Information Literacy Research Project: Literature Review 100 Points Possible Review the following resources: Sample Literature Review Download Sample Literature Review Writing a Literature Review at h

Information Literacy Research Project: Literature Review

100 Points Possible

Review the following resources:

Sample Literature Review

Download Sample Literature Review

Writing a Literature Review at https://owl.purdue.edu/owl/research_and_citation/conducting_research/writing_a_literature_review.html

Links to an external site.

The literature review is the culminating document of the research you conducted for the annotated bibliography and the research proposal. The primary purpose of a literature review is to provide a review of the most important research and literature related to a given topic, and to compare and analyze that research and literature to give a complete picture of the topic.

You will need a total of 15 sources, a balanced mix of academic, peer-reviewed journal articles, and reliable popular sources. When finding additional sources, first think about the questions below and identify gaps in the information you have so far collected. Then think strategically about what kinds of sources you still need to provide a comprehensive assessment of the topic in relation to the research question. You do not need to spend an equal amount of time analyzing and interpreting each text, but you do need to address each of them substantively in the literature review.

A good literature review will answer the following questions:

What are the major perspectives in relation to the topic?

Is there disagreement among experts and/or practitioners about the topic? What is the nature of those disagreements? Does one case seem to have more evidence in its favor?

Is there popular misunderstanding about the topic? What is the nature of this misunderstanding? Why is there a gap between popular misunderstanding and available information?

Additionally, a literature review accomplishes the following:

Gives a detailed overview of the topic in relation to your research question.

Analyzes and critiques the sources you have collected in a way that illuminates the topic in relation to your research question—be sure you are giving a complete overview of the topic and perspectives.

In conclusion, proposes an answer or answers to the primary research question as your review of the literature evidence.

The literature review should be:

3,000- to 5,000 words in length (including portions of earlier work that you incorporate into your review).

Formatted in APA, with a References page (no annotations).

Size 12 Times New Roman font.

Submit in Microsoft Word format.

Previous assignments 

"Propofol Use in Pediatric Anesthesia: Mitigating Emergence Agitation - A Comprehensive

Research Proposal"

Introduction:

Emergence Agitation (EA) has been a persistent concern in pediatric patients undergoing general

anesthesia, with its prevalence ranging from 10% to 67%. This phenomenon, marked by signs of

hyperexcitation during recovery, poses challenges for both patients and healthcare providers. The

widespread use of sevoflurane inhalational anesthesia has been associated with an increased

incidence of EA, prompting the exploration of alternative techniques. This research proposal

aims to investigate the impact of propofol, both as an adjunct to sevoflurane and in total

intravenous anesthesia (TIVA), on mitigating EA in children.

Research Questions and Methodology:

The central research question guiding this investigation is: What is the effect of propofol on the

incidence of EA in pediatric patients undergoing general anesthesia? To address this overarching

question, several related inquiries will be explored. Firstly, how is the use of propofol as an

adjunct to sevoflurane compared to sevoflurane alone in reducing EA? Additionally, what is the

comparative impact of propofol TIVA techniques versus sevoflurane inhalational anesthesia on

EA? Lastly, what are the advantages and limitations of the Pediatric Anesthesia Emergence

Delirium (PAED) scale in assessing EA? In terms of methodology, this research proposal

proposes a systematic literature review of studies comparing sevoflurane inhalational anesthesia,

propofol as an adjunct, and propofol TIVA techniques in pediatric patients. This review will

meticulously evaluate the methodologies employed in these studies, with a specific focus on the

assessment of EA using standardized tools. By analyzing the strengths and limitations of the

existing literature, this research aims to identify gaps and propose recommendations for future

research methodologies. This research's main objective is to determine the effectiveness of

propofol in reducing the incidence of EA in pediatric anesthesia. Specific objectives include:

1. To compare the incidence of EA in children receiving sevoflurane inhalational anesthesia,

propofol as an adjunct, and propofol TIVA.

2. To evaluate the consistency and reliability of the PAED scale in assessing EA.

3. To identify gaps in the current literature and propose recommendations for future research

methodologies.

References:

In adherence to APA formatting guidelines, a comprehensive references page is included, citing

relevant studies on propofol, sevoflurane, and EA in pediatric patients. Additional references are

provided to support the proposed research questions and objectives.

Literature Review:

The literature review begins by exploring the historical context of EA and its prevalence in

pediatric patients undergoing general anesthesia. It delves into the role of sevoflurane in

contributing to EA and presents a critical examination of studies comparing sevoflurane, propofol

as an adjunct, and propofol TIVA techniques. The synthesis of findings suggests a consistent

reduction in EA incidence with the use of propofol, whether administered as an adjunct to

sevoflurane or in TIVA. Studies have reported varying rates of EA associated with sevoflurane,

with certain pediatric populations exhibiting higher susceptibility. Conversely, the introduction of

propofol has demonstrated promising results in mitigating EA, providing a potential alternative to

sevoflurane.

