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NUR 550 Translation Research and Population Health Management Week 1 Assignment   Translational Research Graphic Organizer

NUR 550 Translation Research and Population Health Management Week 1 Assignment Translational Research Graphic Organizer

NUR 550 Translation Research and Population Health Management Week 1 Assignment   Translational Research Graphic Organizer

The selected nursing issue for the evidence-based practice (EBP) project is medication errors in nursing that happen due to staffing shortage. Medication errors are a significant problem in healthcare sector, especially at this time when there is nursing shortage and high nurse turnovers. With reduced number of nurses working in the healthcare sector, the susceptibility of patients to medication errors increases, particularly adverse drug events that can lead to death and prolonged stays in hospitals (Buerhaus et al., 2017). The project will focus on the effectiveness of implementation of health information technology compared to the conventional ways of medication management to mitigate medication errors in critically ill patients. The selection of critically ill patients as the population of interest emanates from their increased vulnerability to injuries that need high-risk medication and more use of intravenous infusions which raises the possibility of medication errors. Health information technology can play an essential role in enhancing efficiency of nurses to offer required care and reduce medication errors.

This article reviews patients’ actions reflected by carrying out medication lists to diminish information loss from health care settings and identifying support for patient safety. The study reveals priorities for improving medication safety in primary care by addressing incomplete medication reconciliation. The strength of the study is reflected by the empowerment and confidentiality inspired to patients by involvement in medication management, increasing their dignity and self-esteem level, evidencing a form of resilience in nursing practice. Patient-held medication lists may be helpful for information transfer in emergency situations when communication is altered. Patient-held medication lists assist with taking medications, reordering, monitoring health care conditions, or tracking the efficiency of medications. The weakness of the study is reflected by possible disconnections between the information needs by health care professionals and the information being kept by patients who carried medication lists. Another limitation of the study is interviewing more females than males who carried a medication list, and the procedure suggests that more females carry a medication list than males and may reflect an inaccurate practice (Garfield et al., 2020).

Comparing research designs is essential to enhancing better understanding of the application and nature. Through effective understanding, nurses can apply evidence-based research into clinical practice to address issues and offer improve patient care. As such, the translational research graphic organizer compares one translational study to quantitative study, and one translational study to qualitative study.

Comparison 1: Translational Research vs. Qualitative Research

Criteria Peer-Reviewed Translational Article and Permalink/Working Link: Härkänen, M., Vehviläinen-Julkunen, K., Murrells, T., Rafferty, A. M., & Franklin, B. D. (2019). Medication administration errors and mortality: incidents reported in England and Wales between 2007 ̶ 2016. Research in Social and Administrative Pharmacy, 15(7), 858-863. https://doi.org/10.1016/j.sapharm.2018.11.010 Translational Research Type: T2 Peer-Reviewed Traditional Article and Permalink/Working Link: Barakat, S. & Franklin, B. D. (2020). An Evaluation of the Impact of Barcode Patient and Medication Scanning on Nursing Workflow at a UK Teaching Hospital. Pharmacy (Basel), 8(3):148.  doi: 10.3390/pharmacy8030148 Traditional Qualitative Research Type: Observational Research Observations (Similarities/Differences)
Methodology The researchers reported cases between 2007 and 2016 from the National Reporting and Learning System for England and Wales. The article also analyzes the deaths reported and categorizes drugs based on various parameters that include, year, age, location, and category of error using incidents’ initial classification. The study was a comparative research with direct observation approach used in the two settings within acute surgical wards in UK hospital. In both studies, the researchers use hypotheses to understand the phenomena under study. In both studies, the researchers actively participate in the research process. However, researchers can manipulate the outcomes and research design in qualitative study but cannot in translational research.
Goals The study’s goals include analysis of medication administration errors reported in acute care that led to death, know the involved drugs, and offer a description of administration error features like location type of error and patient age. The authors assert that little is known about the use of barcode medication administration. Therefore, the researchers sought to evaluate the effects of barcode patient and medication scanning on nursing flow at a teaching hospital in the UK. In both studies, the researchers’ focus is to improve practice interventions on the issue of medication administration errors. Conversely, the translational research’s mainfocus is to enhance practice and not produce new knowledge. In this case, the translational research article seeks to improvereporting and knowledge about the effects of medication errors. However, the qualitative research seeks new knowledge about the use barcode scanning.
Data Collection The authors collected data from incident reporting in acute care setting. The data came from the National Reporting and Learning System of England and Wales. The researchers collected data on drug rounds through observation on different parameters that include duration, timelines of medication administration, identity of patients, verification of medications and the overall workflow patterns in the two facilities. Both collect data from different sources. However, qualitative study uses primary data collected through observation while the translational study uses secondary data from the reporting mechanism used in England and Wales.

