Translational Research Graphic Organizer
Translational Research Graphic Organizer NUR 550
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.
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.
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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.
Attempt Start Date: 24-Jun-2021 at 12:00:00 AM
Maximum Points: 100.0
Translational Research Graphic Organizer ORDER NOW FOR INSTRUCTIONS-COMPLIANT, ORIGINAL PAPER on
Do you have a specific population you are studying for your PICOT question? Or is your population patients in general. Like my PICOT I do not have a targeted population but patients in general who are diabetic. Sometime changing your PICOT with a specific population such as African Americans or the elderly will allow for a specific epidemiology for your topic. As far as biostatistics, I believe observation and surveys might be important to determine the results of the overall pain management after the block. I did find an article that compares adductor pain block and femoral pain blocks in patients with total knees and the results were interesting. The Study was a meta-analysis and systemic review that used 33 different studies to compare the two blocks verse the use of narcotics (Hasabo et al, 2022). The end result was that the nerve blocks were similar to opioid consumption although the adductor block was better than the femoral block (Hasabo et al, 2022).
Do you have a research article in support of the block for a less consumption of narcotics?
Reference:
Hasabo, E. A., Assar, A., Mahmoud, M. M., Abdalrahman, H. A., Ibrahim, E. A., Hasanin, M. A., Emam, A. K., AbdelQadir, Y. H., AbdelAzim, A. A., & Ali, A. S. (2022). Adductor canal block versus femoral nerve block for pain control after total knee arthroplasty: A systematic review and Meta-analysis. Medicine, 101(34), e30110. https://doi.org/10.1097/MD.0000000000030110
Translational Research Graphic Organizer
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 ORDER NOW FOR INSTRUCTIONS-COMPLIANT, ORIGINAL PAPER on
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 Template
Course Code
Class Code
Assignment Title
Total Points
NUR-550
NUR-550-O101
Translational Research Graphic Organizer
100.0
Criteria
Percentage
Unsatisfactory (0.00%)
Less than Satisfactory (80.00%)
Satisfactory (88.00%)
Good (92.00%)
Excellent (100.00%)
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.
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.
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.
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.
Just a few reminders as you look to begin working on your week 2 formal paper. YOU MAY WISH TO PRINT THIS AS A REFERENCE for this paper as well as a help for future assignments.
1. Please make sure you have reviewed (or printed) the rubric and UNDERSTAND THE EXPECTATIONS you are being graded on. The rubric can be found as a link when you click on the Assignment due date from the calendar. This is a formal paper; therefore, possessive pronouns like “you, we, our, us, my, I” should NOTbe used – *
2. Follow the APA guidelines regarding your formatting. There is a sample APA paper in the Classroom Resources Announcement for you to review. No abstract is needed. Remember, you are required to use APA 7th edition.
3. Watch your word count – there is a deduction for exceeding the word count in the body of the paper- It will result in a “1” under the Mechanics of Writing criteria). Word count begins with Title at top of page 2 and ends with the word References at end of paper.
4. Make your THESIS clear….what is your paper about? This paper will discuss, explain, examine, describe…..YES, I really want to see The following paper/This essay will……and a clear, detailed thesis.
5. Use APA Level headers that are based on the different critical elements of the assignment. Suggested Level headers:
The Evolution of Nursing Practice
Differentiated Practice Competencies
Patient Care Situation
Evidence-Based Practice in BSN Education
Interdisciplinary Teams
Using level headers is also a tool to ensure your writing stays on track to meet the expectations of the element.
6. The patient care situation needs to be SPECIFIC. The patient care situation needs to be thoroughly described. This is not a general comparison of statistics. It may be something you’ve seen in practice. The differences in approach to nursing care and scope of practice based upon ADN and BSN education need to be described in detail. Narrative demonstrates insight into patient care, decision making, and differing approaches between ADN and BSN. Here is an example that NO ONE can use
The following is an example of the differences in patient care based on formal education and patient care approach. A BSN nurse is part of a PICC-line team. She is responsible for educating nurses on the floor regarding the proper maintenance and use of PICC lines. The PICC nurse observes a new ADN graduate flushing a line after administering a medication and notes the ADN nurse flushing the line with a slow and constant pressure; placing the line at greater risk for clotting and becoming inoperable. The PICC nurse demonstrated the proper “push-pull” flushing technique and shared that evidence-based practice supports the “push-pull” flush technique due to the pressure requirements needed to maintain PICC line patency. The ADN nurse was able to perform a return demonstration using proper the “push-pull” flush technique and verbalized understanding of the reason and importance for the technique as a measure to prevent PICC line complications.
