NURS 491 Week 5 Evidence-Based Practice Project: Part 1 Example

Reviewed by Rachel Stanton, MSN, RN · Liberty University · Updated

This NURS 491 Week 5 sample is a staff teaching presentation, written from a nurse manager's point of view, that targets a common gap between practice and evidence: urinary catheters that stay in until a provider remembers to order removal. Twelve slides with speaker notes explain why every catheter day raises infection risk, introduce the HOUDINI criteria nurses use to decide whether a catheter is still needed and walk staff through the hospital's nurse-driven removal protocol, the bladder scan steps after removal and what to document. Four peer-reviewed sources under five years old, including a Veterans Affairs study in which CAUTI rates fell from 0.99 to 0.27 per 1,000 catheter days, support each step. Liberty University NURS 491 assigns this 75-point teaching tool, Part 1 of the evidence-based practice project, in Module/Week 5 of the BSN.

CourseNURS 491 Nursing Management (NURS491)
Module/Week5
AssignmentEvidence-Based Practice Project: Part 1
Paper typeStaff teaching presentation with speaker notes
Lengthabout 876 words, 3 double-spaced pages plus title page and references. Course guide: a creative teaching tool, such as a PowerPoint presentation, video or brochure, explaining to staff the changes needed to bring a current unit practice in line with evidence-based practice, written from a nurse manager's perspective with at least 4 peer-reviewed references less than 5 years old and an APA reference page
FormatAPA 7 student paper
Points75
SchoolLiberty University Online
ProgramBSN
Where it sitsModule/Week 5 in Liberty's published NURS 491 course guide; current sections can differ
UpdatedOctober 2026

Free sample paper for NURS 491 Week 5

1

Out by Day Two: A Staff Teaching Presentation on Nurse-Driven Urinary Catheter Removal

 

[Student Name]

School of Nursing, Liberty University

NURS 491: Nursing Management

Evidence-Based Practice Project: Part 1

[Instructor Name]

[Date]

 

The unit, its catheter habits and its figures are composites; the guideline criteria and the peer-reviewed studies cited are real. Slide text appears as bullets and the speaker notes as paragraphs.

Why this part earns its pointsThe deck opens with the unit's own numbers, because staff respond to a gap they can see on their own floor.
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Out by Day Two: A Staff Teaching Presentation on Nurse-Driven Urinary Catheter Removal

Slide 1: Why We Are Here

  • Last quarter: 31 patients with catheters past day 3
  • 22 had no documented reason to keep them
  • Two catheter-associated infections

Speaker notes: I want to start with our own numbers. In a review of last quarter's charts, 31 patients on our unit had an indwelling urinary catheter for more than three days, and for 22 of them, the chart gave no reason for keeping it. We also had two catheter-associated urinary tract infections. None of this happened because anyone was careless. It happened because our habit is to wait for the provider to order removal.

Slide 2: Every Day Counts

  • Infection risk rises each catheter day
  • Catheters also cause discomfort, falls and delirium
  • The fix is simple: fewer catheter days

Speaker notes: The longer a catheter stays in, the greater the chance of infection, and catheters also tether patients to the bed, raise fall risk when patients try to get up and add to confusion in older adults. The single most effective step is removing catheters that are no longer needed.

Slide 3: What the Evidence Shows

  • A Veterans Affairs hospital adopted a nurse-driven protocol
  • CAUTI fell from 0.99 to 0.27 per 1,000 catheter days
  • Catheter use fell from 14% to 12% of patient days

Speaker notes: Kamel et al. (2025) studied a nurse-driven removal protocol at a 160-bed Veterans Affairs hospital. After the protocol and a catheter dashboard were introduced, the infection rate fell from 0.99 to 0.27 per 1,000 catheter days, and the share of patient days with a catheter fell from 14% to 12%. The authors credit a multidisciplinary team and visible data.

Slide 4: The HOUDINI Checklist

  • Hematuria, Obstruction, Urologic surgery
  • Decubitus wound in an incontinent patient
  • Input and output monitoring in critical illness
  • Nursing comfort at end of life, Immobility

Speaker notes: HOUDINI is the checklist built into our protocol. If a patient has at least one of these reasons, the catheter stays and we document which one. If none applies, the catheter should come out. Kamel et al. (2025) used the same criteria. We will check HOUDINI every shift, not just when the provider rounds.

