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3 pages/≈825 words
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Health, Medicine, Nursing
Annotated Bibliography
English (U.S.)
MS Word
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Examining Effective Teaching Methods for Prevention of Mother to Child Transmission of HIV/AIDS During Pregnancy (Annotated Bibliography Sample)


Annotated Bibliography
PLEASE NOTE: we are modifying the traditional format of an annotated bibliography. The description below is for informational purposes only. Jacobsen text page 228 is also a good supplemental resource*
we will modify the traditional format of an annotated bibliography as you learn the structure of research. In addition, each component in the annotation with the exception of the purpose of the study will have at least one evaluative sentence.
Structure of Annotated bibliography (1 page per annotation)
Each heading below must be in bold. If your annotation runs into the next page please be sure to be as brief as possible with no more than an additional 2-3 sentences.
Pay special attention to the content of each of your annotations. Each area should be written in complete sentences summarizing the major points of each of the required sections. Your aim is to give a snapshot of your article in your annotation.  You can rephrase this as you wish so that each annotation does not sound the same (the only area that can always sound the same or similar is the purpose). Do not use direct quotations from the article or speak in the first person.
Citation (do not write the word “citation” at the top of the page, simply cite the (1) article in APA format)
Purpose: This section explains why the study is being conducted (or publication aim) and what the study will accomplish in concise brief sentence(s). Example(s): “The purpose of this study was to” OR “This review explored”
Methods: This section should indicate the procedures or techniques being used in the study, when & where it took place. Researchers should also indicate whether or not the methods are quantitative, qualitative or mixed methods. Research design should also be discussed here (examples: case-control, cross-sectional, correlational, longitudinal, etc.). Briefly describe how they carried out the study or how they went about reviewing prior work (number of studies used, how researchers conducted searches such as Boolean or Keyword searches). Highlight statics used (such as pearsons correlation, regression, etc.) If the participants were consented, that should be indicated here as well. Example (s): “One-hundred college students were recruited for this qualitative study (or this publication if it was not a study) then given a survey that examined….” “Researchers used a regression analysis to examine the relationships of sleep to obesity.”
Results: This section should include information specific to the population that the researcher intends to study as well as clearly identifying the setting in which this takes place. Statistical information (p-values, etc.) Example: “Results of this study indicated that…”
Discussion: This section should be a synthesis of key points in the authors analysis or findings,
not just a restatement of the research problem.
i. This section should bring things together,
ii. In this area you can highlight major points and its relevance to your particular research area.
iii. Most articles have a section where they discuss limitations. I would like for you to critically analyze and interpret your articles and mention shortcomings of the study that may influence the studies outcome, generalizability, methods, validity, reliability or interpretation of results and if so to what extent? Examples: flaws in study design, methods, consenting (or lack thereof). Example: “This study highlights ….. “ “This study improves our understanding… “ “Researchers failed to discuss informed consent…”
Future Research Implications: In this section you highlight how the study can be improved, maybe they need more diversity, maybe it would be good to make it more generalizable, while publications will express what needs to be done in the future I would like you to also think about what could be done to make it a stronger study or review.
Each annotation is worth 1.32 points.
Each section is worth 0.22 points (Citation, Purpose, Methods, Results, Discussion, Future Research Implications)
Remember your annotations should highlight major points of the article. It should provide a brief glimpse into:
The aim of the study (purpose)
How the study was carried out, including its participants, location, qualitative, quantitative efforts etc. (methods) and study design
What was found (results)
Final take home message, what can be concluded from the article, its limitations (discussion)
What can be done to advance the research reviewed (future research implications). You should note what can be done to advance the study reviewed, even if the study mentions what can be done in future research you should also independently note something that can be done to advance the study
Also: be sure to use APA style headings for your annotations.


Annotated Bibliography:
Date of submission
Annotated Bibliography
Mbombo, N., & Bimerew, M. (2012). Integrating Prevention of Mother to Child HIV Transmission competencies into the nursing curriculum: methodological lessons from a university-based undergraduate program: original research. Curation, 35(1), 1-10.
The study evaluated the student's clinical performance on PMTCT competencies integrated into the current curriculum as well as determining the relevance and effectiveness of the PMTCT training program.
The study was conducted in the year 2010 in Cape Town metropolitan area of South Africa using a quantitative descriptive research design. The respondents recruited were 154 students studying midwifery in 19 healthcare facilities with an average of 8 per facility. A portfolio of evidence was used as a tool to collect data whereby each respondent completed the portfolio based on the competencies. Data was then analyzed using a descriptive technique whereby an SPSS statistical program version 19 was used. Consequently, the information was presented in frequency distribution tables, the average performance of the students were determined using measures of central tendency.
The results indicated that students performed varied skills such as pre-test HIV counseling, post-test HIV counseling, rapid HIV finger prick testing, dual ARV therapy, intrapartum ARV prophylaxis and neonatal ARV prophylaxis. It was noted that the mean for all the competencies was above the standard deviation hence were acceptable. For example, mean for pre-test HIV counseling was 9.620 above the standard deviation of 1.267 hence was acceptable.
The study revealed that the respondents met the required criteria set to measure different competencies with respect to PMTCT. This demonstrated that the case-based learning and skill-based methods approach used in institutions to teach competencies are relevant to the fields of midwifery in ensuring implementation of the PMTCT. Conversely, problems of data collections were encountered. It was noted that some respondents could not practice some competencies due to some lack of patient with a problem that requires such a particular skill.
A further research should be conducted to evaluate the impact of PMTCT to the quality of maternal health which was not covered in the study.
Olugbenga-Bello, A., Adebimpe, W., Osundina, F., & Abdulsalam, S. T. (2013). Perception on prevention of mother-to-child-transmission (PMTCT) of HIV among women of reproductive age group in Osogbo, Southwestern Nigeria. International journal of women's health, 5(1), 399-405.
The purpose of the research was to assess the extent of attitude and knowledge of women of childbearing age on the PMTCT of HIV.
The survey was conducted in Osogbo with eight wards (Osogbo and Olorunda local governments) within Osun State of South West Nigeria between October 2008 and March 2009. The research adopted a descriptive cross-sectional survey whe...
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