Translational Research Graphic Organizer

The purpose of this assignment is to conduct a comparison on different research designs to better understand their designs and application. Understanding the different types of research design is important so that nurses can effectively apply evidence-based research into practice to address issues and offer better patient care.

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.

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 main focus is to enhance practice and not produce new knowledge. In this case, the translational research article seeks to improve reporting 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

ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT: Translational Research Graphic Organizer

You will utilize your approved nursing practice problem to complete the evidence-based practice project proposal assignments for this course and NUR-590, during which you will synthesize all of the sections into a final written paper detailing your evidence-based practice project proposal.

Review feedback from your instructor on your “Evidence-Based Practice Project Proposal: Identification of Nursing Practice Problem,” submitted in Topic 1. If your original proposed nursing problem was outside the scope of nursing practice or not conducive to an evidence-based practice project proposal, work with your instructor to identify a new topic prior to beginning this assignment. If your proposed topic requires revision, complete this prior to beginning this assignment.

Conduct a literature search on your approved nursing practice problem. Find two translational research articles, one quantitative article, and one qualitative article. Using the “Translational Research Graphic Organizer,” present your proposed topic and, in the tables provided, compare one translational study to the quantitative study, and one translational study to the qualitative study.

Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.

You are required to cite four peer-reviewed 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.

Attachments

NUR-550-RS2-TranslationalResearchGraphicOrganizer.docx

RUBRIC

Attempt Start Date: 24-Jun-2021 at 12:00:00 AM

Due Date: 30-Jun-2021 at 11:59:59 PM

Maximum Points: 100.0

ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT: Translational Research Graphic Organizer

Translational Research Graphic Organizer

Use the 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.

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Observations (Similarities/Differences)

Methodology

Goals

Data Collection

Use the “” to differentiate how advanced registered nurse roles relate to and collaborate with different areas of nursing practice. Compare your future role with one of the following: nurse educator; nurse leader; family nurse practitioner; acute care nurse practitioner; graduate nurse with an emphasis/specialty in public health, health care administration, business, or informatics; clinical nurse specialist; doctor of nursing practice. Indicate in the appropriate columns on the template which roles you are comparing.

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.

Translational Research Graphic Organizer

Clinical practice issue of translational Research in nephrology
The distinction between structured (practical) and unstructured (theoretical) research in clinical trials
Observations (Similarities/Differences)
Methodology
The three types of translational research (T1, T2 and T3) require a researcher to get directly involved in the variables of a study so as to reach the intended outcome (Elder, 2017). The researcher takes full control of the dependent variables during the entire study. The methodologies are thus;

T1: Observational studies, Phase I and II clinical trials, and Case studies.

T2: Phase III clinical trials, observational studies, evidence synthesis and guidelines.

T3: Dissemination research, diffusion research, implementation research, and Phase IV clinical trials.

Methodology for traditional practices vary as follows;

Qualitative: Focus groups, individual depth interviews, group discussions, and observation (Boyack et al., 2014)

Quantitative: Surveys, Audits or Simulations
Both researches are complex and are hypothesis-oriented for the formulation of clinical decision.

Both studies require researchers to design the methodology and actively participate in the research process (Harrington & Hauskeller, 2014).

Unlike traditional research, experiments in translational research are closely monitored to answer sets of biomedical questions.
Goals
T1: Developing treatments and interventions.

T2: Testing the efficacy as well as effectiveness of the developed treatments and interventions (Ortiz, 2015).

T3: Dissemination and implementation of research for system-wide change
Qualitative: To develop an understanding of underlying reasons and motivations. Also to uncover prevalent trends in thought and opinion (Boyack et al., 2014).

Quantitative: To identify data and generalize results based on a given sample to the population of interest.
Traditional research concerned with an understanding of human behavior and discovery of facts about a given social phenomenon (Boyack et al., 2014).

Translational research on the other hand addresses a health policy with an intention to implement an evidence-based practice in clinical setting.
Data Collection
Data obtained from clinical trials, population-based interventions, practice-based research networks (Ortiz, 2015)
Qualitative: Data collected through participant observation.

Quantitative: Data collected through measuring variables.
Traditional research entails data analysis using various tools while translational research focuses on interpretation of evidence-based research into clinical practice (Elder, 2017).

