Using the literature review you completed in the last module, write a short abstract (1 page) as if you were submitting your poster (that you will complete before the end of the semester) for presentation to a conference.
This is the literature review from last module that you did.
Review of Literature: Strategies to Meet the Need of Nonverbal Stroke Patient
1. List your 5 articles in correct APA format and identify which articles are primary sources and which are secondary. Provide a rationale as to why each of the articles is labeled as primary or secondary. (10 points)
Primary Sources
Fryer, K. (2013). The Meaning and Experience of Participation in Stroke Survivors (Doctoral dissertation, University of Sheffield).
Osei, A., & Mwangi, L. (2013). Promoting Aphasia Patients' Communication in Nursing Care (Bachelor’s Thesis, Laura University of Applied Sciences).
Souza, R. C. S., & Arcuri, E. A. M. (2014). Communication Strategies of the Nursing Team in the Aphasia after Cerebrovascular Accident (Master’s Thesis, Guarulhos University).
Secondary Sources
Bright, F. A. S., & Reeves, B. (2022). Creating therapeutic relationships through communication: a qualitative metasynthesis from the perspectives of people with communication impairment after stroke. Disability and Rehabilitation, 44(12), 2670-2682.
Hemsley, B., & Balandin, S. (2014). A metasynthesis of patient-provider communication in hospital for patients with severe communication disabilities: informing new translational research. Augmentative and Alternative Communication, 30(4), 329-343.
The first three articles are primary sources as they have been generated by the researchers themselves. The first article by Fryer (2013) collects original data directly from stroke survivors. It offers firsthand accounts and insights into their perceptions and experiences of participation after experiencing a stroke. The second article by Osei & Mwangi (2013) also presents new findings and insights based on firsthand evidence collected and analyzed by the researchers. The third article by Souza & Arcuri (2014) is also a primary source as it reports on original research, comprising the direct collection and analysis of data. It offers new, firsthand evidence and insights to the medical and academic community.
The fourth article by Bright & Reeves (2022) is a secondary source. It synthesizes and interprets findings from several primary research studies to draw a broader conclusion on the topic. The article by Hemsley & Balandin (2014) is also a secondary source. It reviews and analyzes findings from several primary research studies to highlight major themes, patterns, and implications for practice, as well as further research. The article also interprets and synthesizes existing research to draw a broader conclusion and guide further research on the topic.
2. Write your Objective(s) for the search: What were you looking for? (5 points)
My objective for the search was to find relevant and valuable information on strategies to meet the needs of nonverbal stroke patients. Therefore, I looked for articles relevant to the topic I was researching. To know if an article is relevant to the subject, I checked the title of the article and read the abstract.
3. Methods: Which database(s) did you use? What search terms or phrases did you use? What were the parameters of the search (years)? What were the results of the search of each database (how many results did each database produce)? Which studies did you include in your review and why? (10 points)
I used the PubMed database and Open Access Theses and Dissertations (OATD) to search. PubMed database comprises over 37 million abstracts and citations of biomedical literature. On the other hand, OATD comprises 3.5 million dissertations and theses published around the globe. I used search terms like “nonverbal stroke patients” to narrow down the results. PubMed database produced around 239 results, while OATD produced around 100 results. I included appropriate studies relevant to my research topic in the review. The goal was to gather, assess, and synthesize existing research on my research topic.
4. Results: What were the results of your review? What did you learn from the search? Specifically, what was learned from each study. (10 points)
I learned a lot from each study. The study by Fryer (2013) offers valuable insights into the complex nature of participation for stroke survivors. It highlights the challenges they face and the various factors that can improve their engagement in life after a stroke. The study by Osei & Mwangi (2013) offers comprehensive insights into the communication needs of aphasia patients. It highlights the significance of proper communication for better patient outcomes and guides nursing staff to enhance their communication techniques. The study by Souza & Arcuri (2014) also offers valuable insights into the methods and approaches used by nursing staff to communicate with aphasia patients. It stresses the importance of interdisciplinary collaboration, training, and patient-centered care, as well as the use of assistive technologies in strengthening communication and patient outcomes.
