Posted: April 24th, 2025

Annotated Bibliography 2

The document has already been provided with the information needed. Its missing:

The journal articles selected should focus on interventions eliminating health disparities and/or correcting negative influences of social determinants of health. 

Each citation should include a summary of the citation, covering the author’s main points. A second paragraph should detail the credentials of the author, while also assessing the project’s strengths and evaluating its methods and presentation. A third paragraph should consider the source’s potential importance or usefulness for the research/project.

Utilize the objective selected from health People 2030 and provide citations that focus on interventions eliminating health disparities and/or correcting negative influences of social determinants of health.

Objective:

Increase the proportion of adults with major depressive episodes (MDEs) who receive treatment MHMD-05

Description/Summary

Critique/Evaluation of Individual Articles

Proposed Diagnosis/Intervention

Conclusion paragraph that compares the strengths/weaknesses of all the articles reviewed and discuss their relevancy to the chosen issue/population

APA 7th edition 12 references

Annotated Bibliographies

What this handout is about

This handout will explain why annotated bibliographies are useful for researchers, provide an explanation of what constitutes an annotation, describe various types of annotations and styles for writing them, and offer multiple examples of annotated bibliographies in the MLA, APA, and CBE/CSE styles of citation.

Introduction

Welcome to the wonderful world of annotated bibliographies! You’re probably already familiar with the need to provide bibliographies, reference pages, and works cited lists to credit your sources when you do a research paper. An annotated bibliography includes descriptions and explanations of your listed sources beyond the basic citation information you usually provide.

Why do an annotated bibliography?

One of the reasons behind citing sources and compiling a general bibliography is so that you can prove you have done some valid research to back up your argument and claims. Readers can refer to a citation in your bibliography and then go look up the material themselves. When inspired by your text or your argument, interested researchers can access your resources. They may wish to double check a claim or interpretation you’ve made, or they may simply wish to continue researching according to their interests. But think about it: even though a bibliography provides a list of research sources of all types that includes publishing information, how much does that really tell a researcher or reader about the sources themselves?

An annotated bibliography provides specific information about each source you have used. As a researcher, you have become an expert on your topic: you have the ability to explain the content of your sources, assess their usefulness, and share this information with others who may be less familiar with them. Think of your paper as part of a conversation with people interested in the same things you are; the annotated bibliography allows you to tell readers what to check out, what might be worth checking out in some situations, and what might not be worth spending the time on. It’s kind of like providing a list of good movies for your classmates to watch and then going over the list with them, telling them why this movie is better than that one or why one student in your class might like a particular movie better than another student would. You want to give your audience enough information to understand basically what the movies are about and to make an informed decision about where to spend their money based on their interests.

What does an annotated bibliography do?

A good annotated bibliography:

· encourages you to think critically about the content of the works you are using, their place within a field of study, and their relation to your own research and ideas.

· proves you have read and understand your sources.

· establishes your work as a valid source and you as a competent researcher.

· situates your study and topic in a continuing professional conversation.

· provides a way for others to decide whether a source will be helpful to their research if they read it.

· could help interested researchers determine whether they are interested in a topic by providing background information and an idea of the kind of work going on in a field.

What elements might an annotation include?

1. Bibliography according to the appropriate citation style (MLA, APA, CBE/CSE, etc.).

2. Explanation of main points and/or purpose of the work—basically, its thesis—which shows among other things that you have read and thoroughly understand the source.

3. Verification or critique of the authority or qualifications of the author.

4. Comments on the worth, effectiveness, and usefulness of the work in terms of both the topic being researched and/or your own research project.

5. The point of view or perspective from which the work was written. For instance, you may note whether the author seemed to have particular biases or was trying to reach a particular audience.

6. Relevant links to other work done in the area, like related sources, possibly including a comparison with some of those already on your list. You may want to establish connections to other aspects of the same argument or opposing views.

