| Course | BUSI 418 Research and Evidence Based Practice in Healthcare (BUSI418) |
|---|---|
| Module/Week | 2 |
| Assignment | Literature Review Matrix |
| Paper type | Literature review matrix with synthesis |
| Length | about 488 words, 2 double-spaced pages plus title page and references. Course guide: a literature review matrix, completed on the provided template, summarizing 2 quantitative and 2 qualitative research articles on a health care question |
| Format | APA 7 student paper |
| Points | 200 |
| School | Liberty University Online |
| Program | BS in Healthcare Administration |
| Where it sits | Module/Week 2 in Liberty's published BUSI 418 course guide; current sections can differ |
| Updated | October 2026 |
Free sample paper for BUSI 418 Week 2
Literature Review Matrix: What Influences Nurses' Intention to Stay or Leave?
[Student Name]
School of Business, Liberty University
BUSI 418: Research and Evidence Based Practice in Healthcare
Literature Review Matrix
[Instructor Name]
[Date]
The question and the writer's workplace are composites; the four research articles summarized in the matrix are real.
Literature Review Matrix: What Influences Nurses' Intention to Stay or Leave?
Question and Search
I work in human resources at a community hospital where first-year nurse turnover has been high, so I chose the question: what influences hospital and long-term care nurses' intention to stay or leave? Hall and Roussel (2017) recommend beginning a review with a focused question and then searching systematically for primary research. I searched library databases for studies from the last five years using terms such as turnover intention, retention, staffing and nurses, and read each methods section to confirm the design. I selected two quantitative studies that measured relationships among variables and two qualitative studies that explored nurses' own explanations. I excluded reviews and opinion pieces, since the matrix calls for primary research, and preferred studies with clear descriptions of their samples.
Literature Review Matrix
| Citation | Purpose | Design | Sample and setting | Data collection | Key findings | Limitations |
|---|---|---|---|---|---|---|
| Muir et al. (2026) | Test whether nurse workloads relate to patient, nurse and cost outcomes | Quantitative, cross-sectional observational | 547,689 patients and 2,782 nurses in 132 Pennsylvania hospitals | Nurse surveys linked to patient discharge data | Each added patient per nurse linked to higher 30-day mortality, readmissions, longer stays, burnout and intent to leave | One state; cross-sectional, so causation cannot be proven |
| Xu et al. (2025) | Examine how second victim experience relates to turnover intention | Quantitative, cross-sectional survey with structural equation modeling | 572 nurses, China | Validated questionnaires on second victim experience, resilience, growth and turnover intention | Second victim experience positively correlated with turnover intention; posttraumatic growth partly mediated the link | Convenience sample; one country; self-report |
| Chamanga et al. (2025) | Explore factors influencing recruitment and retention of community nurses | Qualitative, exploratory | Registered nurses and managers in adult community nursing across NHS trusts in England | Semi-structured interviews | Eight themes, including alignment with organizational values, job dissatisfaction, lack of compassionate leadership and family commitments | Small sample; English community setting may differ from U.S. hospitals |
| Ramanan et al. (2026) | Identify incentives that could improve nursing home staff retention | Qualitative, focus groups | 31 employees of a 115-bed U.S. nursing home | Three moderated focus groups, thematic analysis | Recognition, culture, nutrition and other incentives such as education emerged as retention themes | Single facility; participants may not represent all staff |
Reading the Matrix
Each row summarizes one study, and the columns follow the order in which a reader would judge it: what it set out to learn, how it was designed, who took part, how data were gathered, what it found and where its weaknesses lie. Hall and Roussel (2017) emphasize that appraisal depends on matching a study's design to its question, which is why the design column distinguishes cross-sectional surveys from interviews and focus groups rather than simply labeling each study research.
Synthesis
The quantitative studies identify conditions associated with leaving. Muir et al. (2026) show that heavier workloads go with burnout and intent to leave across a large state sample, and Xu et al. (2025) show that the distress of involvement in errors goes with stronger turnover intention. The qualitative studies explain why. Chamanga et al. (2025) found that nurses weigh whether the organization's values match their own and whether leaders show compassion, while Ramanan et al. (2026) found that recognition and workplace culture matter alongside pay and perks. Together, the four suggest that an administrator who wants to keep nurses should address workload and support after errors, which the numbers highlight, and leadership, values and recognition, which nurses describe in their own words.
Application to My Workplace
For our hospital, the matrix suggests three practical questions to bring to nursing leadership. First, how do our nurse-to-patient ratios on nights compare with the workloads Muir et al. (2026) linked to burnout? Second, what happens to a nurse after a serious error, and is there support of the kind Xu et al. (2025) suggest matters? Third, do our exit interviews ask about leadership, values and recognition, the themes nurses raised in the two qualitative studies? Answering these with our own data would show whether the patterns in the literature hold locally.
Gaps
None of the four studies tested an intervention, so the matrix shows what is associated with leaving but not what works to prevent it. Two were conducted outside the United States. A next step would be to look for intervention studies, such as evaluations of residency or staffing programs, and for studies from U.S. hospitals similar in size to ours. Numbers show where nurses are leaving; their own words show why.