Discussion:

The discussion section of the research proposal delves into the advantages of propofol in

reducing EA, emphasizing its potential role in improving post-anesthetic recovery experiences

for pediatric patients. The section also underscores the need for standardized assessment tools,

with a particular focus on the limitations posed by the variety of scales used in existing studies.

One notable limitation highlighted in the discussion is the lack of a consistent, validated scale for

assessing EA across all studies. The proposal acknowledges the variation in measurement criteria

employed by different studies and suggests the adoption of the Pediatric Anesthesia Emergence

Delirium (PAED) scale as a reliable and valid tool for future research. The consistent use of such

a validated assessment scale is posited to minimize measurement errors and enhance the

comparability of results in the clinical evaluation of EA.

The research proposal concludes by reiterating the significance of addressing EA in pediatric

anesthesia and advocating for further research to strengthen the evidence supporting propofol's

role in mitigating EA. It emphasizes the importance of using standardized assessment scales for

future studies to facilitate comparisons and enhance the clinical applicability of the findings. The

comprehensive review of existing literature provides a foundation for understanding the

advantages of propofol, whether administered as an adjunct to sevoflurane or in TIVA, in

reducing the incidence of EA. The proposal acknowledges the limitations of current research

methodologies and suggests avenues for future investigations. Ultimately, it emphasizes the need

for continued research with improved methodologies to justify and enhance the application of

propofol in clinical practice, contributing to the overall improvement of pediatric anesthesia

outcomes.

Annotated Bibliography

Ahmad, F., Widén, G., & Huvila, I. (2020). The impact of workplace information literacy

on organizational innovation: An empirical study. International Journal of Information

Management, 51, 102041. This study looks at how information literacy of CEOs affects

innovation in small and medium sized businesses. It analyzes data collected from 184

company leaders in Finland to see if information literacy helps innovation. The research

finds information literacy supports current ideas businesses explore and use. It also finds

opportunity recognition, seeing chances to start new things, helps connect information

literacy to innovation. The study develops a new way to measure workplace information

literacy skills. This source would help my research by showing how information literacy

benefits companies. It shows it can lead to exploring the latest ideas and using current

ones better. The study also provides a way to assess information literacy that could help

evaluate skills. The findings provide evidence that information literacy aids innovation

important for business success. This makes the source relevant to understanding how

improving these skills may help companies develop new products, services, and ways of

working.

Atikuzzaman, M., & Ahmed, S. Z. (2023). Information Literacy Self-Efficacy Scale:

validating the translated version of the scale for use among Bangla-speaking population.

The Journal of Academic Librarianship, 49(1), 102623. The study by Atikuzzaman and

Ahmed aims to validate a translated version of the Information Literacy Self-Efficacy

scale for use with Bangla-speaking students in Bangladesh. Self-efficacy is important

when measuring students' ability to find and use information, especially health

information. Testing this scale in a new cultural context will help understand information

literacy in different populations. Since my project examines coronavirus health

information literacy, understanding associations with self-efficacy could provide

implications. Safdar and Idrees revealed Pakistani students' perceived IL needs and skills,

identifying a need for targeted programs. Comparing findings across cultures may offer

insights for developing effective information literacy interventions tailored for diverse

groups amidst the COVID infodemic.

Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Duckworth, D. (2020). Preparing for

life in a digital world: IEA international computer and information literacy study 2018

international report (p. 297). Springer Nature. This source provides useful data for

researching how well schools prepare students with digital skills needed for modern life.

It collects information from the International Computer and Information Literacy Study

conducted in 2018 across many countries on students' computer and information literacy

abilities. The study measured skills like using computers to solve problems,

communicate, investigate, and create. It also assessed computational thinking skills.

Questionnaires provided context on technology use by students and schools. The source

summarized key findings on digital competency assessments and relationships between

skills, learning experiences and student characteristics. This source is highly relevant as it

explores international differences in important technology skills and how school contexts

impact development. The large-scale data involved allows understanding impacts of

education programs globally. The thesis could apply findings on best school practices and

relationships between factors identified to make recommendations on effective digital

skills development policies and programs for students in different contexts.

Jones-Jang, S. M., Mortensen, T., & Liu, J. (2021). Does media literacy help

identification of fake news? Information literacy helps, but other literacies do not.

American behavioral scientist, 65(2), 371-388.