Adapted from https://writingcenter.unc.edu/tips-and-tools/annotated-bibliographies/

image1

Sample APA Annotation

Ehrenreich, B. (2001). 
Nickel and dimed: On (not) getting by in America. New York: Henry Holt and Company.

In this book of nonfiction based on the journalist’s experiential research, Ehrenreich attempts to ascertain whether it is currently possible for an individual to live on a minimum-wage in America. Taking jobs as a waitress, a maid in a cleaning service, and a Walmart sales employee, the author summarizes and reflects on her work, her relationships with fellow workers, and her financial struggles in each situation.

An experienced journalist, Ehrenreich is aware of the limitations of her experiment and the ethical implications of her experiential research tactics and reflects on these issues in the text. The author is forthcoming about her methods and supplements her experiences with scholarly research on her places of employment, the economy, and the rising cost of living in America. Ehrenreich’s project is timely, descriptive, and well-researched.

The annotation above both summarizes and assesses the book in the citation. The first paragraph provides a brief summary of the author’s project in the book, covering the main points of the work. The second paragraph points out the project’s strengths and evaluates its methods and presentation. This particular annotation does not reflect on the source’s potential importance or usefulness for this person’s own research.

Another example APA Annotation

Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and the erosion

of traditional family orientations among young adults. 
American Sociological Review, 51 (4), 541-554.

The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.

Another format for an annotation bibliography can include three paragraphs: a summary, an evaluation of the text, and a reflection on its applicability to his/her own research, respectively or combining all the components in one succinct paragraph

REMEMBER TO……….

Describe and summarize the article

Evaluate the scholarship

Explain its relevancy to your project

2

Interventions to Eliminate Health Disparities in the Treatment of Major Depressive Episodes (MDEs)

Student’s Name

Institutional Affiliation

Course Name

Instructor’s Name

Date

Interventions to Eliminate Health Disparities in the Treatment of Major Depressive Episodes (MDEs)

Major depressive episodes (MDEs) affect a large percentage of people, especially adults. According to the Healthy People 2030 initiative, one of the key objectives is to increase the proportion of adults with MDEs who receive treatment (Objective MHMD-05). Disparities in race, ethnicity, gender, age, and socioeconomic status preclude appropriate mental health treatment. These barriers have to be addressed to decrease depression levels and guarantee that every person gets treatment. This objective calls for strategies to minimize health inequalities and factors influencing people’s health. This annotated bibliography focuses on community-based interventions, depression, mental health literacy, and integrated-care models for alleviating disparities and enhancing mental health intervention utilization.

Annotated Bibliography

Buechner, H., Toparlak, S. M., Ostinelli, E. G., Shokraneh, F., Nicholls-Mindlin, J., Cipriani, A., Geddes, J. R., & Syed Sheriff, R. (2023). Community interventions for anxiety and depression in adults and young people: A systematic review.
Australian & New Zealand Journal of Psychiatry,
57(9), 000486742211503. https://doi.org/10.1177/00048674221150362

In this systematic review, Buechner et al. (2023) evaluate community-based anxiety and depression therapy in museums, sports clubs, and libraries. The review included 2,898 people from 31 RCTs. The findings suggest that community initiatives can improve mental health, including music groups, exercise programs, and gardening. However, many studies have limited sample sizes and poor methodology, resulting in low-quality evidence. The authors call for more rigorous trials, especially targeting ethnic minorities and young adults. The article proposes that community-based interventions may reduce mental health inequities, but more research is needed. The article is valuable for its focus on non-clinical settings, which can reach individuals who may not engage with traditional mental health services. The authors are credible public health and psychiatry professionals, strengthening the article’s authority. This study helps explain how alternative approaches can reach marginalized areas to reduce mental health inequities.

