research Critique Part 1 comes due in Module/Week 7 of NURS 225, the week of Boswell and Cannon's chapter 14 and its presentation, alongside the group project's third part. Students choose one research article and write a critique that must land between 750 and 1,000 words (three to five double-spaced pages), following the required information in the textbook's Table 14-1 for this first part. Two or three refereed sources from the past five years must support the critique, which carries an APA cover page and reference list. Choose an article you can read in full, since a critique depends on the methods and reasoning that abstracts leave out, and keep the same article for Part 2.
How this NURS 225 Week 7 example is built
The sample opens by identifying the article and stating why it was chosen. Sections then follow the order of the first part of the critique table: title and abstract, problem statement and significance, purpose and research question, hypothesis, review of the literature, theoretical framework and definitions of variables. Each section briefly describes what the authors did and then evaluates it, naming strengths and weaknesses with reasons. Two comparison sources are used to judge the literature review: a Cochrane review updated in 2026 and a multicenter trial secondary analysis in older adults. A short summary judges the first half of the article overall.
NURS 225 Week 7 grading rubric: where the points go
Critiques are usually graded on following the textbook's critique guidelines for the assigned elements, accurate description of the article, evaluation that names strengths and weaknesses with reasons rather than summary alone, correct use of research terms, two to three recent peer-reviewed supporting sources, APA cover page and reference list and a length that stays within the assigned range. Strong critiques judge, for example noting that a hypothesis is implied rather than stated or that a literature review omits contrary findings. A critique that only summarizes the article, however accurately, earns partial credit. Faculty also notice when the student uses outside sources to test the authors' claims, which is the purpose of the required supporting articles.
NURS 225 Week 7 help: mistakes that cost points
Read the full article twice before writing: once for content, once with the critique table beside you. For each element, write one or two sentences describing what the authors did and then at least one sentence judging it. Use your supporting sources to test the authors' claims, such as whether their literature review matches what recent reviews report. Use precise terms, such as non-inferiority, cluster randomization and operational definition. Keep notes on elements that belong to Part 2 so you do not repeat them. Stay within 1,000 words by describing briefly and spending most words on evaluation. Quote the article sparingly and always with page or section information.
Related NURS 225 sample papers
Other NURS 225 weeks
- NURS 225 Week 1: Discussion Board Forum 1
- NURS 225 Week 2: EBP Project Part 1
- NURS 225 Week 3: Discussion Board Forum 2
- NURS 225 Week 4: Worldview Self-Reflection Paper
- NURS 225 Week 5: EBP Project Part 2
- NURS 225 Week 6: Discussion Board Forum 3
- NURS 225 Week 8: Research Critique Part 2
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NURS 225 Week 7 questions, answered
What is NURS 225 Research Critique Part 1?
The 125-point Module/Week 7 paper of 750 to 1,000 words critiquing the first set of elements of a chosen research article using the textbook's Table 14-1, with two to three recent sources.
Where can I find a free NURS 225 Week 7 sample paper?
Read, at no cost, a full NURS 225 Week 7 critique of the problem, purpose, literature and hypothesis of a 2026 IV catheter trial.
What is a non-inferiority trial?
A trial built to show that a new approach falls short of the usual one by no more than an agreed, prespecified amount, often chosen when the new approach offers other benefits such as fewer procedures.
What is a cluster-randomized crossover trial?
A design in which groups such as hospital wards, rather than individuals, are randomized to an intervention and then switch to the other intervention in a later period.
How do you critique a literature review in a study?
Judge whether it is current, relevant and balanced, includes the key studies and guidelines, reports contrary findings and clearly identifies the gap the study fills.
Use it as a model, or ask for your own
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