Translational Research Graphic Organizer
T1 research T2 research T3 research Quantitative Research Observations (Similarities/Differences)
Methodology Tests clinical effects and applicability of findings derived from basic research like social science, psychometrics, research epidemiology, and laboratory tests (Felege, Hahn & Hunter, 2016).
The research is demonstrated using human physiology, proof of concept, fist in humans and phase 1 clinical trials.
Investigators use controlled environments to test new interventions and come up with evidence-based guidelines and clinical applications (Kemp, 2019).
. Investigators explore how one can apply recommendations or guidelines in general practice.
Use delivery dissemination and diffusion research to move evidence-based guidelines into health practice (Kemp, 2019).
.
It offers numerical data that has been synthesized using statistical and mathematical methods (Barnham, 2015).
The produced numerical data helps one predict the future expectations and make the required changes. Both quantitative and translational research are applicable to human subjects and clinical studies. Quantitative research tests diagnosis, prevention, and treatment of illness while translational research bridges science and practice (Barnham, 2015; Kemp, 2019).
Goals To yield knowledge of human physiology and potential for intervention (Kemp, 2019).
To develop treatments and interventions.
To translate basic research into research with humans.
As an interface between basic research and clinical settings, it aims at understanding disease mechanisms and developing them into clinically relevant treatment regimens, diagnostics, and understandings that can be tested in humans (Kemp, 2019).

To provide information on interventions efficacy in optimal settings.
To test the effectiveness and efficacy of interventions and treatments.
To foster routine clinical practice and health decision making by translating new clinical science and knowledge (Robert, 2017).
To use information and insights obtained from basic, clinical and population health research to offer health services. To generate information about the application of interventions in real-world settings.

To disseminate and implement research to generate a system-wide change.
To use evidence derived from clinical trials to come up with guidelines that are applied in patients seen routinely in practice (Robert, 2017).
To transform numerical data into usable statistics.
To come up with facts in research and uncover patterns from measurable data (Barnham, 2015).

Quantitative research carefully and pragmatically test a mature hypothesis in a controlled environment which aids in making discoveries and exploring ideas. It acts as a foundation for translational research and makes problems solvable.
T1, T2, and T3 aim at coming up with clinical and scientific findings that enhance community health, patient outcome and healthcare delivery (Parajuli, Bhattarai & Heera, 2018). The three are interlinked where T1 translates lab tests to clinical trials whereas T2 and T3 apply the clinical trials to the population.
Data Collection Data is collected using case studied, observational studies as well as phase I and II clinical trials (Choi, Tubbs & Oskouian, 2018).

Data is obtained through activities like guidelines development, evidence synthesis, observational studies, and phase III clinical trials (Robert, 2017).

Activities include phase IV clinical trials, diffusion research, implementation research and dissemination research (Kemp, 2019).
Use of systematic observation, longitudinal studies, interviews, surveys, website interceptors, and online polls (Barnham, 2015).

A method of data collection used across is observation. It is used in T1 and T2 research as well as in quantitative research. Both translational and quantitative research tries to quantify data into substantial results (Parajuli, Bhattarai & Heera, 2018). The two features methods like clinical trials, interviews, and surveys that provide testable real data.

References
Barnham, C. (2015). Quantitative and qualitative research: Perceptual foundations. International Journal of Market Research, 57(6), 837-854.
Choi, P. J., Tubbs, R. S., & Oskouian, R. J. (2018). The current trend of the translational research paradigm. Cureus, 10(3).
Felege, C., Hahn, E., & Hunter, C. (2016). Bench, bedside, curbside, and home: Translational research to include transformative change using educational research. Journal of Research Practice, 12(2), P1.
Kemp, L. (2019). Translational research: Bridging the chasm between new knowledge and useful knowledge. Handbook of Research Methods in Health Social Sciences, 367-389.
Parajuli, S. B., Bhattarai, P., & Heera, K. C. (2018). Translational research: Current status, challenges and future strategies in Nepal. Nepalese Heart Journal, 15(2), 3-8.
Robert, J. S. (2017). Is there a role for communication studies in translational research?. Review of Communication, 17(3), 214-223.

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.

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 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.

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.

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 formatting errors may be present.
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

NUR 550 DQ 1
In your own words, define translational research and how it connects to your role, either individually or in collective practice. Describe how you might use it in your current or anticipated future setting.

NUR 550 DQ 2
Using the GCU Library (notably the GCU Library: Nursing and Health Sciences Research Guide), find a database, journal, or other collection of resources that focuses on translational research. Select a population health problem or issue of interest from the available studies. What type of translational research is used for the study? Provide rationale as to why this is the best type of translational research is best for the study, and explain why translational research is the most appropriate approach for this problem or population.

DQ are due Saturday and Monday but I will like to receive them at least 1 day prior

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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 Health, 6, 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 Open, 9(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 One, 15(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 Activity, 16(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 Activity, 16(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 Health, 6, 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 One, 15(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 Open, 9(1), e023191. http://dx.doi.org/10.1136/bmjopen-2018-023191

Translational Research Graphic Organizer