Comparison 2: Translational Research vs. Quantitative Research

            Criteria Peer-Reviewed Translational Article and Permalink/Working Link: Flott, K., Nelson, D., Moorcroft, T., Mayer, E. K., Gage, W., Redhead, J. & Darzi, A. W. (2018).  Enhancing Safety Culture Through Improved Incident Reporting: A Case Study in Translational Research, Health Affairs, 37(11).  https://doi.org/10.1377/hlthaff.2018.0706 Translational Research Type: Peer-Reviewed Traditional Article and Permalink/Working Link: Alomari, A., Sheppard-Law, S., Lewis, J. & Wilson, V. (2020). Effectiveness of Clinical Nurses’ interventions in reducing medication errors in a pediatric ward. The Journal of Clinical Nursing, 29(17-18): 3403-3413. https://doi.org/10.1111/jocn.15374 Traditional Quantitative Research Type: Action Research (AR) three-phase study. Observations (Similarities/Differences)
Methodology The article uses a case study approach to report on an initiative by two large healthcare organizations and providers on the effects of using a learning health systems cycle of interventions. The article used a quantitative research method comprising of three phases of action research. The first phase focused on developing an overview of the medication practice while the second developed and implemented targeted interventions. The third phase evaluated the implemented interventions. Both studies use unique methodologies based on the interests of the researchers. Both do not involve the researchers in designing the methodology and its implementation.
Goals The goals of the study are enhancement of patient safety culture using improved reporting of incidents and learning to shape a more just organization culture.  The aims and objectives of the study was to evaluate the effects of bundle interventions that nurses can develop and implement to reduce medication administration error rates. The article also focused on enhancing nurses’ medication administration practice. The translational study’s focus is to enhance patient safety culture through effective reporting. However, the quantitative study seeks developing new knowledge for nurses to reduce medication administration errors. The quantitative study also focuses on improving nurses’ understanding of the medication administration practice
Data Collection The authors collected data from frontline-staff who implemented seven evidence-based interventions. Through observation, the researchers monitored and recorded reported incidents based on several indicators, including reported harms. The researchers collected data from the six recruited clinical pediatric nurses as part of the action research team. Data collection comprised of medication incident data, medical policy audits using a questionnaire. Both collect data from participants in different patient settings. Both show that data is an important part of any research as it validates the developed hypotheses.

Conclusion

The articles from translational research and traditional research approaches show the effects of the different study approaches in gathering data and evidence on medication errors. The articles demonstrate the need for researchers to use research designs that will lead to enhanced and quality findings to translate into evidence-based practice interventions in clinical practice. The implication is that translational and traditional research approaches differ while also agree on certain aspects of research. 

References

Alomari, A., Sheppard-Law, S., Lewis, J. & Wilson, V. (2020). Effectiveness of Clinical Nurses’ interventions in reducing medication

errors in a pediatric ward. The Journal of Clinical Nursing, 29(17-18): 3403-3413.

https://doi.org/10.1111/jocn.15374

Barakat, S. & Franklin, B. D. (2020). An Evaluation of the Impact of Barcode Patient and Medication Scanning on Nursing Workflow

at a UK Teaching Hospital. Pharmacy (Basel), 8(3):148.  doi: 10.3390/pharmacy8030148

Flott, K., Nelson, D., Moorcroft, T., Mayer, E. K., Gage, W., Redhead, J. & Darzi, A. W. (2018).  Enhancing Safety Culture Through

Improved Incident Reporting: A Case Study in Translational Research, Health Affairs, 37(11).

https://doi.org/10.1377/hlthaff.2018.0706

Härkänen, M., Vehviläinen-Julkunen, K., Murrells, T., Rafferty, A. M., & Franklin, B. D. (2019). Medication administration errors

and mortality: incidents reported in England and Wales between 2007 ̶ 2016. Research in Social and Administrative Pharmacy, 15(7), 858-863.

https://doi.org/10.1016/j.sapharm.2018.11.010

NUR 550 Translation Research and Population Health Management

Week 1 Assignment  

Translational Research Graphic Organizer

https://nursingassignmentgurus.com/nur-550-translation-research-and-population-health-management-week-1-assignment-translational-research-graphic-organizer/

Use the “Translational Research Graphic Organizer Template” to compare three types of translational research with traditional (qualitative or quantitative) research. Make sure to include methodology, goals, and data collection in your organizer.