Why this part earns its pointsThe protocol slides give exact steps and thresholds, because a tool staff can act on is more useful than one that only explains.
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Slide 5: Our Protocol, Step 1

  • Check HOUDINI at the start of every shift
  • No indication: remove the catheter, no call needed
  • Document the criteria checked and the time removed

Speaker notes: Our hospital approved a nurse-driven protocol two years ago, but our unit has rarely used it. Under the protocol, you do not need a new order to remove a catheter when no HOUDINI reason applies, unless the provider has written a specific order to keep it, such as after certain urologic surgery.

Slide 6: Step 2, After Removal

  • Ask the patient to void within 6 hours
  • Measure each void and record it
  • No void in 6 hours or discomfort: bladder scan

Speaker notes: After removal, we watch for retention. Encourage the patient to void and measure every output. If six hours pass without urine, or the patient reports a full bladder, use the bladder scanner. Follow the protocol's thresholds for straight catheterization and notify the provider before any reinsertion.

Slide 7: Step 3, When to Call

  • Bladder scan above the protocol threshold twice
  • New hematuria, pain or fever
  • Any question about whether removal is safe

Speaker notes: The protocol gives us authority, not isolation. Call the provider when retention persists, when the patient develops new symptoms or when you are unsure. Reynolds et al. (2022) found that across a large health system, about 6% of catheters removed under a nurse-driven protocol were reinserted within 48 hours, which reminds us that follow-up matters.

Why this part earns its pointsNaming the barriers staff will raise, with evidence, shows the manager expects resistance and has planned for it.
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Slide 8: What Gets in the Way

  • Workload and short staffing
  • Waiting for providers out of habit
  • Not knowing the protocol exists

Speaker notes: Huang et al. (2023) reviewed 34 studies of health care workers and catheter infection prevention. Barriers included heavy workload, understaffing, variation among physicians and poor documentation; facilitators included leadership, education, teamwork, support for nurse-driven protocols and removal reminders. Today is about the last two: knowing the protocol and having a reminder.

Slide 9: Reminders That Help

  • HOUDINI prompt in the shift assessment
  • Catheter days on the huddle board
  • Charge nurse check at midday

Speaker notes: Starting next month, the shift assessment in the record will prompt you to check HOUDINI. The huddle board will list every patient with a catheter and the day count. The charge nurse will ask about catheters at the midday safety check.

Slide 10: One Change Is Not Enough

  • Protocols work best with other steps
  • Rounds, supplies and data together
  • We are adding all three

Speaker notes: Wills et al. (2026) found that no single intervention meaningfully changed CAUTI rates at their hospital, but a combination of quality rounds, supply changes, a revised nurse-driven protocol and updated urine testing reduced infections significantly. Reynolds et al. (2022) also saw no drop in catheter use from a protocol alone. That is why we are pairing the protocol with reminders and monthly data.

Slide 11: How We Will Know

  • Catheter days per month
  • CAUTI rate per 1,000 catheter days
  • Reinsertions within 48 hours

Speaker notes: Each month, I will post our catheter days, infection rate and reinsertions on the board. If reinsertions rise, we will review together whether we are removing catheters too early.

Slide 12: Your Part

  • Check HOUDINI every shift
  • Remove, monitor, document
  • Report barriers to the charge nurse or manager

Speaker notes: Every catheter we remove a day sooner is one less day a patient carries a risk they do not need. Please tell me or your charge nurse what makes the protocol hard to use, so we can fix it rather than give up on it.

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References

Huang, A., Hong, W., Zhao, B., Lin, J., Xi, R., & Wang, Y. (2023). Knowledge, attitudes and practices concerning catheter-associated urinary tract infection amongst healthcare workers: A mixed methods systematic review. Nursing Open, 10(3), 1281-1304. https://doi.org/10.1002/nop2.1384

Kamel, M., Harris, N., Berry, A., Warsavage, T., Bessesen, M. T., & Kon, S. E. (2025). Implementation of a nurse-driven protocol for indwelling urinary catheter removal and novel utilization dashboard: A pre/postintervention observational study. Therapeutic Advances in Infectious Disease, 12, 20499361251317900. https://doi.org/10.1177/20499361251317900

