AT2: Search Report
Table of Contents
TOC o "1-3" h z u Introduction to the issue PAGEREF _Toc160888970 h 3Issue or situation from practice or in healthcare that requires an evidence-informed approach PAGEREF _Toc160888971 h 3Importance of the issue for a registered nurse to understand PAGEREF _Toc160888972 h 3The question and the question framework PAGEREF _Toc160888973 h 4The search and the articles PAGEREF _Toc160888974 h 4Search terms PAGEREF _Toc160888975 h 4Database choice and search strategy PAGEREF _Toc160888976 h 4Keywords used PAGEREF _Toc160888977 h 5Articles identified in each database PAGEREF _Toc160888978 h 5Inclusion and exclusion criteria PAGEREF _Toc160888979 h 7Article identification PAGEREF _Toc160888980 h 7Addressing the issue PAGEREF _Toc160888981 h 7Conclusion PAGEREF _Toc160888982 h 8References PAGEREF _Toc160888983 h 9
Introduction to the issueDespite decades of clinical and public health initiatives, the prevalence of childhood obesity is still on the rise. Utilizing more advanced electronic health systems that provide more information regarding mass index than traditional growth charts, early identification of children at risk of obesity is crucial. It includes additional pertinent factors including comorbidities and social determinants of health. Healthcare professionals can mitigate the effects of childhood obesity by implementing several evidence-based methods in their interactions with patients and their families.
Issue or situation from practice or in healthcare that requires an evidence-informed approach13.7 million children and adolescents are obese as of right now (Saha et al., 2022). Children who are obese may have physical and psychological issues for the rest of their lives, but most clinic visits do not address or frequently overlook this condition (Kaufman et al., 2020). This gap in health care services has been attributed to several factors, including provider discomfort, the availability or affordability of recommended intensive interventions, lack of engagement, and the ineffectiveness of current interventions. Nonetheless, to reduce the effects of obesity, these kids and their families require the best possible treatment. As a result, this creation of future guidelines for primary care physicians identifies components of family-centred counselling and assistance that have empirical backing.
The importance of the issue for a registered nurse to understandNurses are employed in many different contexts, such as primary care, hospitals, schools, and the general public. Particularly in primary care settings, where nurses comprise an increasing percentage of the health workforce devoted to the prevention and management of chronic diseases, nursing models are shifting more and more toward preventative care. Even with this strong presence, there is not much data to assess how well nurse-delivered therapies work to stop adult or adolescent obesity (Whitehead et al., 2021). There has only been one prior study that looked into how effective school nurses are at preventing childhood and teenage obesity, and it found very little. This review has taken into account all kinds of nurses who, in both clinical and community settings, take the lead in reducing childhood and adolescent obesity in light of the available data.
The question and the question frameworkThe question which has been addressed in this study is What is the role of nurses in an evidence-informed approach to mitigate obesity among children?.
The search and the articlesSearch termsPopulation Intervention Comparator Outcome
Obesity Among Children Evidence-informed approach Obesity Among adults Mitigate Obesity Among Children
Database choice and search strategyFor this study, Google Scholar is the search engine which has been used. A simple method for conducting a thorough search of scientific literature is Google Scholar. Researchers can search articles, theses, books, briefs, and court opinions from academic publishers, professional associations, online repositories, universities, and other sitesa broad range of fields and sourcesall from one location.
Keywords used
Evidence-Informed Approach
Obesity
Children
Nurses
Mitigate Obesity Among Children
Articles identified in each databaseDatabase Search Terms Results
Google Scholar role of nurses OR effectiveness of nurses AND obesity AND Children 162
PubMed "Evidence-based approach" AND "obesity" AND "nurse" AND Children 150
Inclusion and exclusion criteriaThe articles which are published between the year 2018 to 2024 have been included in this study. This has assisted in addressing the research question properly associated with this study. The articles which have been published in languages other than English have been excluded from this study.
Article identificationPlanting a seed - child health care nurses perceptions of speaking to parents about overweight and obesity: a qualitative study within the STOP project
Engagement between healthcare professionals and people living with obesity, the importance of language: A joint consensus statement
Nursing Interventions for Childhood Obesity
School nurses' experience in communicating growth data and weight development to parents of children 8 and 10 years of age
Addressing the issue
Different communication patterns between school nurses and parents highlight discrepancies in the provision of school health services and the necessity of developing procedures based on data to provide parents with information on changes in growth and weight. Children who are obese have an increased likelihood of becoming obese adults, and obesity in children is linked to conditions like sleep apnea, metabolic syndrome, type 2 diabetes, hypertension, and dyslipidemia (Skantze et al., 2023). Furthermore, a high body mass index (BMI) during childhood and adolescence is linked to a higher chance of developing cancer and cardiovascular disease as an adult. The International Obesity Task Force (IAOTF) states that ISO-BMI 25 for overweight children and ISO-BMI 30 for obese children is the recognized definition of BMI in children.