This source examines if different forms of literacy like media, information, digital and

news literacy help people recognize fake news. It looks at how skills claimed by surveys

relate to identifying misleading information. The study finds information literacy

significantly increases ability to spot fake news, but other literacies tested do not. This

source is useful as it relates to the research topic of exploring connections between

literacy and evaluating online information. The results suggest focusing on information

literacy capabilities may help with assessing credibility than other frameworks. This

provides useful insights on which skills to prioritize when developing digital literacy

interventions. As the thesis aims to investigate effective strategies, applying findings that

information literacy aids fake news detection could inform recommendations for teaching

relevant competencies to evaluate truthfulness online. Considering methodological issues

raised also strengthens the research design and analysis.

Nakayama, M., Mutsuura, K., & Yamamoto, H. (2021). Impact of learner’s

characteristics and learning behavior on learning performance during a fully online

course. Note-taking activities in e-learning environments, 15-36. This source evaluates

relationships between student characteristics, note-taking behavior, learning experience,

note assessment, and test scores in a fully online course. It examines 53 undergraduate

participants, extracting note-taking behavior factors from surveys. Structural equation

modeling was utilized for

analyzed the connections and contributions of metrics to learning performance. This

study is relevant as it provides insight into tracking the online learning process through

note-taking analysis. The research aims better to understand effective online learning

behaviors and their impact. The structural equation modeling approach used could inform

the method chosen for my own research. Key factors impacting online performance

identified in this study may also be useful variables to investigate. Applying findings to

measuring contributions of behaviors can strengthen the assessment of strategies. This

source offers applicable considerations for design, tools, and evaluation that could help

develop recommendations for promoting successful online learning.

Okan, O., Bollweg, T. M., Berens, E. M., Hurrelmann, K., Bauer, U., & Schaeffer, D.

(2020). Coronavirus-related health literacy: a cross-sectional study in adults during the

COVID-19 infodemic in Germany. International Journal of Environmental Research and

public health, 17(15), 5503.

The study by Okan et al. (2020) assessed the coronavirus-related health literacy of

German adults during the COVID-19 pandemic using a newly developed assessment tool.

It found that while feeling informed about the coronavirus, many participants reported

difficulties judging trustworthy media information on COVID-19 and higher confusion

with lower health literacy levels. This significant research investigating the relation

between health literacy and navigating the COVID-19 information environment would be

highly relevant to understanding how to effectively communicate health information

during the pandemic. The Hurrelmann et al. (2020) study examined digital health literacy

in university students in relation to coronavirus and COVID-19 information across 45

countries, which would provide useful comparative data on health literacy levels and

information behaviors. Both sources analyzed large samples and validated assessment

tools, thus generating reliable data to understand populations' ability to understand and

act on health information amidst the COVID-19 infodemic.

Safdar, M., & Idrees, H. (2020). Perception of the Postgraduate Students about Need for

and Importance of Information Literacy (IL) Program and IL Skills: A Survey. Pakistan

Library & Information Science Journal, 51(1).

The study by Safdar and Idrees (2020) surveys postgraduate students in Pakistan about

their perceptions of information literacy needs and skills. As information literacy is

important for effectively navigating the large amount of health information available,

especially during the COVID-19 pandemic, this study is relevant for understanding

students' self-assessed abilities. The research found that while students viewed IL skills as

necessary, they reported low proficiency, suggesting a need for targeted IL programs.

This identifies a gap my research could address by exploring associations between IL and

comprehending coronavirus information. The Okan et al. (2020) study developed and

validated a coronavirus health literacy assessment examining Germans' understanding of

and ability to discern trustworthy COVID-19 facts. Since information environments and

health literacy levels differ between populations, comparing my findings to this research

could provide helpful cultural perspectives when designing IL interventions to improve

pandemic health communication internationally.

Reference

Wang, X., Deng, Q., Liu, B., & Yu, X. (2016). Preventing Emergence Agitation Using Ancillary

Drugs with Sevoflurane for Pediatric Anesthesia: A Network Meta-Analysis. Molecular

Neurobiology. https://doi.org/10.1007/s12035-016-0229-0

Sample Research Proposal in Early Childhood Education in 2024.

https://sampleproposal.org/blog/sample-research-proposal-in-early-childhood

(2011). Emergence Delirium in U.S. Military Combat Veterans.

https://core.ac.uk/download/477679534.pdf

Muhajirin, A., & Faeni, D. P. (2023). Higher Instruction Human Resources Management (HRM)

Hones and Information Administration Specialist Presence.

https://core.ac.uk/download/588616553.pdf

Alert, minimum 3000 words, minimum 15 sources listed, use the previous assignments as needed to complete the assignment and most of is worth 100 points and one attempt only.