Reynolds, S. S., Lozano, H., Fleurant, M., & Bhandari, K. (2022). Using statistical process control charts to measure changes from a nurse-driven protocol to remove urinary catheters. American Journal of Infection Control, 50(12), 1355-1359. https://doi.org/10.1016/j.ajic.2022.03.005

Wills, W., Rosever, K., Bugajski, A., Gallo, A., Hinds, P., & Morata, L. (2026). Assessing the effectiveness of multidisciplinary interventions in reducing catheter-associated urinary tract infection: An interrupted time series modeling approach. Journal of Nursing Care Quality, 41(4), 321-329. https://doi.org/10.1097/NCQ.0000000000000956

What the NURS 491 Week 5 instructions ask

Part 1 of the Evidence-Based Practice Project is the only graded item in Module/Week 5 of NURS 491, read alongside Finkelman's chapters 16 and 20, a presentation and a website. Taking the role of a nurse manager, the student picks a current practice in their own work area that does not follow accepted evidence and creates a teaching tool explaining the needed changes to staff. The tool must be creative, such as a PowerPoint, video or brochure, and must draw on at least four peer-reviewed references under five years old, listed on an APA reference page. Part 2, due the following week, explains the tool's design and the change theory behind it.

How this NURS 491 Week 5 example is built

The sample is a twelve-slide in-service for nurses on a medical-surgical unit. It opens with the unit's own catheter data to show the gap, explains in two slides why catheter days drive infection and then presents the HOUDINI criteria as a daily checklist. Four slides teach the protocol itself: when nurses may remove a catheter without calling, how to monitor voiding afterward, when to bladder scan and when to call the provider. A slide on barriers answers the objections staff are likely to raise, and the last slides explain what will be measured and how staff can give feedback. Each slide is designed to be read in under a minute at a huddle. A reference slide closes the tool.

NURS 491 Week 5 grading rubric: where the points go

Teaching tools for this project are generally evaluated on choosing a real practice that differs from current evidence, explaining the change clearly to staff nurses, creativity and visual appeal of the chosen medium, accuracy of the clinical content, support from at least four peer-reviewed sources under five years old, practicality for the unit and APA citations and references. Faculty value tools that a busy nurse could actually use, with specific criteria and steps rather than general advice. A tool that addresses staff concerns directly and explains what will be measured shows the manager's perspective the course asks for.

NURS 491 Week 5 help: mistakes that cost points

Look for a practice on your unit that is done by habit rather than evidence, such as catheters left in, routine nighttime vital signs or outdated dressing changes. Confirm with current guidelines and studies that the evidence supports a change. Choose a medium your staff will actually use: a short slide deck for huddles, a pocket card or a two-minute video. Keep each piece focused on what nurses should do differently and why. Support the tool with four or more peer-reviewed articles no older than five years, and plan how you will show staff whether the change is working. Nurses keep using a new practice when they can see that it made a difference for their own patients.

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NURS 491 Week 5 questions, answered

What is the NURS 491 Evidence-Based Practice Project Part 1?

A 75-point Module/Week 5 teaching tool, such as a PowerPoint, video or brochure, that explains to staff how to change a unit practice to match current evidence, with four recent peer-reviewed sources.

Where can I find a free NURS 491 Week 5 sample paper?

Scroll down for the full NURS 491 Week 5 staff presentation on nurse-driven urinary catheter removal, all twelve slides with speaker notes, which anyone can read for free.

What does HOUDINI stand for?

Hematuria, obstruction, urologic surgery, decubitus wound in an incontinent patient, input and output monitoring in critical illness, nursing comfort at end of life and immobility: indications to keep a catheter.

What is a nurse-driven catheter removal protocol?

A hospital-approved protocol that lets nurses remove an indwelling urinary catheter without a new order when the patient no longer meets any approved indication for keeping it.

What is the next step after Part 1 of the NURS 491 EBP project?

Part 2, due in Module/Week 6, is a paper explaining the audience, the impact of the change, the change theory used, organizational constraints and why the chosen medium suits staff.

Use it as a model, or ask for your own

This paper is an original model written by our desk for study. It is not a submitted student paper and not an official Liberty University document. Read it for structure and reasoning, then write your own to the instructions in your Canvas course. If you want a version built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.