7. Intext citations and your reference page need to be complete and properly formatted. www.purdueowl.edu has all of the rules for properly citing the different sources (with example)
- “Direct quotes” (last name, date, page x or para. x). Period AFTER citation
- Paraphrasing (last name, date). Period AFTER citation (not before and after)
8. Write out all abbreviations with first use.
9. THIS IS VERY, VERY IMPORTANT!!!!! YOU ARE REQUIRED TO SUBMIT YOUR PAPER TO LOPESWRITE BEFORE CLICKING THE FINAL SUBMIT BUTTON. Your LopesWrite score needs to be 20% or less BEFORE clicking final submission. A LopesWrite score between 21-34% will be penalized 10%. A submission with a LopesWrite score 35% or above will not be accepted and receive a score of zero. Remember, you can review these guidelines under Announcements > CLASSROOM RESOURCES > multiple documents available for review.
10. Maintain double spacing throughout your paper – including the References. Do not add additional line spaces between any paragraphs or references.
11. Use at least THREE references (TWO scholarly sources outside of our textbook). Scholarly sources have an Author and should be published within the last 7 years (for this assignment).
12. Remember, GCU has a wonderful writing center that is free to GCU students. You may also wish to use the free program grammarly.com to check for fluency, spelling, capitalization, punctuation, and other grammatical errors. There is also a free app, com that can be used to identify spelling and other grammatical errors.
Good luck to you!
Course Code Class Code Assignment Title Total Points
NUR-550 NUR-550-O500 Translational Research Graphic Organizer 100.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (80.00%) Satisfactory (88.00%) Good (92.00%) Excellent (100.00%)
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.
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.
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.
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.
In this class we will be exploring translational research and Evidence Based Practice as well as forming a PICOT question. This will be a very busy week as translational research may be a new topic for you and you will need to decide on a population and intervention to begin your PICOT question. Our goals for this week are:
Identify the different levels of translational research.
Differentiate translational research from evidence-based practice.
Discuss the application of translational research to population health management.
Evaluate sources of translational research.
Select a valid nursing practice problem for an evidence-based practice project proposal.
Please proceed to the Class Wall and tell us a little about yourself. When you complete your introduction be sure to read the policies, syllabus and weekly expectations.
You will be expected to submit answers to two DQs and to respond to at least three peers. Two posts will be your DQs and you need a minimum of 3 responses in addition to your 2 DQs. Each DQ must be at least 150 words or 12 sentences and must have two references and citations. Quotes are not allowed. Responses must be at least 75 words or 5 sentences and have one reference and a citation.
Be sure to review all the Study Materials as well as find the website for your state or county health department as your PICOT question must be based on a mortality/morbidity indicator related to a clinical problem pertaining to a population. When forming your question DO NOT use any content related to nurse staffing, staffing ratios, staffing levels (shortages) or any major system-level changes. A template is provided in your materials for the beginning of your PICOT question. You must use this template.
Please be sure to use the link to the GCU library provided and then click on Translational Research on the left as you will need this site to search for the literature you will need and to answer your DQs.
Refer to the calendar for the due date of the assignments. Be sure to submit your papers to LopesWrite to evaluate for plagiarism. However, please note that your first paper due this week does not need to be submitted to LopesWrite.
Please use the Questions to Instructor forum for your questions or your Private Forum for private communication. You may also reach me at between the hours of 8AM-8PM EST. All questions are welcome.
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%2F2333794X19865856Translational 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-2018-023191Traditional 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.0229708Translational 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/s12966-019-0788-3Traditional 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
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