NRS 493 Literature Review
Grand Canyon University NRS 493 Literature Review-Step-By-Step Guide
This guide will demonstrate how to complete the Grand Canyon University NRS 493 Literature Review assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for NRS 493 Literature Review
Whether one passes or fails an academic assignment such as the Grand Canyon University NRS 493 Literature Review depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for NRS 493 Literature Review
The introduction for the Grand Canyon University NRS 493 Literature Review is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
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How to Write the Body for NRS 493 Literature Review
After the introduction, move into the main part of the NRS 493 Literature Review assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for NRS 493 Literature Review
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for NRS 493 Literature Review
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Sample Answer for NRS 493 Literature Review
Childhood obesity is a serious public health issue and one of the top chronic diseases that is developing at an alarming rate in the US and globally. Managing this condition is difficult. The current project seeks to address this condition through the adoption of lifestyle health education as the nursing intervention to mitigate obesity among children. The principle deliberation taken in the identification of the articles in this literature review was focused on articles that address childhood obesity. The purpose of this paper is to perform a literature review to examine how the available research supports the PICOT question developed. This literature review will be anchored on the literature evaluation table and the PICOT question that had already been developed for this project. Specifically, the literature review will compare articles in various aspects including sample population, research questions, and study limitations.
A Comparison of Research Questions
The emphasis is on the articles used in the PICOT question paper and the literature evaluation table. These articles used varied research questions to achieve the goals of the study. The questions used were either direct, indirect, or hypothesis. None of the studies used direct questions. The articles that used indirect questions include Mastrocola et al., (2020), Martin et al., (2018), Pan et al., (2020), and Jacob et al., (2021). On the other hand, some studies used hypotheses to help in directing the perspective of the readers about the topic and to help in proving an explanation. They include Atkins et al., (2020), Salam et al., (2020), Pereira & Oliveira (2021), and Scott-Sheldon et al., (2020). All the research questions focused on childhood obesity. However, the type and nature of questions differed depending on the objectives of the study.
A Comparison of the Sample Population
Every article used in this project involved a different sample population and was conducted in different settings based on what the researchers intended to attain. While some studies utilized a precise sample population, other studies utilized a general population of the targeted population. The studies that deployed a precise sample population included Martin et al., (2018), and Pan et al., (2020). On the other hand, the study that used the general population included Atkins et al., (2020). This article utilized an unspecified number of children aged 6 to 12 years with a body mass index (BMI) greater than or equal to the 85th percentile. Many studies also employed systematic reviews of studies from trustworthy databases. The articles were taken through inclusion and exclusion criteria to attain relevant articles that met inclusion criteria, which were eventually used as the sample population. The articles that used systematic reviews included Pereira & Oliveira (2021), Scott-Sheldon et al., (2020), Salam et al., (2020), Martin et al., (2018), and Jacob et al., (2021). Some articles such as Atkins et al., (2020) only specified the setting, age of the participants, and qualification for participating in the study without specifying the precise number of the sample population used.
A Comparison of the Limitations of the Study
This project advanced the adoption of lifestyle health education as the nursing intervention to mitigate obesity among children. The articles used in the project are characterized by various differing limitations. The first limitation noted in the studies is an incongruity in compliance with the goals of the project. Although all the studies in the project highlighted childhood obesity, nearly all of them significantly differed on the aspects of childhood obesity depending on the study topic. Jacob et al., (2021), Pan et al., (2020), and Mastrocola et al., (2020) focused on school-based interventions in addressing childhood obesity. On the other hand, Pereira & Oliveira (2021) and Martin et al., (2018) focused on dietary interventions in managing childhood obesity, with Martin et al., (2018) adding physical activity and behavioral interventions alongside dietary intervention. Other studies focused on a new taxonomy of intervention components to improve weight status in children 2–5 years of age. Atkins et al., (2020) also focused on unmet social needs and adherence to pediatric weight management interventions. Based on the provided information, it is evident that all the articles focused on childhood obesity but differed in the interventions to address the condition.
