Assignment: Literature Review and Evaluation

Assignment: Literature Review and Evaluation

Assignment: Literature Review and Evaluation

While the implementation plan prepares students to apply their research to the problem or issue they have identified for their capstone change proposal project, the literature review enables students to map out and move into the active planning and development stages of the project.

A literature review analyzes how current research supports the PICOT, as well as identifies what is known and what is not known in the evidence. Students will use the information from the earlier PICOT Statement Paper and Literature Evaluation Table assignments to develop a 750-1,000 word review that includes the following sections:

1. Title page
2. Introduction section
3. A comparison of research questions
4. A comparison of sample populations
5. A comparison of the limitations of the study
6. A conclusion section, incorporating recommendations for further research

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

KINDLY ORDER NOW FOR A CUSTOM-WRITTEN, PLAGIARISM-FREE PAPER

Literature Evaluation Table

Student Name:

Change Topic (2-3 sentences):

 

Criteria	Article 1	Article 2	Article 3	Article 4
Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article	Author: Sandra D Burke, Dawn Sherr, and Ruth D Lipman Journal: Diabetes, Metabolic Syndrome and Obesity: Targets and Therapy Working Link: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3926770/	Author: Rajesh Garg Journal: Indian Journal of Medical Research Working Link: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3978965/	Author:  Steele et al. Journal: BMJ Open Working Link: https://bmjopen.bmj.com/content/7/4/e013569.info	Author: Dickinson et al. Journal: Diabetes Care Working Link: https://care.diabetesjournals.org/content/40/12/1790
Article Title and Year Published	Partnering with diabetes educators to improve patient outcomes; 2014	Diabetes education & prevention; 2013	Education achievement and type 2 diabetes—what mediates the relationship in older adults? Data from the ESTHER study: a population-based cohort study; 2017	The Use of Language in Diabetes Care and Education; 2017
Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study	The research aimed at outlining the aspects involved in ongoing and comprehensive diabetes support and education, as well as to explicate the efficaciousness of partnership with a certified diabetes educator. Its hypothesis is that diabetes educators play a vital role in promoting behavioral change that can reduce the risk factors of diabetes including obesity.	This article investigates how educating people on the need to change their habits to a healthy lifestyle from an unhealthy can be an effectual strategy for preventing Type 2 diabetes. It hypothesizes that education as an effective strategy for preventing diabetes and its complications.	This study intends to identify the link between education and the prevalence of type 2 diabetes in older grownups. It hypothesizes that education is as an effective measure that can reduce the incidence of diabetes.	This article centers upon the use of language by health care professionals and others when talking about diabetes using written or spoken words in in relation to diabetes care and prevalence. It hypothesizes that language movement is critical in diabetes education and care.
Design (Type of Quantitative, or Type of Qualitative)	The qualitative design used is phenomenology, which entails the use of theory to understand a phenomenon or link between variables. The quantitative design used is descriptive.	The researcher uses the descriptive type of quantitative design and case study as the qualitative design type.	The qualitative design type used is the population-based cohort study while the quantitative design type used was the correlational approach.	The type of qualitative design used in this article is phenomenological. The quantitative design type used is descriptive.
Setting/Sample	The research focuses on the American population. The researchers have not specified the sample size.	The focus of this study is India. The research is not specific on the sample size.	Sample size: 7462 people aged between 50 and 75 years. The setting	The focus of the study is the United States. The researchers do not specify the sample size.
Methods: Intervention/Instruments	The researcher uses the AADE7™ framework for self-management. The study also explored literature on the topic.	The researcher use relevant studies and reports to answer the research questions.	The study took place from 2000 to 2002 in Germany’s Saarland state. The questionnaire was used to survey participants.	The article uses the ADA “Standards of Medical Care in Diabetes to explain how healthcare professionals should communicate to the public regarding diabetes prevention and care.
Analysis	This article is relevant because it addresses the proposed topic on the role of education in the behavioral change of patients that can reduce risk factors like obesity.	The article appositely supports the need to introduce education as a strategy for preventing and managing diabetes.	This is a recent research applicable in answering the question of the connection between education and behavioral changes, including managing obesity.	The article is important in the proposed study because it centers upon communication about the risk factors of diabetes.
Key Findings	It is imperative to empower the diabetic individual to actively participate in her or his care. This necessitates shifting away from the traditional, acute-care model to community model of health care delivery. Diabetes educators are valuable partners in the changing health care delivery models. They can apply their training and focus on change and behavioral management interventions to address the needs of patients with different conditions particularly obesity.	There is a need for aggressive lifestyle changes, such as physical activity and healthy diet, which can help prevent diabetes.	The incidence of Type 2 diabetes is high in individuals with low education levels.	There is a need to use empowering language as this helps motivate and educate people with diabetes. Nevertheless, language that judges and shames may undermine this effort and contribute to diabetes distress.
Recommendations	It is critical to help diabetic individuals obtain the abilities, skills, and knowledge necessary for efficacious, sustained self-managing of the condition.	It is imperative to initiate education campaigns at all societal levels to reverse the westernization trends that impede the maintenance of a healthy lifestyle. This is critical to preventing the risk of diabetes.	It is important to develop public health strategies aimed at reducing socioeconomic inequalities in diabetes care.	The improvement of diabetes care outcomes necessitates use of the right language in education.
Explanation of How the Article Supports EBP/Capstone Project	This article supports EBP/Capstone project because it proposes education about obesity as a critical component of managing and preventing diabetes.	The article highlights the proposed areas to be covered in the Capstone project. It supports EBP recommendations regarding diabetes management and prevention.	The article focuses on diabetes prevention, which can be more effectively realized with the use of education programs.	This article is critical as it provides a groundwork upon which new research on diabetes care can be carried out.

