Blog

LITERATURE REVIEW AND ANALYSIS ASSIGNMENT
FORMATTING
APA formatted (double-spaced, 12-pt Times New Roman font or 11-point Calibri font ONLY, section headers, page numbers, title page, reference page, 1-inch margins (all), 6-page maximum, excluding the title page and reference page. You should have, at the minimum, 5 references (3 articles that you are synthesizing and 2 additional scholarly sources). More resources may be used, if necessary. Every reference listed must have a corresponding in-text citation. Each article should be cited in your paper. Do not include an abstract and do not include additional section headers. Submit your assignment as a WORD document ONLY. No PDFs will be accepted for the final publish of this assignment; however, your three articles may be submitted in the form of a PDF. They must be full-text articles that were published within the last 5 years. DO NOT SUBMIT MORE THAN THE REQUIRED 3 ARTICLES AND YOUR PAPER. SHOULD YOU DO THIS, POINTS WILL BE DEDUCTED. Should you submit your final Literature Review and Analysis as a PDF, it will not be graded. You will be required to resubmit it and appropriate point deductions will apply.
The goals for completing this assignment are to:

demonstrate proficiency in critically analyzing research evidence
demonstrate the ability to synthesize the literature
distinguish quality evidence
discuss the characteristics of research articles
integrate multiple pieces of evidence into a literature review format
identify gaps in areas of scientific investigations

Literature reviews in published studies provide what is known, what is not known, and what the possible contribution is of a study. The review of the literature for a quantitative study is done to identify the research problem, understand previous research, and plan the study. During the interpretation of the findings, the researcher may review the literature again to determine if additional relevant studies have been published. Reviews of the literature in published studies can be critically appraised for current, quality sources; relevant content; and synthesis of relevant content (see the critical appraisal guidelines box in textbook Chapter 6). A checklist for reviewing the literature includes preparing, conducting the search, processing the information, and writing the review. A written review of literature should be grammatically correct with a logical flow and a reference list that is accurate and complete.

Assignment Overview
You will write a limited literature review to identify studies published on your assigned topic. Your assigned topic is “Effective Hand Hygiene Practices”. In this assignment, you will review scientific literature in relation to your assigned topic. You are required to review and synthesize three research articles. The three articles are to be (1) peer-reviewed, (2) primary research, and (3) quantitative studies only. They must be articles that were published within the last 5 years. Throughout the semester, you have been searching for evidence that pertains to this topic. This is evidence that you may use to complete this assignment to support your literature review.

Step 1: Reviewing the Literature
A literature review is used to direct the planning and execution of a study. The primary purpose of a literature review is to demonstrate why a study is necessary. As you compose your literature review, you must establish the necessity for a research study on the assigned topic. One of the key tasks is to establish where gaps in the current research lie. You must show what has been overlooked, understudied, or misjudged by previous studies in order to create space for new research within the assigned topic area of academic or scientific inquiry. When reading the papers, keep in mind that you do not need to understand every last detail in order to get the main messages and a clear overview of what was done and its implications and limitations.
Step 2: Writing your Literature Review
Your final literature review and analysis paper will not be akin to a traditional literature review, which is usually presented as an often-lengthy text document. You are to provide your literature review in the format outlined within the rubric. Refer to your Literature Summary table/map from HW E. This table will help you synthesize the information about your 3 articles. You are required to electronically submit the ONLY the three articles that you used to conduct the review, along with your final publish of the assignment. The articles may be submitted in PDF format. If you have already submitted the articles for a previous assignment, you are still required to submit them again with this final assignment. Your paper should be explicitly organized into sections that are listed on the Literature Review and Analysis Rubric with clear section headings using the proper section heading levels as outlined in your APA manual (p. 47 -49). Only title your section headings using the section titles that are listed on the rubric. DO NOT include additional section headings.

NOTE: You must be very careful not to simply use the abstracts of your articles or text in the articles themselves for your summary. This exercise is meant for you to summarize things IN YOUR OWN WORDS! I am looking for YOUR summary of each source. Academic misconduct is a serious offense, thus TURNITIN ( less than or equal to 30% matching with no verbatim passages and no quotations) will be enabled. Papers with a TURNITIN score greater than 30% will not be accepted and will receive a grade of “0”. Resubmission is solely up to your instructor. Please view the Academic Honesty Policy in your student handbook and/or the syllabus. You are required to submit FULL-TEXT copies of your evidence (research articles). URL links, abstracts, sign-ins, copying, and pasting are not acceptable forms of submission for your articles. Should this be the case, you will receive a “0” for this portion of the graded rubric.
ATTACHED IS A SAMPLE PAPER AND THE RUBRIC