When young people discover they are overweight or obese, they, along with the adults who support them, may become concerned. Parents who are looking for treatment for their children's obesity are faced with two conflicting moral obligations (Albury et al., 2020). Parental discrimination manifests in several forms, such as being held accountable and stigmatized for one's weight and being charged with having a psychological impact on promoting weight loss. It is critical to comprehend how school nurses view parent-teacher conversations regarding weight and growth changes in their students. Healthcare providers are experienced in addressing pediatric obesity and overweight families and kids; these are delicate subjects (Sjunnestrand et al., 2019). While a communication plan is required, organizations and professionals should view the problem of children's weight as a shared responsibility rather than the exclusive domain of one profession.
ConclusionIt has been concluded that children and their families need the greatest therapy care available to lessen the impacts of obesity. Early detection of children at risk of obesity is critical, and more sophisticated electronic health systemsthan traditional growth chartsoffer more information regarding mass index. Healthcare providers can lessen the impact of childhood obesity by interacting with patients and their families using several evidence-based strategies. Obese children may experience physical and psychological problems for the rest of their lives, although this condition is rarely discussed in clinic appointments or is often ignored.
ReferencesAlbury, C., Strain, W. D., Le Brocq, S., Logue, J., Lloyd, C., & Tahrani, A. (2020). The importance of language in engagement between health-care professionals and people living with obesity: a joint consensus statement.The Lancet Diabetes & Endocrinology,8(5), 447-455. https://www.thelancet.com/journals/landia/article/PIIS2213-8587(20)30102-9/fulltext
Kaufman, T. K., Lynch, B. A., & Wilkinson, J. M. (2020). Childhood Obesity: An Evidence-Based Approach to Family-Centered Advice and Support. Journal of Primary Care & Community Health, 11, 16. https://doi.org/10.1177/2150132720926279
Regis college. (2019, December 2). Childhood Obesity Effects and Nursing Intervention. Regis College Online. https://online.regiscollege.edu/blog/childhood-obesity-effects/
Saha, J., Chouhan, P., Ahmed, F., Ghosh, T., Mondal, S., Shahid, M., Fatima, S., & Tang, K. (2022). Overweight/Obesity Prevalence among Under-Five Children and Risk Factors in India: A Cross-Sectional Study Using the National Family Health Survey (20152016). Nutrients, 14(17), 3621. https://doi.org/10.3390/nu14173621
Sjunnestrand, M., Nordin, K., Eli, K., Nowicka, P., & Ek, A. (2019). Planting a seed-child health care nurses perceptions of speaking to parents about overweight and obesity: a qualitative study within the STOP project.BMC public health,19, 1-11. https://link.springer.com/article/10.1186/s12889-019-7852-4
Skantze, C., Almqvist-Tangen, G., & Karlsson, S. (2023). School nurses experience of communicating growth data and weight development to parents of children 8 and 10 years of age. BMC Public Health, 23(1). https://doi.org/10.1186/s12889-022-14941-9
Whitehead, L., Kabdebo, I., Dunham, M., Quinn, R., Hummelshoj, J., George, C., & DenneyWilson, E. (2021). The effectiveness of nurseled interventions to prevent childhood and adolescent overweight and obesity: A systematic review of randomised trials. Journal of Advanced Nursing, 77(12). https://doi.org/10.1111/jan.14928
Narrated Research Presentation
Task description
In this assessment task, you will demonstrate your ability to critically explore a practice issue identified in Assessment task 2, and present the evidence to answer this question. You will use current best research evidence to identify actual and potential improvements in practice and patient outcomes, and report this via a presentation that would be appropriate in a professional setting.Recommendations for future research to further enhance and promote evidence-informed practice will also be included.
Instructions
Begin the presentation by introducing your topic, and clearly state the question formulated in assessment task 2 (or an adjusted version, if this has been suggested by the AT2 marker).
Identify the four articles you have found to address this question. Briefly explain and critique the concept of 'hierarchy of evidence', andidentify the level of evidence each article provides within the hierarchy. Again, if your AT2 marker suggested that one or more of the articles identified in that assessment task be changed, you can use new articles - but ensure you identify them clearly in the presentation.
Choose the article which provides the highest level of evidence, and use the appropriate CASP (or other appraisal tool) to appraise this article to evaluate the strength and quality of evidence it provides. Complete your selected tool and upload it into the Dropbox, along with the article itself, and include a brief overview/summary of your answers in the presentation.
Finally, answer your clinical question based on the evidence found, including recommendations for practice and for future research.
While the format of your presentation is entirely your choice, asuggestedformat might be:
Slide 1 - intro (your name/s, student ID/s, and the topic)
Slide 2 - state your question.