Garcia, M. E., Hinton, L., Neuhaus, J., Feldman, M., Livaudais-Toman, J., & Karliner, L. S. (2022). Equitability of Depression Screening After Implementation of General Adult Screening in Primary Care.
JAMA Network Open,
5(8), e2227658. https://doi.org/10.1001/jamanetworkopen.2022.27658

Garcia et al. (2022) studied 52,944 adult individuals at six California primary care clinics. The study analyzes how frequent depression screening reduces diagnosis and treatment discrepancies. The study found screening rates rose from 40.5% in 2017 to 88.8% in 2019. Depression screening discrepancies among older persons, Black/African American patients, and non-English speakers were dramatically reduced by routine screening. However, screening disparities persisted for men, who were 13% less likely to be screened than women. Routine depression screening in primary care can reduce mental health inequities and improve treatment access for underprivileged individuals, according to the authors. This paper supports the Healthy People 2030 goal by showing that routine screening can improve MDE treatment rates and eliminate race, ethnicity, and language inequities. The authors, affiliated with the University of California, San Francisco, are public health and mental health care experts, lending credibility to the study. The article’s involves appropriate use of data, so readers can appreciate how the concept of universal screening minimizes mental health care disparities.

Tambling, R. R., D’Aniello, C., & Russell, B. S. (2021). Mental Health Literacy: a Critical Target for Narrowing Racial Disparities in Behavioral Health.
International Journal of Mental Health and Addiction,
21. https://doi.org/10.1007/s11469-021-00694-w

In Tambling et al., (2021) the authors explore how MHL can assist in the fight against the racial disparities in mental health care. In their work, they illustrated that poor MHL limits people from accessing professional mental and behavioral health care, particularly for depression and anxiety disorders which are the two most reported diseases. The report reveals that poor MHL plays a key role in the 70% mental health care deficit. The authors also emphasize the need for better MHL, especially in racial and ethnic minority populations, to address gaps in mental health treatment availability and the stigma surrounding mental illness. The article proposed that the elevation of MHL could significantly contribute to the minimization of health disparities and the deficit in the treatment. This work emphasizes the need to implement the education and awareness of mental health literacy and the need for public health programs to minimize injustices. This article assists in understanding how awareness and knowledge of mental health impact the likelihood of getting treatment that in turn aligns with the SHIW’s aim of increasing treatment for people who have MDEs. Public health advice is given by the authors regarding targeted mental health literacy interventions in underprivileged communities.

Tehrani, H., Vali, M., Nejatian, M., Moshki, M., Charoghchian Khorasani, E., & Jafari, A. (2022). The status of depression literacy and its relationship with quality of life among Iranian public population: a cross sectional study.
BMC Psychiatry,
22(1). https://doi.org/10.1186/s12888-022-04251-0

Tehrani et al. (2022) investigated the level of D-Lit and quality of life in 1382 participants from the general population of Iran. D-Lit levels were positively related to quality of life scores, implying that increasing D-Lit might help enhance mental health. From the authors’ perspective, prevention campaigns should enhance the D-Lit for better mental health, primarily for the minorities and other vulnerable populations. The study is relevant for the purpose of understanding the impact of depression knowledge on mental health therapy and care. According to the findings, education can reduce health inequities, especially among low-income or mental health-inaccessible communities. The authors are public health and psychiatry experts, lending authority to their conclusions. The article sheds light on mental health literacy and health outcomes, making it relevant to depression treatment efforts.

Tomczyk, S., Muehlan, H., Freitag, S., Stolzenburg, S., Schomerus, G., & Schmidt, S. (2020). Is knowledge “half the battle”? The role of depression literacy in help-seeking among a non-clinical sample of adults with currently untreated mental health problems.
Journal of Affective Disorders,
238, 289–296. https://doi.org/10.1016/j.jad.2018.05.059

Tomczyk et al. (2020) investigate the role of depression literacy in predicting help-seeking behavior among a sample of 207 adults with untreated mental health problems. The study reveals that depression literacy increases the chance of formal mental health treatment. However, it was unclear how depression literacy affected informal help-seeking, like turning to family and friends. Increased depression literacy could help decrease the treatment gap for depression, especially for untreated patients, according to the authors. This study is particularly relevant because it helps explain depression treatment hurdles and how knowledge facilitates care. From a public health standpoint, the authors recommend mental health literacy education. The article shows how mental health literacy can boost MDE treatment rates, supporting Healthy People 2030.