You are required to cite three to five sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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 not required to submit this assignment to LopesWrite.

Translational Research Graphic Organizer Template Observations (Similarities/Differences) Methodology Goals Data Collection © 2016. Grand Canyon University. All Rights Reserved. Course Code NUR-550 Class Code NUR-550-O500 Criteria Translational Research Graphic Organizer Percentage 100.0% Comparison of Research in Relation to Methodology 25.0% Comparison of Research in Relation to Goals 25.0% Comparison of Research in Relation to Data Collection 25.0% Required Sources 5.0% Presentation 10.0% Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 5.0% Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Total Weightage 100% Assignment Title Translational Research Graphic Organizer Unsatisfactory (0.00%) A comparison of research in relation to methodology is not included. A comparison of research in relation to goals is not included. A comparison of research in relation to data collection is not included. Sources are not included. The piece is not neat or organized, and it does not include all required elements. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed. Sources are not documented. Total Points 100.0 Less than Satisfactory (80.00%) A comparison of research in relation to methodology is present, but it lacks detail or is incomplete. A comparison of research in relation to goals is present, but it lacks detail or is incomplete. A comparison of research in relation to data collection is present, but it lacks detail or is incomplete. Number of required sources is only partially met. The work is not neat and includes minor flaws or omissions of required elements. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Satisfactory (88.00%) A comparison of research in relation to methodology is present. A comparison of research in relation to goals is present. A comparison of research in relation to data collection is present. Number of required sources is met, but sources are outdated or inappropriate. The overall appearance is general, and major elements are missing. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Good (92.00%) A comparison of research in relation to methodology is clearly provided and well developed. A comparison of research in relation to goals is clearly provided and well developed. A comparison of research in relation to data collection is clearly provided and well developed. Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content. The overall appearance is generally neat, with a few minor flaws or missing elements. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Excellent (100.00%) A comprehensive comparison of research in relation to methodology is thoroughly developed with supporting details. A comprehensive comparison of research in relation to goals is thoroughly developed with supporting details. A comprehensive comparison research in relation to data collection is thoroughly developed with supporting details. Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content. The work is well presented and includes all required elements. The overall appearance is neat and professional. The writer is clearly in command of standard, written, academic English. Comments Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Points Earned

In this class we will be exploring translational research and Evidence Based Practice as well as forming a PICOT question. This will be a very busy week as translational research may be a new topic for you and you will need to decide on a population and intervention to begin your PICOT question. Our goals for this week are:

Identify the different levels of translational research.
Differentiate translational research from evidence-based practice.
Discuss the application of translational research to population health management.
Evaluate sources of translational research.
Select a valid nursing practice problem for an evidence-based practice project proposal.

Please proceed to the Class Wall and tell us a little about yourself. When you complete your introduction be sure to read the policies, syllabus and weekly expectations.

You will be expected to submit answers to two DQs and to respond to at least three peers. Two posts will be your DQs and you need a minimum of 3 responses in addition to your 2 DQs. Each DQ must be at least 150 words or 12 sentences and must have two references and citations. Quotes are not allowed. Responses must be at least 75 words or 5 sentences and have one reference and a citation.

Be sure to review all the Study Materials as well as find the website for your state or county health department as your PICOT question must be based on a mortality/morbidity indicator related to a clinical problem pertaining to a population. When forming your question DO NOT use any content related to nurse staffing, staffing ratios, staffing levels (shortages) or any major system-level changes.  A template is provided in your materials for the beginning of your PICOT question.  You must use this template.

Please be sure to use the link to the GCU library provided and then click on Translational Research on the left as you will need this site to search for the literature you will need and to answer your DQs.

Refer to the calendar for the due date of the assignments. Be sure to submit your papers to LopesWrite to evaluate for plagiarism. However, please note that your first paper due this week does not need to be submitted to LopesWrite.

Please use the Questions to Instructor forum for your questions or your Private Forum for private communication. You may also reach me at between the hours of 8AM-8PM EST. All questions are welcome.

Course Code Class Code Assignment Title Total Points
NUR-550 NUR-550-O500 Translational Research Graphic Organizer 100.0

Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (80.00%) Satisfactory (88.00%) Good (92.00%) Excellent (100.00%)
Translational Research Graphic Organizer 100.0%
Comparison of Research in Relation to Methodology 25.0% A comparison of research in relation to methodology is not included. A comparison of research in relation to methodology is present, but it lacks detail or is incomplete. A comparison of research in relation to methodology is present. A comparison of research in relation to methodology is clearly provided and well developed. A comprehensive comparison of research in relation to methodology is thoroughly developed with supporting details.