 

 

Criteria	Article 5	Article 6	Article 7	Article 8
Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article	Author: Fan et al. Journal: African Health Sciences Working Link: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5398463/	Author: Powers et al. Journal: Diabetes Care Working Link: https://care.diabetesjournals.org/content/38/7/1372	Author: Forouhi et al. Journal: BMJ Working Link: https://www.bmj.com/content/361/bmj.k2234	Author: Angela Kaye Wooton; Lynne M. Melchior Journal: The Journal for Nurse Practitioners Working Link: https://www.npjournal.org/article/S1555-4155(16)30499-8/fulltext
Article Title and Year Published	Effect of individualized diabetes education for type 2 diabetes: a single-center randomized clinical trial; 2016	Diabetes Self-management Education and Support in Type 2 Diabetes: A Joint Position Statement of the American Diabetes Association, the American Association of Diabetes Educators, and the Academy of Nutrition and Dietetics; 2015	Dietary and nutritional approaches for prevention and management of type 2 diabetes; 2018	Obesity and Type 2 Diabetes in Our Youth: A Recipe for Cardiovascular Disease; 2017
Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study	This research aims to evaluate the impact of personalized education for individuals with type 2 diabetes. The researchers hypothesize that personalized diabetes education is more efficacious compared to group education in managing and preventing type 2 diabetes. Assignment: Literature Review and Evaluation	This article aims to define what, how, and when diabetes self-management training and support ought to be given to individuals with type 2 diabetes. The researcher hypothesizes that ongoing diabetes self-management training and support may help the diabetic individuals’ on-going demands and deal successfully with barriers to the successful treatment and life transitions.	This article investigates the best dietary approach to diabetes management. It looks into ways in which lifestyle behavioral changes can help in managing of type 2 diabetes. It hypothesizes that lifestyle and behavioral changes are critical in the successful management of diabetes.	This article looks at the role of nurse practitioners in providing care and improving quality of life in diabetic adolescents and children. They accentuate education on the risk of obesity as an important measure in the management of diabetes.
Design (Type of Quantitative, or Type of Qualitative)	The quantitative design type used was experimental while the qualitative design type was phenomenology.	The quantitative design type used in this article is descriptive. The qualitative design type is type phenomenological.	The qualitative design type used in this study is phenomenology. The quantitative design type is descriptive.	This article uses a descriptive quantitative approach and phenomenological qualitative approach.
Setting/Sample	280 patients were sampled in this study. The setting of the study was a hospital, which facilitated convenient sampling.	The focus is on diabetic individuals living in the United States. The researchers have not specified the sample size.	The setting for this study is dietary management in the globe. The researchers do not mention the sample size they used.	The research centers upon the United States. It does not use a specific sample.
Methods: Intervention/Instruments	The researchers used the Eysenck Personality questionnaire in the assessment the personal attributes of the patients placed in the study group. The control group was provided with group education.	The researchers systematically review literature relating to self-management education of diabetes. They use the guidelines provided by the American Diabetes Association.	The researchers systematically reviewed literature relating to nutritional and dietary approaches to the management and prevention of diabetes.	The research is based on literature review.
Analysis	This is a pertinent study that centers upon an experimental and control group.	This is a descriptive article that provides critical information relating to education and its impact on diabetes prevention management.	The article provides critical information relating to dietary and nutritional measures that can help prevent and manage diabetes.	The research is well-focused on a specific diabetic population.
Key Findings	Regular education programs carried out after every three months can result in persistent psychological, cognitive, and clinical improvements in patients with Type 2 diabetes.	DSME/S is cost-effective because it reduces hospital admissions and readmissions.	It is important to adhere to dietary advice and manage weight in diabetes management.	Nurse practitioners play a great role in educating diabetic children and adolescents.
Recommendations	It is imperative to initiate educational programs that can help reduce the risks of diabetes. Obesity is among these risk factors.	DSME/S is critical in the promotion of efficacious self-management and coping needed for day-by-day living with diabetes. This requires a comprehensive and personalized care approach.	Educational programs to provide information on weight management and proper diet are critical.	Diabetes prevention and management programs should involve nurse practitioners.
Explanation of How the Article Supports EBP/Capstone Project	This article supports the Capstone project and EBP because it centers upon prevention of diabetes through education. Assignment: Literature Review and Evaluation	This article supports the Capstone project because it concentrates on diabetes management through education, which supports EBP.	This article supports diabetes care through education.	The research supports management of diabetes that improves quality of life.