Unützer, J., & Park, M. (2022). Strategies to Improve the Management of Depression in Primary Care.
Primary Care: Clinics in Office Practice,
39(2), 415–431. https://doi.org/10.1016/j.pop.2012.03.010

Unützer and Park (2022) analyze collaborative care models that integrate mental health services into primary care to improve depression management. The authors believe collaborative care, where medical practitioners interact with mental health professionals, can enhance treatment outcomes and eliminate mental health inequities. Integrated care models can fill depression treatment gaps, especially for underprivileged populations, according to the article. The authors, mental health and primary care integration experts argue strongly for expanding collaborative care to increase mental health treatment access. The article is highly relevant to the Healthy People 2030 objective, as it highlights a practical and evidence-based approach to increasing treatment rates for depression in primary care settings. The authors advocate for structural improvements to improve primary care depression management from a public health perspective.

Conclusion

This annotated bibliography emphasizes the importance of mental health disparities and social determinants of health in depression therapy. Community-based interventions, routine depression screening, mental health literacy, and integrated care models are critical for reaching the Healthy People 2030 goal of treating more adults with major depressive episodes. These treatments can reduce health disparities and enhance mental health outcomes for all by targeting underserved communities and removing obstacles to care. Public health programs must be funded to achieve these goals.

References

Buechner, H., Toparlak, S. M., Ostinelli, E. G., Shokraneh, F., Nicholls-Mindlin, J., Cipriani, A., Geddes, J. R., & Syed Sheriff, R. (2023). Community interventions for anxiety and depression in adults and young people: A systematic review.
Australian & New Zealand Journal of Psychiatry,
57(9), 000486742211503. https://doi.org/10.1177/00048674221150362

Garcia, M. E., Hinton, L., Neuhaus, J., Feldman, M., Livaudais-Toman, J., & Karliner, L. S. (2022). Equitability of Depression Screening After Implementation of General Adult Screening in Primary Care.
JAMA Network Open,
5(8), e2227658. https://doi.org/10.1001/jamanetworkopen.2022.27658

Tambling, R. R., D’Aniello, C., & Russell, B. S. (2021). Mental Health Literacy: a Critical Target for Narrowing Racial Disparities in Behavioral Health.
International Journal of Mental Health and Addiction,
21. https://doi.org/10.1007/s11469-021-00694-w

Tehrani, H., Vali, M., Nejatian, M., Moshki, M., Charoghchian Khorasani, E., & Jafari, A. (2022). The status of depression literacy and its relationship with quality of life among Iranian public population: a cross sectional study.
BMC Psychiatry,
22(1). https://doi.org/10.1186/s12888-022-04251-0

Tomczyk, S., Muehlan, H., Freitag, S., Stolzenburg, S., Schomerus, G., & Schmidt, S. (2020). Is knowledge “half the battle”? The role of depression literacy in help-seeking among a non-clinical sample of adults with currently untreated mental health problems.
Journal of Affective Disorders,
238, 289–296. https://doi.org/10.1016/j.jad.2018.05.059

Unützer, J., & Park, M. (2022). Strategies to Improve the Management of Depression in Primary Care.
Primary Care: Clinics in Office Practice,
39(2), 415–431. https://doi.org/10.1016/j.pop.2012.03.010

Rubric Detail
A rubric lists grading criteria that instructors use to evaluate student work. Your instructor linked a rubric to this item and
made it available to you. Select Grid View or List View to change the rubric’s layout.

  Superior Competent Unatisfactory

DESCRIPTION/
SUMMARY

37.2 (24.80%) – 40
(26.66666%)

Summarizes the key
points of the articles
or research studies.