Comparison of Research in Relation to Goals 25.0% A comparison of research in relation to goals is not included. A comparison of research in relation to goals is present, but it lacks detail or is incomplete. A comparison of research in relation to goals is present. A comparison of research in relation to goals is clearly provided and well developed. A comprehensive comparison of research in relation to goals is thoroughly developed with supporting details.

Comparison of Research in Relation to Data Collection 25.0% A comparison of research in relation to data collection is not included. A comparison of research in relation to data collection is present, but it lacks detail or is incomplete. A comparison of research in relation to data collection is present. A comparison of research in relation to data collection is clearly provided and well developed. A comprehensive comparison research in relation to data collection is thoroughly developed with supporting details.

Required Sources 5.0% Sources are not included. Number of required sources is only partially met. Number of required sources is met, but sources are outdated or inappropriate. Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content. Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.

Presentation 10.0% The piece is not neat or organized, and it does not include all required elements. The work is not neat and includes minor flaws or omissions of required elements. The overall appearance is general, and major elements are missing. The overall appearance is generally neat, with a few minor flaws or missing elements. The work is well presented and includes all required elements. The overall appearance is neat and professional.

Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly

 

NUR 550 Translation Research and Population Health Management Week 1 Assignment   Translational Research Graphic Organizer
NUR 550 Translation Research and Population Health Management Week 1 Assignment   Translational Research Graphic Organizer

distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. The writer is clearly in command of standard, written, academic English.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. 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

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ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Also Read: NR 506 Healthcare Policy Week 8 Discussion Reflection Global Policy Reform

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

APA Writing Checklist

Use this document as a checklist for each paper you will write throughout your GCU graduate program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.

☐ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.

☐  The title page is present. APA format is applied correctly. There are no errors.

☐ The introduction is present. APA format is applied correctly. There are no errors.

☐ Topic is well defined.

☐ Strong thesis statement is included in the introduction of the paper.

☐ The thesis statement is consistently threaded throughout the paper and included in the conclusion.

☐ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.

☐ All sources are cited. APA style and format are correctly applied and are free from error.

☐ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.

Scholarly Resources: Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.

Examples of Scholarly Resources include: Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.

Peer-Reviewed Journals: Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.

Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.

Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.

☐ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStorm to check your writing.

State the nursing practice problem for your evidence-based practice project. If your nursing problem has not yet been approved, make any required changes or revisions to your nursing practice problem prior to starting the assignment. Using your proposed topic, conduct a literature search and complete the tables below.

Nursing Practice Problem: The nursing practice problem is obesity among school-age children.

 

Comparison 1: Translational Research vs. Qualitative Research

Criteria

Peer-Reviewed Translational Article and Permalink/Working Link:

Joseph, E. D., Kracht, C. L., St. Romain, J., Allen, A. T., Barbaree, C., Martin, C. K., & Staiano, A. E. (2019). Young children’s screen time and physical activity: Perspectives of parents and early care and education center providers. Global Pediatric Health6, 2333794X19865856. https://doi.org/10.1177%2F2333794X19865856

Translational Research Type:

Translation to practice (T3)

Peer-Reviewed Traditional Article and Permalink/Working Link:

Stiglic, N., & Viner, R. M. (2019). Effects of screentime on the health and well-being of children and adolescents: A systematic review of reviews. BMJ Open9(1), e023191. http://dx.doi.org/10.1136/bmjopen-2018-023191

Traditional Qualitative Research Type: systematic review of past literature.

Observations (Similarities/Differences)

Methodology

Four focus groups (3 parents and 1 ECE provider) were conducted and thematic analysis performed to identify themes and subthemes on children’s screen time and physical activity.

Twenty-eight caregivers (21 parents and 7 ECE providers) participated in the research.

A systematic review of past studies on the evidence for health and well-being effects of screen time in children and adolescents was conducted. 13 reviews were identified.

Joseph et al. (2019) used focus groups while Stiglic and Viner (2019) did a literature review.

Goals

The primary goal was to seek input from caregivers on barriers and facilitators of physical activity and screen time to comprehensively address them and promote children’s health.

 

                                  

 

 

 

The study systematically examined the evidence of harms and benefits relating to screen time for children and young people’s health and well-being.

