Nursing Literature Review -750-1000 words
The nursing literature review example enables students to map out and move into the active planning and development stages of the project. This paper will analyze current research for support the PICOT question to create the pathway towards the activity of the development phase of your project.
You should state how the current research supports your PICOT, question identifies what is known and what is not known in the evidence. Compare the research questions, sample populations and limitations of all 8 studies. The simplest way to do this is to look for trends and similarities of the studies and then make your statement a general one which indicates this data.
A conclusion section- wrap up incorporating recommendations for further research.
Literature Review
- Introduction section- Briefly introduce the topic of your paper.
- A comparison of research questions- Show trends and similarities of the research questions of all 8 papers.
- A comparison of sample populations –Compare the population of your PICOT question with the sample populations of these studies. Explain the similarities of these populations and how the supportive or unsupportive of your PICOT topic.
- A comparison of the limitations of the study-should be compared with the limitation of the potential solution to the PICOT question.
Nursing Literature Review Example
Bullying among children and adolescents is a significant public health issue. One in five students reported experiencing bullying on school grounds within the previous year, and one in six young people reported being victims of cyberbullying (Kann et al., 2018). Bullying can cause physical, psychological, social, or educational injury or discomfort to the targeted youth. Despite Healthy People 2020’s intention to lessen bullying among teenagers, the prevalence of physical and online bullying is still high. Hong et al. (2019) posit that bullying requires the concerted and coordinated time and attention of parents, educators, school administrators, and healthcare providers, including nurses, policymakers, families, and other parties involved in the care of children. Examining the impact of a nurse-led intervention in reducing the reported cases of bullying is imperative.
Comparison of Research Questions
The PICOT question for this research study is: “When caring for high school adolescent patients, does a nurse-led presentation on bullying compared to no intervention decrease reported bullying incidents within ten weeks?”
Nurses, particularly school nurses, are in a position to recognize adolescent bullying victims via physical and psychosocial assessment. Nurses can take immediate action steps to intervene in potential or actual bullying. The PICOT question demonstrates nurses’ role in preventing and reducing bullying incidences within a ten-week timeframe. Addressing the bullying problems calls for the researcher to investigate its dynamism, including factors influencing its occurrence and interventions recommended by other research studies to address it. The researcher has to look into the prevalence of bullying to understand the significance of the problems.
Four of the studies have similar research questions looking at the need to understand the prevalence or the frequency of bullying among adolescents (Ozada Nazim & Duyan, 2021; Rana et al., 2020; Neupane et al., 2020; Kafle et al., 2020). Based on these four research studies understanding the frequency of bullying among high school students or adolescents enables the researcher and interested parties to understand the severity of the problem. Other studies explored the correlates of bullying perpetration and victimization among school-going adolescents (Rana et al., 2020; Neupane et al., 2020). Peng et al. (2022) investigated how an educational intervention on bullying prevention among school-going adolescents can effectively address the problem of bullying.
Lee et al. (2017) explored whether psychological functioning mediates the relationship between bullying involvement and weight loss preoccupation among adolescents. Another study looked into psychological predictors of bullying among adolescents attending multicultural schools (Rodríguez-Hidalgo et al., 2019).
Sarzosa and Urzúa (2021) explored the role of skills or unobserved characteristics in bullying among adolescents. Understanding predictors or correlates of bullying and its prevalence among adolescents is imperative in understanding the significance of the problem and areas the nurse-led presentation can address to help reduce reported bullying among adolescents.
Comparison of Sample Populations
The PICOT question targets high school adolescent patients. Bullying is more prevalent among adolescents, and its consequences are also felt more within this population. All research studies are supportive of the PICOT question because they target school-going teenagers/adolescents and the general adolescent population (Ozada Nazim & Duyan, 2021; Rana et al., 2020; Neupane et al., 2020; Kafle et al., 2020; Peng et al., 2022; Lee et al., 2017; Rodríguez-Hidalgo et al., 2019; Sarzosa & Urzúa, 2021). All studies were conducted in junior high schools and high schools and among the general adolescent population.
Comparison of Limitations of Studies
Peng et al. (2022) experienced several limitations, including a limited sample size because of selecting students in the eighth grade only. Bullying affects different schools differently due to varying policies. Therefore, the reduced rate of bullying post-implementation cannot be solely attributed to the study’s intervention, and the results are not generalizable to all high school students.
Three studies (Ozada Nazim & Duyan, 2021; Rana et al., 2020; Neupane et al., 2020; Kafle et al., 2020) highlight the inability to generalize results due to the limited sample size as a result of picking students from limited schools in specific areas that might not reflect the situation in other areas.