The other limitation of the study is evident in the population sample size of the studies employed. The population sample size is always instrumental in determining the reliability and validity of the study. Therefore, researchers need to be careful when deciding on the appropriate sample size for the study. Virtually, all the articles used in this project used different population sample sizes. Some studies such as Atkins et al., (2020) used a general population of the target group, while other studies used small and big population sample sizes. Studies that used a larger sample size include Salam et al., (2020), which used 654 studies for meta-analysis, and Pan et al., (2020), which used 279 students. The studies that used a small population sample size includes Jacob et al., (2021), which reviewed 39 publications, and Mastrocola et al., (2020), which used 27 studies for review. Researchers should note that a large population sample size is important in realizing accurate mean values and also minimization of the error margin. Contrarily, a small population sample size possesses a risk of failing a reliability test due to a bigger variability, which is a possible cause of margin errors and bias. It can also compromise trust in the research.
Conclusion and Recommendation
The goal of this capstone change project is to address childhood obesity through the adoption of lifestyle health education as the nursing intervention to mitigate obesity among children. The articles used in this literature review point to the fact that childhood obesity is a grave healthcare issue and it is vital to address the condition. Some of the intervention that the educational program seeks to focus on includes dietary interventions, behavioral interventions, and physical activity. The literature review has indicated that the articles used in the project differ fundamentally in crucial areas such as sample size, research questions, and differences in supporting the goals of the project. It is, therefore, recommended that future studies should strive for inventive approaches with higher potential for sustainability such as community-based collaboration and participatory approaches. The approaches should consider existing resources such as public health programs, governmental incentives, institutional support, community support, and support from other primary stakeholders to support the target population.
References
Atkins, M., Castro, I., Sharifi, M., Perkins, M., O’Connor, G., Luo, M., Sandel, M., Taveras, E. M., & Fiechtner, L. (2020). Unmet social needs and adherence to pediatric weight management interventions: Massachusetts, 2017–2019. American Journal of Public Health, 110(S2), S251-S257. https://ajph.aphapublications.org/doi/full/10.2105/AJPH.2020.305772
Jacob, C. M., Hardy-Johnson, P. L., Inskip, H. M., Morris, T., Parsons, C. M., Barrett, M., Hanson, M., Woods-Townsend, K., & Baird, J. (2021). A systematic review and meta-analysis of school-based interventions with health education to reduce body mass index in adolescents aged 10 to 19 years. International Journal of Behavioral Nutrition and Physical Activity, 18(1), 1-22. https://doi.org/10.1186/s12966-020-01065-9
Martin, A., Booth, J. N., Laird, Y., Sproule, J., Reilly, J. J., & Saunders, D. H. (2018). Physical activity, diet, and other behavioural interventions for improving cognition and school achievement in children and adolescents with obesity or overweight. Cochrane Database of Systematic Reviews, (1). DOI: 10.1002/14651858.CD009728.pub3
Mastrocola, M. R., Roque, S. S., Benning, L. V., & Stanford, F. C. (2020). Obesity education in medical schools, residencies, and fellowships throughout the world: a systematic review. International Journal of Obesity, 44(2), 269-279. https://doi.org/10.1038/s41366-019-0453-6
Pan, H. J., Hung, L. J., & Chen, C. Y. (2020). Effect of class-based lifestyle intervention on the management of childhood obesity. Obesity Research & Clinical Practice, 14(2), 184-190. https://doi.org/10.1016/j.orcp.2020.03.007
Pereira, A. R., & Oliveira, A. (2021). Dietary interventions to prevent childhood obesity: A literature review. Nutrients, 13(10), 3447. https://doi.org/10.3390/nu13103447
Salam, R. A., Padhani, Z. A., Das, J. K., Shaikh, A. Y., Hoodbhoy, Z., Jeelani, S. M., Lassi, Z.S., & Bhutta, Z. A. (2020). Effects of lifestyle modification interventions to prevent and manage child and adolescent obesity: a systematic review and meta-analysis. Nutrients, 12(8), 2208. Doi: 10.3390/nu12082208
Scott-Sheldon, L. A., Hedges, L. V., Cyr, C., Young-Hyman, D., Khan, L. K., Magnus, M., King, H., Arteaga, S., Cawley, J., Economos, C. D., Haire-Joshu, D., Hunter, C. M., Lee, B. Y., Kumanyika, S. K., Ritchie, L. D., Robinson, T. N., & Schwartz, M. B. (2020). Childhood Obesity Evidence Base Project: A systematic review and meta-analysis of a new taxonomy of intervention components to improve weight status in children 2–5 years of age, 2005–2019. Childhood Obesity, 16(S2), S2-21. https://doi.org/10.1089/chi.2020.0139