NU605 Concepts in Nursing Leadership  Week 2 Assignment   Annotated Bibliography Nursing and Leadership Styles

NU605 Concepts in Nursing Leadership  Week 2 Assignment   Annotated Bibliography Nursing and Leadership Styles

NU605 Concepts in Nursing Leadership  Week 2 Assignment   Annotated Bibliography Nursing and Leadership Styles

NU605 Concepts in Nursing Leadership

Week 2 Assignment

Annotated Bibliography Nursing and Leadership Styles

Read at least three scholarly articles on nursing and leadership styles. Summarize and critically analyze each article separately (250–300 words for each article’s annotated bibliography).

For each article, determine the following:

Comprehension: Select a scholarly research or other article on the assigned topic and introduce the article in your own words.

Application: Apply the research findings or article content to course concepts.

Also Read: NU605 Concepts in Nursing Leadership Week 1 Assignment   Leadership Analysis

Analysis: Provide objective and subjective analysis of the article.

Evaluation: Summarize the value of the content to nursing leadership and nursing.

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SAMPLE ANNOTATED BIBLIOGRAPHY

Annotated Bibliography

In answering a research question, relevant information can be obtained from searching various databases for peer-reviewed journal articles as they can offer the best help. One strategy employed in examining the reliability, reliability, and appropriateness of answering the clinical question is literature appraisal. As such, this paper focuses on an annotated bibliography of six journal articles exploring the use of various psychoeducation strategies in the management of diabetes

 

Cezaretto, A., Barros, C. R. D., Almeida-Pititto, B. D., Siqueira-Catania, A., Monfort-Pires, M., Folchetti, L. G. D., & Ferreira, S. R. G. (2017). Lifestyle intervention using the psychoeducational approach is associated with greater cardiometabolic benefits and retention of individuals with worse health status. Archives of endocrinology and metabolism, 61(1), 36-44.   https://doi.org/10.1590/2359-3997000000185.

This article authored by Cezaretto et al. had the aim of comparing the efficacy of two interventions for diabetes (intervention based on psychoeducation and traditional intervention) on cardiometabolic risk factors and daily habits. Besides, the study sought to evaluate how psychoeducation played a role in retaining participants in the program. The researchers investigated a total of one hundred and eighty-three individuals with a pre-diabetic condition where a psychoeducational strategy entailing physical activity and diet were offered to them. The research participants were randomly assigned to either the traditional intervention or multidisciplinary intervention group. The traditional intervention involved the individuals doing an endocrinologist quarterly medical visits where they would get the written guidelines concerning the recommended physical activity as well as diet changes.

The multidisciplinary psychoeducation was planned such that apart from the routine medical visits, the participants in the intervention group made personal nutritionist appointments and sixteen multi-professional team sessions. Besides, they were given additional materials to read for healthy lifestyle reinforcement. The multi-professional teams could discuss issues dealing with short-term target definition, physical activities, diet, and daily routine in the groups. By the end of the study period, the data analysis revealed that there was enhanced physical activity and energy intake among the intervention group compared to the traditional group. Besides, the intervention group members were observed to have better-managed blood pressure and reduced-fat mas compared to the traditional group. Therefore, this research helps answer the PICOT question as psychoeducation-based interventions such as training on physical activity and diet led to significantly better health outcomes such as cardiometabolic reduction.

Hati, Y., Fadillah, F., Pase, M., & Muchsin, R. (2020). Effect of Psycho-Education Modification on Health Locus of Control, Self Efficacy, Family Support in Type 2 Diabetes Mellitus Patients in 2020. https://ijshr.com/IJSHR_Vol.5_Issue.4_Oct2020/IJSHR_Abstract.0053.html

Through a quasi-experimental design, Hati et al. sought to is to examine the psychoeducation influence on family support, self-efficacy, and health locus of control among patients with diabetes mellitus. This research had a total of seventy participants, with half of the number randomly assigned to either the intervention or control group. The researchers offered psychoeducation for a period of three weeks, with the blood glucose levels measured at the end of every week. Some of the contents of the program included information about diabetes, such as definition and risk factors. Besides, the research participants were also trained in mindfulness techniques. The intervention group was also diabetic foot gymnastics and management strategies.

The analysis of the data obtained by the end of the study revealed some interesting trends; For instance, after psychoeducation, the participants became more responsible when it comes to controlling their health. Besides, self-efficacy improved upon the implementation of psychoeducation. As the first analyzed article, this study also helps in answering the PICOT question as the application of various psychoeducation-based training helped the patients to manage their medical condition (diabetes) better. Besides, families were also able to support the patients better, hence, improve patient outcomes.

Hawkes, C. P., Willi, S. M., & Murphy, K. M. (2019). A structured 1‐year education program for children with newly diagnosed type 1 diabetes improves early glycemic control. Pediatric Diabetes, 20(4), 460-467. https://doi.org/10.1111/pedi.12849.

In yet another study, Hawkes et al. conducted research with the aim of determining the impact of an educational program on early glycemic control through the monitoring of HbA1c among children with diabetes. These researchers recruited a total of six hundred and seventy-five participants for the study. While three hundred and ninety-one participants were recruited into the intervention group, the remaining two hundred and eighty-four participants were recruited into the control group. The intervention used was a multidisciplinary program that was conducted for a period of one year; it entailed a comprehensive education on diabetes. The intervention group received the educational program and received a nutritionist visit at three months and nine months to help in dietary management.