Rana et al. (2020), Neupane et al. (2020), Lee et al. (2017), and Rodríguez-Hidalgo et al. (2019) highlight the inability to make causal associations due to the studies being cross-sectional studies. Lee et al. (2017) indicate the uncertainty of whether the results can be inferred to other ethnic groups because few participants were non-White British.
Sarzosa and Urzúa (2021) do not point to any limitations to the study. Most studies are cross-sectional and hence unable to make causal associations. A limited sample size due to selecting students from few schools in specific areas is a limitation of most studies. A limited sample size will affect the potential solution to the PICOT question because the sample will be selected from limited schools within the area that might not reflect the situations of schools in other areas.
Conclusion
Bullying is a form of peer violence that is intentional, recurrent, and marked by an unbalanced power dynamic between the perpetrator and the victim, leading to victims experiencing melancholy, suicidal thoughts, anxiety, psychosis, low academic performance, and suicide. Bullying is linked to problems with moral growth, empathy, and relational dynamics based on prejudice.
Nurse-led presentations to create awareness and facilitate social and emotional learning can help reduce adolescent bullying incidences. Bullying at school is a complex behavior and issue influenced by multiple factors, including individual, family, school, neighborhood, and social issues, that researchers need to consider when developing anti-bullying interventions.
Researchers must work closely with all stakeholders, including healthcare professionals, school principals, parents, and senior leaders, to develop and promote anti-bullying school policies and an anti-bullying environment as well as to strengthen the disciplinary measures against bullying, in light of the effectiveness of anti-bullying policies found in the United States. More research is necessary to quantify the multiple levels of factors influencing bullying in schools.
References
Hong, J. S., Espelage, D. L., & Rose, C. A. (2019). Bullying, peer victimization, and child and adolescent health: An introduction to the special issue. Journal of Child and Family Studies, 28(9), 2329-2334.
Kafle, G., Dhakal, N., & Kumari, P. (2020) Prevalence of Bullying Among the Adolescent Students of Selected Schools of Dharan Sub-Metropolitan City, Nepal. International Journal of Sciences: Basic and Applied Research.
Kann, L., McManus, T., Harris, W. A., Shanklin, S. L., Flint, K. H., Queen, B., Lowry, R., Chyen, D., Whittle, L., Thornton, J., Lim, C., Bradford, D., Yamakawa, Y., Leon, M., Brener, N., & Ethier, K. A. (2018). Youth Risk Behavior Surveillance – United States, 2017. Morbidity and mortality weekly report. Surveillance summaries (Washington, D.C. : 2002), 67(8), 1–114. https://doi.org/10.15585/mmwr.ss6708a1
Lee, K., Guy, A., Dale, J., & Wolke, D. (2017). Does psychological functioning mediate the relationship between bullying involvement and weight loss preoccupation in adolescents? A two-stage cross-sectional study. International journal of behavioral nutrition and physical activity, 14(1), 1-11. https://doi.org/10.1186/s12966-017-0491-1
Neupane, T., Pandey, A. R., Bista, B., & Chalise, B. (2020). Correlates of bullying victimization among school adolescents in Nepal: findings from 2015 global school-based student health survey Nepal. PloS one, 15(8), e0237406. https://doi.org/10.1371/journal.pone.0237406
Ozada Nazim, A., & Duyan, V. (2021). Bullying problem among high school students: The impact of school life. International Journal of School & Educational Psychology, 9(2), 189-197. https://doi.org/10.1080/21683603.2019.1699215
Peng, Z., Li, L., Su, X., & Lu, Y. (2022). A pilot intervention study on bullying prevention among junior high school students in Shantou, China. BMC public health, 22(1), 1-9. https://doi.org/10.1186/s12889-022-12669-0
Rana, M., Gupta, M., Malhi, P., Grover, S., & Kaur, M. (2020). Prevalence and correlates of bullying perpetration and victimization among school-going adolescents in Chandigarh, North India. Indian journal of psychiatry, 62(5), 531–539. https://doi.org/10.4103/psychiatry.IndianJPsychiatry_444_19
Rodríguez-Hidalgo, A. J., Pantaleón, Y., & Calmaestra, J. (2019). Psychological predictors of bullying in adolescents from pluricultural schools: A transnational study in Spain and Ecuador. Frontiers in psychology, 10, 1383. https://doi.org/10.3389/fpsyg.2019.01383
Sarzosa, M., & Urzúa, S. (2021). Bullying among adolescents: The role of skills. Quantitative Economics, 12(3), 945-980. https://doi.org/10.3982/QE1215
