PS499 Unit 3 Literature Review Example

Reviewed by Romilly Dunmore, MEd Bachelor's Capstone in Psychology Purdue University Global Free custom sample in 24 to 48h

Research on shift work and stress, awe and well-being, walks in nature and workplace stress programs is synthesized in this PS499 Unit 3 literature review for a capstone about wonder walks for a hospital's overnight cleaning staff. Kecklund and Axelsson's review frames night work's risks, while Rudd, Piff, Stellar and Sturm show awe expanding time, shrinking the self, lowering inflammation and, in weekly walks, reducing distress among older adults. Bratman's nature walk study and Richardson and Rothstein's meta-analysis shape the design. The review finds no trial of awe interventions with shift workers and no comparison with ordinary workplace walks. Purdue Global PS 499, Bachelor's Capstone in Psychology, includes this review in the BS in Psychology.

CoursePS499 Bachelor's Capstone in Psychology
UnitUnit 3
Paper typeLiterature review
LengthAbout 1,090 words, 6 pages double-spaced
FormatAPA 7 student paper
SchoolPurdue University Global
ProgramBS in Psychology
UpdatedOctober 2026

Free sample paper for PS499 Unit 3

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What Is Known About Awe, Walking and Night-Shift Stress: A PS499 Unit 3 Literature Review

[Student Name]

Purdue University Global

PS499: Bachelor's Capstone in Psychology

Unit 3 Literature Review

[Instructor Name]

[Date]

The writer and her crew are composite; every study reviewed is real.

What this part is doingNaming the gap in the lead shows that the review was written to justify a study, not to collect sources.
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Purpose and Approach

The question behind this review is whether short post-shift walks built around awe ease housekeepers' stress more than plain walks of equal length. This review examines four bodies of research that bear on the question. I searched the university library's psychology and health databases using combinations of awe, shift work, night shift, walking, nature, perceived stress and workplace intervention, and kept peer-reviewed studies and reviews that addressed one of the four themes.

Theme 1: Night Shift Work and Stress

Shift work, especially at night, places workers out of step with their biological clocks. Kecklund and Axelsson (2016) pulled together what is known about night and rotating schedules and short sleep, describing links with accidents, impaired performance, metabolic problems, cardiovascular disease and poorer mental health. They noted that the evidence was strongest for short-term effects of lost sleep and that long-term disease risks were real but harder to pin on shift work alone.

The review supports the premise that night workers face elevated stress and health risks, but it also shows a limit. Most research has studied nurses, factory workers and drivers, groups with more training, pay and visibility than the people who clean hospitals at night. Hospital housekeepers, who do physically demanding work with low pay and little control over their schedules, rarely appear as a group of their own. That gap matters, and it is not a small one, because the sources of stress for my crew, such as pressure to turn over rooms quickly and little recognition, differ from those of nurses.

Theme 2: Awe and Well-Being

A small but growing body of research links awe to outcomes relevant to stress. Across several experiments by Rudd et al. (2012), participants led to feel awe felt that they had more time available, were less impatient and reported greater momentary life satisfaction than people in other emotional states. Piff et al. (2015) showed that awe shrinks how large the self feels to the person, and that people in this state gave and helped more. Stellar et al. (2015) found that people who tended to feel awe more often had lower levels of a marker of inflammation, more strongly than for other positive emotions.

The awe studies agree on direction, more time, a smaller self and less inflammation, but most were brief laboratory sessions or surveys, not programs people repeated over weeks.

The most directly relevant study tested a repeated awe intervention. Sturm et al. (2022) asked healthy older adults to take a fifteen-minute outdoor walk each week for eight weeks. Half were taught to cultivate awe on their walks, by noticing vast and novel things, and half simply walked. The awe walk group reported more awe during walks, greater daily prosocial positive emotions such as compassion and gratitude, and less daily distress over time. Photographs they took of themselves showed bigger smiles and the self taking up less of the frame.