I sent the book information via
Building a Final Exam: Be Thinking Ahead!
Quote: To effectively communicate ,we must realize that we are all different in the way we perceive the world… Tony Robbins As you progress through the modules, you will be thinking ahead to your final project, which will be creating your own version of a final exam for this Interpersonal Communication course. See the shaded section below for full project details. You will create questions for each module.
Here’s what you need to do for M2:
Create two questions
Regarding concepts discussed in Chapters 2 and 3 regarding personal identity and perception.
You will create two questions per module for a total of eight by the end of Module 4. Six of them should be multiple-choice, and two of them open-ended, creative, problem questions.
“Try out” your questions on a family member, friend, or colleague
As you go over the answers with them, this will give you a chance to teach some of what you’ve learned in the unit and to explain your rationale for the questions.
Reflect on your teaching experience
Describe how things went when you gave the person the test and went over the answers. Again, this is a teaching moment for you.
You can also explain how you came up with the questions and answers.
Submit your questions and paragraph reflection
In the text entry area below.
The assignment is due by Sunday 11:59 pm ET.
Evaluation:
This weekly “Building your Final Exam” activity will be evaluated on a completed/not-completed basis and will collectively represent 5% of your final grade. The completed final exam will represent an additional 10% of your final grade. See below.
Final Exam Project Overview
The goal of the exam would be to improve the interpersonal communication skills of a family member, friend, partner/spouse, or professional colleague (all who have not taken this course).
You will create 20 questions for Modules 1-8 (Chapters 1-12 in your text). 16 will be multiple-choice, and four will be open-ended “problem” questions. Plan on 2-3 questions per unit for the final project.
For each of the multiple-choice questions, you will need to provide the correct answer and three incorrect answers. For the open-ended question, you should explain the rationale behind the question.
You can look to the practice quiz questions as a model, but you should create your own unique questions.
Your multiple-choice questions can be based on content, or can be scenario-based, such as the below:
Jamila disagrees with her two other co-workers in a meeting regarding the direction of a new social media marketing campaign. She feels that the message and approach are clichéd and won’t resonate with the new market they are trying to reach, young consumers. How should she communicate her concerns?
Wrong answer here
Right answer here (be sure to indicate the correct answer via highlight and/or bolding and/or italics)
Wrong answer here
Wrong answer here
Project evaluation:
You will create a question or two each week on your own, while the information is fresh. This will also lessen your end-of-term workload. You will submit two questions each week and a reflection paragraph of how it went when you gave your test questions to someone (and essentially “taught” material from the unit).
In Module 5, your instructor will give feedback on how you are doing with your weekly questions. By then (at the rate of two questions per week), you should have (for a total of eight) six multiple-choice questions and two open-ended, problem questions (much like you are asked in the Puzzling with Peers section).
In Module 8, the instructor will grade your final exam on the accuracy, quality of questions, and how well you comprehensively cover the course content.

PurposeThis week you discovered that the focus of healthcare has a growing emphasis on population health. This includes an emphasis on quality improvement and tracking outcomes. The purpose of this discussion is to apply the key concepts in population health to a selected population.
InstructionsSelect a population you would like to engage throughout the course to explore important population health and health policy concepts. Potential populations to consider are listed below. You may want to refer to the Global Burden of Disease or one of the eight National Practice Problems to identify the population you will be examining in this course. You may examine the same health issue you have been researching in the previous courses, or you may select another topic of interest to complete the assignments unique to this course. Address the following as they relate to the population you have selected:
Create a culturagram for your selected population. Refer to the lesson for guidance in creating a culturagram. You may use the attached template if you desire.Link: (Word doc): Culturagram Template
Identify three key social determinant risk factors associated with the population.
Conduct a search of the literature. Identify one evidence-based intervention to reduce health disparities in your selected population.
Examine how the selected intervention addresses at least one of the standards from the Culturally and Linguistically Appropriate Standards (CLAS).
Potential Populations
Asian population in Torrance, California
Somali-Americans in Minneapolis, Minnesota
African American population in Jackson, Mississippi
Hopi Indians in Kykotsmovi Village, Arizona
Caucasian population in Martin County, Kentucky
Hispanic/Latino population in Hialeah, Florida
Note: You may consider a different population as long as there is an abundance of literature related to social determinant risk factors and statistical data (prevalence, incidence, and economic ramifications) available for the selected health issue so that you can complete the required assignments each week. Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:
Link (webpage): DNP Discussion Guidelines
Program CompetenciesThis discussion enables the student to meet the following program competencies:
Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)
Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)
Course Outcomes This discussion enables the student to meet the following course outcomes:
Assimilate epidemiology principles and interventions to impact the social determinants of health, Global Burden of Disease, and population health outcomes. (PCs 7, 8; PO 1)
Formulate strategies for providing culturally relevant and high-quality healthcare to vulnerable and high-risk populations to address social injustice and health inequities. (PCs 7, 8; PO 1)
Due DatesInitial Post: By 11:59 p.m. MT on Wednesday
Follow-Up Posts: By 11:59 p.m. MT on Sunday