I also learned a lot from the secondary sources. The study by Bright & Reeves (2022) provides a deeper understanding of the needs and experiences of stroke patients with communication impairments. It stresses the importance of effective and empathetic communication in creating therapeutic relationships and enhancing patient outcomes. The study by Hemsley & Balandin (2014) also provides a deeper understanding of the challenges of communication between patients with severe communication impairments and healthcare providers. It emphasizes the importance of specialized training, patient-centered approaches, the use of assistive technologies, and the involvement of caregivers and families.
5. Conclusions: What can you do with the information you learned in this search? How is this information beneficial?
This information can help design and incorporate assistive communication technologies, such as devices, software, and apps, into patient-provider interactions. The information can also help modify the healthcare environment to minimize barriers and allow for better communication (i.e., visual aids). Besides, the information can be used to develop educational programs and resources for caregivers and families to help them communicate effectively with patients. Lastly, the information can be used to identify gaps in the existing research and pursue new research studies to explore practical strategies and interventions further.
References
Bright, F. A. S., & Reeves, B. (2022). Creating therapeutic relationships through communication: a qualitative metasynthesis from the perspectives of people with communication impairment after stroke. Disability and Rehabilitation, 44(12), 2670-2682.
Fryer, K. (2013). The Meaning and Experience of Participation in Stroke Survivors (Doctoral dissertation, University of Sheffield).
Hemsley, B., & Balandin, S. (2014). A metasynthesis of patient-provider communication in hospital for patients with severe communication disabilities: informing new translational research. Augmentative and Alternative Communication, 30(4), 329-343.
Osei, A., & Mwangi, L. (2013). Promoting Aphasia Patients' Communication in Nursing Care (Bachelor’s Thesis, Laura University of Applied Sciences).
Souza, R. C. S., & Arcuri, E. A. M. (2014). Communication Strategies of the Nursing Team in the Aphasia after Cerebrovascular Accident (Master’s Thesis, Guarulhos University).
Example of an abstract:
There is a clear need to produce a more diverse workforce in the nursing profession. Only 8-10% of registered nurses are of ethnic descent as compared to the population of the United States where it is estimated that 50.4% of the population is non-Caucasian. It is believed that the lack of health care professionals of diverse backgrounds is a direct factor leading to health disparities for ethnic minority groups.
An extensive review of literature provides a basis for developing programs that promote not only recruiting diverse students, but also retaining and promoting success among minority nursing students. Several categories of barriers have been identified as reasons minority students have difficulty in nursing programs. Personal needs such as lack of financial support, time management, family responsibilities and communication are top concerns for minority students. Communication has been identified as the primary barrier in nursing and general education. Diverse students also have academic needs concerning study workload, need for tutoring, and development of study groups.
Nursing faculty who can identify with and communicate effectively with a culturally diverse student can promote success in nursing programs and help a student navigate proficiently into the nursing workforce. The importance of quality faculty who promote the growth and development of a minority nursing student is priceless. The purpose of this poster presentation is to provide nursing faculty, nurse managers, preceptors, and colleagues with techniques that promote achievement among minority groups. The presentation will focus on developing self-motivation and determination of the minority student, the importance of approachable faculty and nursing professionals, how to develop peer support, and the importance of ethnic nursing associations.
Example of an Abstract:
APNA Annual Conference
Abstract
Engaging Baccalaureate Students in Psychiatric Nursing
Psychiatric nurses have different characteristics than the general nursing population. Psychiatric nurses have been found to be older, more experienced, and a higher number of male nurses are found in this setting. Psychiatric nurses are generally exposed to more physical injuries, verbal abuse, and complaints from patients and families as compared to medical-surgical settings. Based on this data, the nursing profession will need to entice more nurses to the psychiatric field in order to prevent a shortage of nursing in this setting. This can begin in nursing education programs across the country by providing quality mental health nursing courses and clinical experiences that excite students.
Nursing students are often discouraged from entering into psychiatric nursing by their nursing instructors or may discourage themselves based on their perceptions of psychiatric nursing and/or personal clinical experiences. This presentation centers on the development of skills and interpersonal behaviors of the psychiatric student nurse through clinical interactions with clients with mental illness.
The nursing profession, individual nurses, clients with mental illness, and their families benefit from education programs that grow and develop nurses with the skills and ability to provide quality psychiatric nursing care that is transferable to a variety of health care settings. Effectiveness is demonstrated when quality ratings of psychiatric care rise. Production of quality nurses with the ability to care for clients with mental illness improves the environment for all consumers and delivery systems of healthcare.
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