Slide 3 - identify the four articles you have chosen to help answer this question.
Slide 4 - identify the level of evidence these provide, using a recognised hierarchy of evidence
Slides 5, 6 and 7 - evaluate one article using an appropriate appraisal tool (e.g.,CASPor Joanna Briggs Inventory[JBI]), answering all questions
Slide 8 - give the answer to your question
Slide 9 - make recommendations for practice based on this answer and the principles of EIP, drawing on all the articles found and the wider evidence base
Slide 10 - make recommendations for future research
Slide 11 (not counted in the slide count) - reference list. Alternatively, you can prepare your reference list as a word document and submit it separately into the dropbox.
It is important to emphasise that this is a suggestion only and that you should not feel constrained by this format - there are many ways you can present this assessment and you are encouraged to be creative. However, addressing assessment criteria and delivering a clear message should be at the fore of your mind. Some tips on presenting can be found in the 'specific guidance' section below.
This report will be submitted as an electronic presentation and must include in-text citations and a reference list. Students are encouraged to be innovative and creative in their choice of audio-visual format and delivery. Please submit your presentation, the completed CASP (or other appraisal tool), and a PDF of the article that has been evaluated, into your Dropbox folder in MYLO
PLEASE NOTE: The focus of this assessment task is NOT the topic itself; it is on theevaluation and application of evidenceto answer a clinical question.
Assessment Task 3 due date and time isFriday 5th April, 2024 at 1500hrs, AEST.
Tips for presenting
DO
Avoid too many words on your slides - just include the essential message (in this case, dot points are preferable to full sentences and paragraphs!), and use your narration to fill in the details.
Focus on one idea/topic per slide.
Make the slide easy to read - don't use too many colours or fonts, and if you use an image, don't let it overpower or interfere with text. Make sure the font is big enough to read. Andproof read- spelling errors and typos detract from the professionalism of a presentation.
Try to find a quiet place to record your narration, so background noise doesn't drown you out.
DON'T
Don't just read the text on the slides - your audience can do this themselves. Give extra information to add value.
Don't speak too quickly, and leave a brief gap when you change slides, so your narration doesn't get lost.
FAQs
May I alter or amend the question from the one asked in assessment task 2?Yes, if the feedback you received from AT2 suggests that your question has weaknesses, we recommend that you refine the question to increase your chances of answeing it well. You may also choose another question altogether if you wish, but note that this isnotrecommended as you will not have the AT2 feedback to draw on.
May I find alternative articles to the ones used in assessment task 2? Yes. Again, if the feedback you received on these articles in assessment task 2 suggests they are not the best choices, it is recommended that you try to find more suitable replacements to base your discussion and recommendations on.Please don't end your presentation with the comment that you should have found better articles - the main point of this assessment is to show you are able to find the best evidence to answer your question!
How do I include references?You should include in-text references (name, date) on the slides where appropriate, but you may do this via footnotes (a superscript number next to the information being referenced, with the name, date information at the bottom of the slide) if you prefer. Full citations should appear on the final slide/s of the presentation - note that these slides are not included in the slide count or time limit.
Do I have to submit the script of the presentation?No.Do I have to submit the completed CASP tool?Yes - this will allow us to see how you have interpreted and evaluated the article. The article itself should also be uploaded.What if I can't find a definite answer to the question? If there is no clear-cut answer, don't worry - this is not uncommon! Just make it clear that the evidence is not strong enough yet. You can make recommendations for practice based on ethical principles of beneficence and non-maleficence, and provide suggestions for future research that would help fill the gaps in the evidence base or provide more useful answers.I'm quite nervous doing a presentation - will I lose marks if it's not perfect?No - we're not expecting you to produce expert-level presentations and we know from personal experience that it's easy to stumble over words. But we do need to be able to read the slides and hear you clearly, and we do expect professionalism - i.e. no inappropriate language or behaviour.What if I go over the ten-minute limit?As with all assessments, you have a plus or minus 10% leeway - this means that if you go over 11 minutes, we will stop watching and marking your presentation. Consider your timing carefully, and make every word count!
This report should be submitted as an electronic presentation and must include citations and references. The presentation should not exceed 10 minutes (plus or minus 10%), and include a maximum of 10 slides (not including the slide/s containing references).
You may present your work as a recorded PowerPoint or as a video presentation via Echo360. Instructions on how to submit these formats can be found on the next two pages - please read these carefully as we cannot assist you with the upload and we cannot accept the assessment task in any other format. (If you are considering an alternative to PowerPoint, it is advisable to contact the Unit Coordinator first to check that it is appropriate.)
Use the guidelines forAPA 7th edition. Please note youmustinclude in-text referencing and a reference list, as with any piece of academic work. Failure to do so will affect your grade.