KINDLY ORDER NOW FOR A CUSTOM-WRITTEN, PLAGIARISM-FREE PAPER

Course Code	Class Code	Assignment Title	Total Points
NRS-490	NRS-490-O501	Literature Review	100.0
Criteria	Percentage	Unsatisfactory (0.00%)	Less than Satisfactory (75.00%)	Satisfactory (79.00%)	Good (89.00%)	Excellent (100.00%)	Comments	Points Earned
Content	80.0%
Introduction	10.0%	An introduction is not present.	An introduction is present, but it does not relate to the body of the paper. Assignment: Literature Review and Evaluation	An introduction is present, and it relates to the body of the paper. There is nothing in the introduction to entice the reader to continue reading.	An introduction is present, and it relates to the body of the paper. Information presented in the introduction provides incentive for the reader to continue reading.	An introduction is present, and it relates to the body of the paper. Information presented in the introduction is intriguing and encourages the reader to continue reading.
Comparison of Research Questions	20.0%	No comparison of research questions is presented.	A comparison of research questions is presented, but it is not valid.	A cursory though valid comparison of research questions is presented.	A moderately thorough and valid comparison of research questions is presented.	A reflective and insightful comparison of research questions is presented.
Comparison of Sample Populations	20.0%	No comparison of sample populations is presented.	A comparison of sample populations is presented, but it is not valid.	A cursory though valid comparison of sample populations is presented.	A moderately thorough and valid comparison of sample populations is presented.	A reflective and insightful comparison of sample populations is presented.
Comparison of the Limitations of the Study	20.0%	No comparison of the limitations of the study is presented.	A comparison of the limitations of the study is presented, but it is not valid.	A cursory though valid comparison of the limitations of the study is presented.	A moderately thorough and valid comparison of the limitations of the study is presented.	A reflective and insightful comparison of the limitations of the study is presented.
Conclusion and Recommendations for Further Research	10.0%	No conclusion and recommendations for further research are presented.	A conclusion and recommendations for further research are presented, but they are not valid.	A conclusion and recommendations for further research are valid, but they are cursory.	A conclusion and recommendations for further research are valid and moderately thorough.	A conclusion and recommendations for further research are reflective and insightful.
Organization and Effectiveness	15.0%
Thesis Development and Purpose	5.0%	Paper lacks any discernible overall purpose or organizing claim.	Thesis is insufficiently developed or vague. Purpose is not clear.	Thesis is apparent and appropriate to purpose.	Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.	Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction	5.0%	Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Assignment: Literature Review and Evaluation	Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.	Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.	Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.	Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use)	5.0%	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.	Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.	Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.	Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.	Writer is clearly in command of standard, written, academic English.
Format	5.0%
Paper Format  (use of appropriate style for the major and assignment)	2.0%	Template is not used appropriately or documentation format is rarely followed correctly.	Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.	Template is used, and formatting is correct, although some minor errors may be present.	Template is fully used; There are virtually no errors in formatting style.	All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)	3.0%	Sources are not documented. Assignment: Literature Review and Evaluation	Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.	Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.	Sources are documented, as appropriate to assignment and style, and format is mostly correct.	Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage	100%