References
Chamanga, E., Dyson, J., Jarrett, M., & McKeown, E. (2025). Investigating factors influencing recruitment and retention of adult community nurses: An exploratory qualitative study across NHS trusts in England. Primary Health Care Research & Development, 26, e87. https://doi.org/10.1017/S1463423625100480
Hall, H. R., & Roussel, L. A. (2017). Evidence-based practice: An integrative approach to research, administration, and practice (2nd ed.). Jones & Bartlett Learning.
Muir, K. J., Aiken, L. H., Brom, H., Hovsepian, V., Lasater, K. B., & McHugh, M. D. (2026). Safe minimum nurse staffing requirements for hospitals: Evidence from Pennsylvania. Medical Care, 64(7), 447-455. https://doi.org/10.1097/MLR.0000000000002332
Ramanan, H., Kalarchian, M., Pezzone, A., Rhoads, C., & Linkov, F. (2026). Enhancing employee retention in nursing homes through non-monetary incentives: Insights from focus groups. Geriatric Nursing, 70, 103983. https://doi.org/10.1016/j.gerinurse.2026.103983
Xu, Y., Jin, Q., Zhou, Q., Zhang, R., & Ding, W. (2025). Relationship between second victim experience and turnover intention in Chinese nurses: Assessing the mediating role of posttraumatic growth using structural equation modeling. Journal of Nursing Management, 2025, 7327139. https://doi.org/10.1155/jonm/7327139
What the BUSI 418 Week 2 instructions ask
Two tasks fall in Module/Week 2 of BUSI 418: Forum 3 and the Literature Review Matrix, which this page samples, with reading from chapters 3 and 4 of the Hall and Roussel text plus the week's lecture and web resource. The matrix asks for four primary research articles on one health care question, two quantitative and two qualitative, entered in the course template with each study's purpose, design, sample, methods, findings and limitations. It carries 200 points. The same four articles return in Module/Week 6 for the Levels of Evidence assignment, so a careless choice now costs twice, and an accurate design label now saves work later.
How this BUSI 418 Week 2 example is built
The sample states a single question about nurse retention and explains how the four articles were found and why each qualifies as quantitative or qualitative. The matrix itself has one row per article and columns for citation, purpose, design, sample and setting, data collection, key findings and limitations. Below it, a short synthesis compares the quantitative findings on workload and distress with the qualitative findings on values, leadership and recognition, and notes what an administrator could conclude from all four. The paper ends with the gaps the matrix reveals and a reference list in APA format. A short section applies the findings to the writer's hospital. A short note explains how to read the columns.
BUSI 418 Week 2 grading rubric: where the points go
Literature review matrices in BUSI 418 are generally graded on choosing a focused question, selecting two genuinely quantitative and two genuinely qualitative peer-reviewed research articles, completing every column accurately and concisely, identifying each study's design and limitations correctly and presenting citations in APA format. Faculty notice when a review or opinion article is mistaken for a research study, or when a qualitative study is labeled quantitative. A brief synthesis that compares the articles, rather than repeating the matrix, shows the analytical skill the course is building. A short application to the student's own workplace shows how the evidence could be used. Concise cells that a reader can scan quickly are a sign of a well-built matrix.
BUSI 418 Week 2 help: mistakes that cost points
Start with a narrow question that matters to your workplace, such as staff retention, patient falls or no-shows. Search a library database for recent primary research, and check each article's methods section to confirm whether it is quantitative or qualitative. Fill in each column in a phrase or two, not paragraphs. Record limitations honestly, including sample size and setting. Keep the same four articles for the Levels of Evidence assignment in Module/Week 6, and write a few sentences comparing what the studies show together. Write each matrix cell in a phrase or two so the table stays readable. Ask a librarian if you are unsure of a study's design.
Related BUSI 418 sample papers
Other BUSI 418 weeks
- BUSI 418 Week 1: Discussion Board Forum 1
- BUSI 418 Week 3: Discussion Board Forum 4
- BUSI 418 Week 4: Discussion Board Forum 5
- BUSI 418 Week 5: Discussion Board Forum 6
- BUSI 418 Week 6: Levels of Evidence
- BUSI 418 Week 7: Discussion Board Forum 8
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BUSI 418 Week 2 questions, answered
What is the BUSI 418 Literature Review Matrix?
The 200-point Module/Week 2 assignment in which students summarize two quantitative and two qualitative research articles on a health care question using the course template.
Where can I find a free BUSI 418 Week 2 sample paper?
Scroll up on this page for a finished BUSI 418 Week 2 literature review matrix on nurse retention, covering four research articles with a synthesis, an application and identified gaps.
What is the difference between quantitative and qualitative research?
Quantitative studies measure variables and test relationships with numbers and statistics; qualitative studies explore experiences and meanings through interviews, focus groups or observation.
What columns does a literature review matrix include?
Typically the citation, purpose, design, sample and setting, data collection methods, key findings and limitations, and sometimes the study's relevance to the reader's question.
Are the same articles used later in BUSI 418?
Yes. The four articles from the matrix are used again in Module/Week 6, when students identify and explain each article's level of evidence.
Use it as a model, or ask for your own
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