34 (22.66666%) – 37.19
(24.79333%)

Majority of key
points are addressed

0 (0.00%) – 33.9
(22.60%)

Key points of the
articles lack
substance and/or are
unevenly addressed.

CRITIQUE/
EVALUATION of
Individual Articles

32.55 (21.70%) – 35
(23.33333%)

Creditability of the
author/ researchers.
Evaluates the
practicality of the
research. Does it add
to the body of
knowledge? Is the
source peer-
reviewed? Are the
conclusions
substantiated by
information /data in
the article.

29.75 (19.83333%) –
32.54 (21.69333%)

Evaluation of the
creditability and
practicality of the
research is uneven in
spots. Journals are
peer-reviewed.

0 (0.00%) – 29.74
(19.82666%)

Critique and
evaluation lack
substance. Minimal
number of sources
from peer-reviewed
journals

Proposed
Diagnosis/Intervention

23.25 (15.50%) – 25
(16.66666%)

Planned
interventions are
appropriately
focused on
supporting outcome

21.25 (14.16666%) –
23.24 (15.49333%)

Planned
interventions
appropriately
focused on
supporting outcome

0 (0.00%) – 21.24
(14.16%)

The planned
interventions do not
support the
identi�ed outcome
attainment. The

Name: Annotated Bibliography Rubric –

Description: Students will utilize the objective they selected from health People 2030 and
provide citations that focus on interventions eliminating health disparities and/or correcting
negative in�uences of social determinants of health.

Exit

Grid View List View

9/15/24, 6:46 AM Rubric Detail – Clinical issues for Adv. Nurs_2024FA

https://newlearn.govst.edu/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_454962_1&course_id=_22481_1&maxValue=… 1/2

  Superior Competent Unatisfactory

attainment and are
suitable and feasible
for the population.

attainment. but are
minimally suitable
and feasible for the
population

intervention is not
suitable nor feasible
for the identi�ed
population.

Writes a conclusion
paragraph that
compares the
strengths/weaknesses
of all the articles
reviewed and
discusses their
relevancy to the
chosen
issue/population

27.9 (18.60%) – 30
(20.00%)

Verbalizes how the
selected articles
together are relevant
to the issue.

25.5 (17.00%) – 27.89
(18.59333%)

Some discussion of
how the articles are
relevant to the
identi�ed topic

0 (0.00%) – 25.49
(16.99333%)

Minimal discussion
of how articles are
relevant to the
proposed paper and
project.

APA FORMAT.
GRAMMAR,
PUNCTUATION,

18.6 (12.40%) – 20
(13.33333%)

Uses a mixture of
research studies and
articles. >3 must be
research studies.
Citations cited per
APA guidelines. Bib
summaries are well-
written. Paragraphs
are well written.
Three or less
grammatical,
punctuation or
typing errors.

17 (11.33333%) – 18.59
(12.39333%)

Uses a mixture of
research studies and
articles. 3 must be
research studies.
Citations cited per
APA guidelines are
current. Bib
summaries are well-
written. Paragraphs
are well written. Five
or less grammatical,
punctuation or
typing errors.

0 (0.00%) – 16.9
(11.26666%)

Uses a mixture of
research studies and
articles. 3 must be
research studies.
Citations cited per
APA guidelines. Some
older than 8 years
Bib summaries are
well-written.
Paragraphs are well
written. Five or less
grammatical,
punctuation or
typing errors.

Name:Annotated Bibliography Rubric –

Description:Students will utilize the objective they selected from health People 2030 and provide
citations that focus on interventions eliminating health disparities and/or correcting negative
in�uences of social determinants of health.

Exit

9/15/24, 6:46 AM Rubric Detail – Clinical issues for Adv. Nurs_2024FA

https://newlearn.govst.edu/webapps/rubric/do/course/gradeRubric?mode=grid&isPopup=true&rubricCount=1&prefix=_454962_1&course_id=_22481_1&maxValue=… 2/2