Theoretical/ Conceptual Framework
Literature Review Matrix Sample Template NURS500
| Author/ Date | Theoretical/ Conceptual
Framework |
Research Question(s)/
Hypotheses |
Methodology | Analysis & Results | Conclusions | Implications for
Future research |
Implications For practice |
| Maisto Pollock Lynch Martin Ammerman
(2001) |
Coping factors in relationship to decreasing substance abuse with adolescents one-year post drug treatment | What factors contribute to the variability in adolescent functioning regarding substance abuse one-year post treatment? | Quasi-experimental design involving 166 subjects in Pittsburgh adolescent research center. Initial baseline assessment and 1 year later. Pre and posttest measures included ACQ, ISE, CTI, LEQA, SCQ, and DUSI. | First set of analysis involved one-way ANOVA. Four independent t-tests conducted to determine specific group differences. The final set utilized ANOVA with repeated measures 1 year later. 36% of subjects discontinued
alcohol use. |
All clinical groups demonstrated improvement at one year. | Stress and coping model useful for examining clinical course of alcohol use disorders in adolescents. | Differences between participants at baseline regarding coping factors indicate significance of acquisition of such skills as part of treatment intervention. |
| De Anda Bradley
(1997) |
Stress, stressors, and coping strategies among middle school adolescents | Adolescents’ perceptions of their stress use of coping strategies and the adolescents’ evaluation of degree of success regarding | 54 middle school
students 12-14 years old completed ASCM and STAI. |
A four-point Likert scale was used for analysis. Internal consistency was
.95. Results indicated female students report increased degree of stress. |
School related stressors rated highest thus schools are a good place for intervention/prevention on. Gender differences need to be considered. | Gender and developmental differences in coping need to be examined. | Adolescents might be amenable to treatment which teaches positive coping strategies, schools can help with this process |
| Author/ Date | Theoretical/
Conceptual Framework |
Research
Question(s)/ Hypotheses |
Methodology | Analysis & Results | Conclusions | Implications for
Future research |
Implications For practice |
| Longabaugh Morgenstern
(1999) |
Examined current status of cognitive- behavioral coping skills treatment in relation to alcohol treatment. | Does CBST differ in effectiveness for different kinds of patients during different treatment phases or potential relapse situations? Are certain CBST approaches superior to others? | Reviewed 9 well- controlled studies where patients voluntarily entered treatment.
Examined studies that attempted to identify the variables responsible for CBST effectiveness. |
Randomized clinical trials where the participants received CBST. Studies measured and analyzed potential mediators for CBST effectiveness.
CBST associated with decrease in alcohol abuse but revealed no conclusions for the active mechanisms of CBST. |
CBST is more effective than other approaches only when used as an adjunct to treatment, not on its own.
Underlying mechanisms still unknown for CBST. |
Limited effectiveness predicting efficacy of CBST differs among various patient subtypes. Need more studies and stronger evidence to support hypothesis. | Combine CBST with ongoing treatment such as motivational interviewing, self-help groups (i.e.
AA), or medication. |
| Myers Brown
(1996) |
Psychometric validation of the Adolescent Relapse Coping Questionnaire (ARCQ) | -What is the evidence to support psychometric validity of the ARCQ?
-Examine temptation coping construct Examine possible differences between adult and teen addictive relapse. |
Prospective longitudinal study using 136 substance- abusing adolescents. | ARCQ
administered. Subjects interviewed one year and two years post treatment. Results indicated 3 coping factors that were evaluated for criterion and construct validity. Factors demonstrated good internal consistency. |
Analysis provides support for psychometric validity of ARCQ; validate use of temptation coping construct and differences between adults and tee |