Upon analysis of the study results, the researchers noted that the HbAic levels were substantially lower in the intervention group compared to the control group at six months, 12 months, 18 months. However, no statistically different values of HbA1c were observed at twenty-four months. As such, the use of structured education can be instrumental in the short run to improve the health outcomes for newly diagnosed diabetes patients. However, the positive association may only hold if intensive coaching is sustained. Therefore, the research findings in this article are also helpful in answering the PICOT question as it again shows the efficacy of psychoeducation in effecting positive health outcomes in patients with diabetes.

Karimpour Vazifehkhorani, A., Karimzadeh, M., Poursadeghiyan, M., & Rahmati-Najarkolaei, F. (2018). Psychoeducation on improving mental health literacy and adjustment to illness in patients with type 2 diabetes: an experimental study. Iranian Rehabilitation Journal, 16(4), 395-404. Doi: 10.32598/irj.16.4.395.

With the evidence that diabetes also affects the mental health of affected patients, Karimpour Vazifehkhorani et al. conducted an experimental study with the main purpose of investigating the efficacy of psychoeducation in helping to improve adaptation and mental health literacy among patients with diabetes. The targeted group of patients by this group of researchers were referred, diabetic patients. Through a purposeful sampling method, a total of eighty research participants were recruited for the study, with half of them each going to the control group or the intervention group. As an intervention, the psychoeducation strategy employed was cognitive behavioral therapy. The intervention group received eleven sessions of cognitive-behavioral therapy. Some of the content taught in the sessions include the description of the disease, including the symptoms, related mental disorders, cognitive patterns, irrational beliefs and thoughts and how to cope with them, and diabetes etiology, among other things.

From the study’s analyzed results, it was evident that psychoeducation, delivered through cognitive-behavioral therapy, leads to better adaptation and mental health literacy among patients living with diabetes mellitus. As such, cognitive behavioral therapy as a psychoeducation strategy can be critical in predicting information that can be important in the self-management of diabetes—for instance, improving the rates of literacy on mental health regarding psychiatric disorders connected to diabetes, hence better lifestyle and life quality among these patients. This research article’s findings also help in answering the PICOT question as it shows that psychoeducation offered through cognitive behavioral therapy positively influences health outcomes for diabetic patients.

Mahmoud, S. S., Mahdy, M. H. E., Mahfouz, M. S., Nada, I. S., Aqeeli, A. A., Darbi, M. A. A., & Ahmed, A. E. (2018). Effects of a psychoeducational program on hemoglobin A1C level and health-related quality of life in patients with type 2 diabetes mellitus, Jazan, Saudi Arabia. BioMed research international, 2018. https://doi.org/10.1155/2018/6915467.

In efforts to determine the effects of psychoeducation on quality of life and hemoglobin A1C levels among patients with type 2 diabetes, Mahmoud et al. carried out a study pre and post-interventional quasi-experimental study. The researchers randomly selected a total of ninety-nine participants among those who go for primary health visits to participate in the study. The researchers came up with a psychoeducational intervention program that was meant to enhance the patient’s understanding of diabetes and its causes, complications of the conditions and expected nutritional standards of care. Besides, it aimed to improve self-care and to assists the patients in accepting the condition and living with it. The psychoeducation was offered through group discussions, demonstrations, and counseling.

The research subjects were divided into ten groups, with a psychoeducation handling each group. The program was done for a period of one month, with the baseline data compared with the post-intervention data done after a five-month follow-up. From the research analysis, it was evident that there was a significant reduction of HbA1c. Besides, the researchers noted an improvement on indicators such as limitation of roles due to general health, emotional well-being, fatigue/energy, and emotional problems. It is, therefore, conceivable that the use of intervention programs based on psychoeducation is effective in improving the life quality and HbA1c levels among diabetic patients. As such, this article also helps in answering the PICOT question.

Siswoaribowo, A., Adi, M. S., & Muin, M. (2018, September). The Effect of Psychoeducation on Caregiver Ability in Treatment of Diabetes Mellitus Type II. In The 2nd Joint International Conferences (Vol. 2, No. 2, pp. 889-893). https://proceeding.tenjic.org/jic2/index.php/jic2/article/view/174/145

Siswoaribowo et al. looked at psychoeducation impacts on diabetes patients through a different angle, which is by applying the strategy among the patient caregivers. The study’s main purpose was to examine psychoeducation’s impacts on the caregiver’s ability to treat diabetes patients. The researchers used a pre-post quasi-experimental study design using a control group. Forty-six participants were recruited in the study, with half of them placed in the control group while the remaining half were recruited in the intervention group. The psychoeducation intervention was done in five sessions, with every session running for half to three-quarters of an hour. Some of the contents included the challenges facing caregivers while caring for diabetic patients and problems encountered by the patients. Besides, the sessions covered stress management and the family burden caused by diabetes management.

From the analyzed results, the researchers noted a substantial difference between the control group and the intervention group revealed after the implementation of the intervention. So psychoeducation had a positive impact on the ability of the caregivers. So again, this article helps in answering the PICOT question as it shows that psychoeducation is effective.

Conclusion

The annotated bibliography has presented empirical research articles where the findings indicate that various psychoeducation strategies can effectively be used among diabetic patients to enhance better patient outcomes. In using the strategies, the patients can have various positive diabetes outcomes. For example, better glycemic control reduced fat mass, managed blood pressure, and a healthy lifestyle, among others.

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.

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.