Joseph et al. (2019) examined how caregivers’ input regarding physical activity and screen time can be used to promote children’s health while Stiglic and Viner (2019) examined what past studies concluded regarding harms and benefits of screen time and children’s health and well-being.

Data Collection

Data for the study was obtained from focus groups containing twenty-eight caregivers. Focus groups were held between January and March 2017.

Stiglic and Viner (2019) searched electronic databases (Medline, Embase, PsycINFO and CINAHL) in February 2018.

Joseph et al. (2019) collected data from participants while Stiglic and Viner (2019) collected from peer-reviewed articles.

 

 

Comparison 2: Translational Research vs. Quantitative Research

            Criteria

Peer-Reviewed Translational Article and Permalink/Working Link:

Schwarzfischer, P., Gruszfeld, D., Socha, P., Luque, V., Closa-Monasterolo, R., Rousseaux, D., … & Grote, V. (2020). Effects of screen time and playing outside on anthropometric measures in preschool aged children. PloS One15(3), e0229708. https://doi.org/10.1371/journal.pone.0229708

Translational Research Type: research focused on outcomes in populations (T4)

Peer-Reviewed Traditional Article and Permalink/Working Link:

Goncalves, W. S. F., Byrne, R., Viana, M. T., & Trost, S. G. (2019). Parental influences on screen time and weight status among preschool children from Brazil: a cross-sectional study. International Journal of Behavioral Nutrition and Physical Activity16(1), 1-8. doi: 10.1186/s12966-019-0788-3

Traditional Quantitative Research Type: A cross-sectional study.

[experimental research]

Observations (Similarities/Differences)

Methodology

Schwarzfischer et al. (2020) assessed children of the European Childhood Obesity Project annually by questionnaire from 3 until 6 years of age with focus on playing outside (PO) and screen time.

A survey measuring sociodemographic data, weekday and weekend screen time, and parental self-efficacy for limiting screen time.

Both studies evaluated outcomes. However, Schwarzfischer et al. (2020) used questionnaires while Goncalves et al. (2019) did a survey.

Goals

Schwarzfischer et al. (2020) investigated the relationship between average time spent on playing outside and screen time and anthropometric measures (body weight, waist circumference, and height) at 3 and 6 years of age.

Goncalves et al. (2019) examined the relationships between parental screen time, self-efficacy to limit screen time, child screen time and child BMI in preschool-aged children.

Both researches examined the relationship between screen time and measures related to obesity such as weight gain. However, Schwarzfischer et al. (2020) focused on various anthropometric measures while Goncalves et al. (2019) focused on child BMI.

Data Collection

Body weight, waist circumference and height were measured at 3 and 6 years of age to calculate Body-Mass-Index z-Scores (zBMI) and waist-to-height ratio (WTH) of 526 children of CHOP.

Schwarzfischer et al. (2020) applied linear, logistic and quantile regressions to test whether playing outside and screen time impacted anthropometric measures.

Height and weight were measured to derive BMI and BMI percentile.

Goncalves et al. (2019) further used observed variable path analysis to examine the relationship between parental and child variables.

Schwarzfischer et al. (2020) measured zBMI and waist-to-height ratio while Goncalves et al. (2019) measured height and weight to derive BMI.

 

 

 

References

Goncalves, W. S. F., Byrne, R., Viana, M. T., & Trost, S. G. (2019). Parental influences on screen time and weight status among preschool children from Brazil: a cross-sectional study. International Journal of Behavioral Nutrition and Physical Activity16(1), 1-8. doi: 10.1186/s12966-019-0788-3

Joseph, E. D., Kracht, C. L., St. Romain, J., Allen, A. T., Barbaree, C., Martin, C. K., & Staiano, A. E. (2019). Young children’s screen time and physical activity: Perspectives of parents and early care and education center providers. Global Pediatric Health6, 2333794X19865856. https://doi.org/10.1177%2F2333794X19865856

Schwarzfischer, P., Gruszfeld, D., Socha, P., Luque, V., Closa-Monasterolo, R., Rousseaux, D., … & Grote, V. (2020). Effects of screen time and playing outside on anthropometric measures in preschool aged children. PloS One15(3), e0229708. https://doi.org/10.1371/journal.pone.0229708

Stiglic, N., & Viner, R. M. (2019). Effects of screentime on the health and well-being of children and adolescents: A systematic review of reviews. BMJ Open9(1), e023191. http://dx.doi.org/10.1136/bmjopen-2018-023191