NUR351: Evidence-Based Practice Test 1 Flashcards 

NUR351: Evidence-Based Practice Test 1 Flashcards

PICOT

Elsaesser, C., Patton, D. U., Weinstein, E., Santiago, J., Clarke, A., & Eschmann, R. (2021). Small becomes big, fast: Adolescent perceptions of how social media features escalate online conflict to offline violence. Children and Youth Services Review, 122(105898), 105898. https://doi.org/10.1016/j.childyouth.2020.105898

Level III evidence. Retrospective and qualitative research study design (Burns et al., 2018). The study’s purpose was to evaluate teenage views of how social media features increase online disputes to outside fighting among a sample of adolescents living in Hartford’s underserved areas. To investigate this subject, we emphasized teenage voices to record 1) what adolescents see as sources of conflict online and 2) how adolescents perceive social media characteristics in increasing conflict online. The research was carried out in partnership with Coalition for Youth (CY), a Hartford-based youth development organization. The first author, a White woman, has been collaborating with CY for 4 years, and CY devised the study topics, data collecting, and findings interpretation cooperatively. The data originates from a mixed methods study aimed at developing a measure of social media threats associated with offline violence. The study expands on previous studies on the link between social media and violence. The study also reflects CY’s worry that Hartford has various health inequalities, including high rates of teenage violence, as well as the fear of CY violence outreach workers that social media is commonly entangled in youth violence (Elsaesser et al., 2021). The project uses data from surveys and focus groups held in July 2018. Three White women, two Black men, and two Black women make up the study team. Five are researchers at research universities, with the remaining two working at CY at the time of data collection.

With 41 teenage participants, the research was conducted in four audio-recorded focus groups (between 6 and 12 participants per group). Each focus group lasted around 90 minutes and was led by two professional researchers; one of the two facilitators was a Black woman at each session (Elsaesser et al., 2021). Focus groups were held at the University of Connecticut School of Social Work at the request of CY. The membership of each focus group was decided by CY personnel to reduce the risk of disputes among youths. A semi-structured technique was used to conduct focus groups. Following questions focused on how conflict escalated on social media and the roots of conflict.

According to survey data, our sample’s daily usage of social media varied greatly; 41.5% of teenagers reported spending more than nine hours per day on social media, while 29.3% reported spending zero to three hours. Adolescents in our focus groups reported 56 separate incidents in which a social media quarrel either caused or had the potential to cause an offline brawl. The study discovered three sources of social media conflict in the statements from adolescents: disrespect to self, disrespect to others I care about, and conflict connected to romantic relationships (Elsaesser et al., 2021). This study suggested further prospective research study with a comprehensive designing and methodology to bring out higher level of evidence.

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References

Burns, P. B., Rohrich, R. J., & Chung, K. C. (2018). The levels of evidence and their role in evidence-based medicine. Plastic and Reconstructive Surgery, 128(1), 305–310. https://doi.org/10.1097/PRS.0b013e318219c171

Elsaesser, C., Patton, D. U., Weinstein, E., Santiago, J., Clarke, A., & Eschmann, R. (2021). Small becomes big, fast: Adolescent perceptions of how social media features escalate online conflict to offline violence. Children and Youth Services Review, 122(105898), 105898. https://doi.org/10.1016/j.childyouth.2020.105898

This assignment must follow the template provided.
This assessment requires you to explore the literature. Using the PICOT you developed at the beginning of the course, search the literature (library database) to find 2 research articles that are examples of 2 different levels on the levels of evidence hierarchy. The pyramid that illustrates the levels of hierarchy is provided in instructional materials. Please read about the levels of evidence to ensure you understand them before selecting your articles.
Develop your title page
Page 1: Provide your APA 7th edition reference for your 1st article at the top of the page.
In paragraph 1, identify the level of evidence on the hierarchy, summarize the design, sample, hypothesis/research question and any other components of the study itself
In paragraph 2, discuss the findings and the relevance/importance of the study to nursing practice (ie. why is this information important to know?)
NO CONCLUSION is needed.
On a new page, Provide your APA 7th edition reference for your 2nd article at the top of the page.
Repeat steps 3 and 4 for the second article. Again, no conclusion is needed.
Your studies MUST be less than 5 years old (no exceptions)