Sturm and colleagues' design is the model for my proposal: a short, repeated walk with a comparison walk. But their participants were older adults, mostly retired and well educated, walking at times of their choosing. Whether the effect holds for tired workers at the end of a night shift is unknown.

Theme 3: Walking, Nature and Rumination

Walking outdoors may reduce stress whether or not people feel awe. Bratman et al. (2015) randomly assigned participants to a ninety-minute walk in a natural area or along a busy road. Those who walked in nature reported less rumination afterward and showed reduced activity in a brain region associated with repetitive negative thinking, while the urban walkers did not. The study suggests that the setting of a walk matters, and that nature may interrupt the cycle of worry.

This finding complicates the capstone design. If walking outdoors reduces stress, then any benefit of awe walks must be shown against a comparison walk in a similar setting, so that awe itself, rather than walking or fresh air, is being tested. The hospital's parking ramp and river trail offer the same views to both groups, which helps. Both groups will also walk at the same hour, just after sunrise for much of the year, so that light and time of day are matched as well.

What this part is doingShowing how one study changes the design of the next demonstrates synthesis rather than summary.
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Theme 4: Workplace Stress Programs

What this part is doingNoting how each program in the meta-analysis differs from the planned walks keeps the comparison honest.
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Workplace programs to reduce stress have a substantial research base. Richardson and Rothstein (2008) conducted a meta-analysis of randomized studies of occupational stress management programs. They found that interventions had a medium to large effect on average, with cognitive-behavioral programs producing the largest effects and relaxation and other approaches producing smaller but meaningful effects. Programs that were shorter were not necessarily less effective.

The meta-analysis suggests that brief workplace interventions can reduce stress, but most programs it reviewed involved training sessions led by professionals, often for office workers. An awe walk program, led by a coworker and requiring no classroom time, would be a different kind of intervention, closer to an activity than a course.

Synthesis and Gap

Across the four themes, the research points the same way. Night workers face real stress and health risks. Awe produces effects, such as a smaller self and lower inflammation, that plausibly counter stress. Walks in nature reduce rumination. Brief workplace programs can reduce stress. But no study has combined these: no published trial has tested an awe intervention with shift workers, measured perceived stress as the main outcome in a workplace awe study, or compared awe walks with ordinary walks among people coming off a night shift.

The limits of the existing studies also guide the proposal. Samples have been mostly students, older adults and professionals, so a study of hospital housekeepers, many of them immigrants, would extend the research to a population it has overlooked. And because the effects of awe in laboratory studies are short-lived, the proposal should measure stress after several weeks of repeated walks rather than after a single one.

Conclusion

The literature gives the capstone a strong rationale and a design to borrow. It shows that awe, walking and brief workplace programs each have promise, and that no one has tested awe walks for night-shift workers. The proposal in Unit 4 will address that gap with a randomized comparison of awe walks and ordinary walks, measuring perceived stress over six weeks.

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References

Bratman, G. N., Hamilton, J. P., Hahn, K. S., Daily, G. C., & Gross, J. J. (2015). Nature experience reduces rumination and subgenual prefrontal cortex activation. Proceedings of the National Academy of Sciences, 112(28), 8567-8572. https://doi.org/10.1073/pnas.1510459112

Kecklund, G., & Axelsson, J. (2016). Health consequences of shift work and insufficient sleep. BMJ, 355, Article i5210. https://doi.org/10.1136/bmj.i5210

Piff, P. K., Dietze, P., Feinberg, M., Stancato, D. M., & Keltner, D. (2015). Awe, the small self, and prosocial behavior. Journal of Personality and Social Psychology, 108(6), 883-899. https://doi.org/10.1037/pspi0000018

Richardson, K. M., & Rothstein, H. R. (2008). Effects of occupational stress management intervention programs: A meta-analysis. Journal of Occupational Health Psychology, 13(1), 69-93. https://doi.org/10.1037/1076-8998.13.1.69

Rudd, M., Vohs, K. D., & Aaker, J. (2012). Awe expands people's perception of time, alters decision making, and enhances well-being. Psychological Science, 23(10), 1130-1136. https://doi.org/10.1177/0956797612438731

Stellar, J. E., John-Henderson, N., Anderson, C. L., Gordon, A. M., McNeil, G. D., & Keltner, D. (2015). Positive affect and markers of inflammation: Discrete positive emotions predict lower levels of inflammatory cytokines. Emotion, 15(2), 129-133. https://doi.org/10.1037/emo0000033

Sturm, V. E., Datta, S., Roy, A. R. K., Sible, I. J., Kosik, E. L., Veziris, C. R., Chow, T. E., Morris, N. A., Neuhaus, J., Kramer, J. H., Miller, B. L., Holley, S. R., & Keltner, D. (2022). Big smile, small self: Awe walks promote prosocial positive emotions in older adults. Emotion, 22(5), 1044-1058. https://doi.org/10.1037/emo0000876

PS499 Unit 3 instructions, in plain terms

Unit 3 of PS499 calls for a review of the research behind your capstone question. Explain your search strategy and inclusion criteria. Organize the review by themes rather than by article, and within each theme compare studies, noting where they agree, where they differ and how their samples and methods limit them. Use findings to shape your design. End with a synthesis that identifies a specific gap your study will address. Use peer-reviewed sources, ideally including at least one meta-analysis or systematic review, and APA style. Many sections expect eight to twelve sources and four to six pages, with clear thematic headings. Explain any limits of your search.

Inside the PS499 Unit 3 example

The review opens with the capstone question and a brief search strategy. A shift work theme summarizes known risks and notes that housekeepers are rarely studied. An awe theme compares four studies, under a highlighted line that most were brief laboratory sessions rather than repeated programs, then describes the weekly walk trial with older adults and its limits. A walking theme uses the nature walk study to argue for a comparison walk on the same route at the same hour. A workplace theme reports the stress program meta-analysis and notes differences from a peer-led walk. A synthesis section names the gap and how sample limits guide the proposal. The conclusion hands the gap to Unit 4.

Where the points sit in the PS499 Unit 3 rubric

Graders look for synthesis: themes that group studies and show how findings relate, rather than a summary of each article. Limits of samples and methods should be discussed, not just results. The review earns the most credit when findings change the proposed design, such as requiring a comparison condition. A clearly stated gap, specific enough that the study can fill it, is essential. Search strategy and inclusion criteria show transparency. Including a meta-analysis or review strengthens the evidence base. APA citations should be complete and correctly formatted, especially for multi-author studies, and headings should reflect themes rather than author names. Reviews that change the design usually stand out. Clear headings help.

Common PS499 Unit 3 mistakes, and how to avoid them

Literature reviews often give each source its own paragraph in turn, each starting with an author's name. Others report findings without limitations, which makes the gap hard to see. Students frequently state a gap so broad that no study could fill it. Search methods are commonly left out. Some reviews rely on websites rather than peer-reviewed research. Before submitting, reorganize any author-by-author section into themes, add one sentence per theme about what the studies cannot show, state the gap in a single sentence that your proposal answers, and confirm that each source is peer-reviewed or an authoritative review. That keeps the review tied to your study. Keep it thematic.

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Send your topic, sources and the instructions with the rubric. A custom literature review synthesizes the research and identifies a gap. It comes back in 24-48h, first one free. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.

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PS499 Unit 3 questions, answered

What is synthesis?

Organizing sources by finding or theme and showing how they relate, rather than summarizing each one.

How many sources are needed?

Requirements vary; many sections expect eight to twelve scholarly sources.

What is a research gap?

A question the existing studies have not answered, which the proposal will address.

Where can I find a free PS499 Unit 3 sample paper?

This page holds the complete PS499 Unit 3 literature review on awe, walking and stress for a capstone on night-shift hospital housekeepers.

What gap does the PS499 Unit 3 sample identify?

No published trial has tested awe walks with shift workers or compared them with ordinary walks in a workplace.