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Book Details
Abstract
With an emphasis on how nursing research is appraised and applied, Nursing Research: Methods and Critical Appraisal for Evidence-Based Practice, 8th Edition offers a comprehensive introduction to the nursing research concepts and methods essential to today’s evidence-based healthcare environment. Coverage includes clear guidelines for evaluating research and applying scientific evidence to practice, qualitative and quantitative research, appraising and critiquing research, critical thinking, and clinical decision making using research information.
The American Journal of Nursing (AJN) Book of the Year Awards recognized the 8th edition with a first-place award in the Nursing Research category.
- Balanced coverage acquaints you with the processes behind research and evidence-based practice.
- Distinct coverage of qualitative and quantitative research approaches are presented in separate parts of the book to avoid the confusion that often results when the two are interwoven.
- Complete, high-quality research examples, including three sample critiques, demonstrate how to apply the principles outlined in the text to published quantitative and qualitative research studies.
- Research Vignettes help bridge the gaps among clinical research, academia, and clinical practice.
- All-star cast of contributors represents a widely respected team of experts in nursing research and evidence-based practice.
- Each chapter contains a variety of popular learning aids, including Key Terms, Learning Outcomes, Helpful Hints, Evidence-Based Practice Tips, Appraising the Evidence, Critiquing Criteria, Critique of a Research Study, Critical Thinking Decision Paths, Critical Thinking Challenges, and Key Points.
- NEW! Streamlined steps of the research process focus on how to appraise and apply research findings for evidence-based practice.
- NEW! Theory chapter features an up-to-date exploration of the most important theories behind nursing research.
- NEW! Systematic Reviews and Clinical Practice Guidelines chapter addresses this important area of nursing research.
- NEW! Quality Improvement chapter discusses the trending topic of quality improvement as it relates to nursing research.
- NEW! Updated research articles, including a Cochrane Collection study, reflect the most current, high-quality studies, particularly those that are accessible and relevant to readers with minimal clinical experience.
- NEW! All-new Research Vignettes illustrate the dynamic nature of nursing research.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front cover | Cover | ||
| Nursing research methods and critical appraisal for evidence-based practice 8th edition | i | ||
| Copyright page | ii | ||
| About the authors | iii | ||
| Contributors | v | ||
| Reviewers | vii | ||
| To the instructor | viii | ||
| To the student | xiii | ||
| Acknowledgments | xiv | ||
| Table of contents | xv | ||
| I Overview of research and evidence-based practice | 1 | ||
| Introduction | 2 | ||
| Research vignette | 2 | ||
| Improving supportive care for cancer patients and their families | 2 | ||
| References | 4 | ||
| 1 Integrating research, evidence-based practice, and quality improvement processes | 5 | ||
| Learning outcomes | 5 | ||
| Key terms | 5 | ||
| Nursing research, evidence-based practice, and quality improvement | 6 | ||
| Types of research: Qualitative and quantitative | 8 | ||
| Critical reading skills | 9 | ||
| Strategies for critiquing research studies | 13 | ||
| Overcoming barriers: Useful critiquing strategies | 14 | ||
| Evidence-based practice and research | 14 | ||
| Research articles: Format and style | 17 | ||
| Abstract | 17 | ||
| Introduction | 18 | ||
| Definition of the purpose | 18 | ||
| Literature review and theoretical framework | 18 | ||
| Hypothesis/research question | 19 | ||
| Research design | 19 | ||
| Sampling | 20 | ||
| Reliability and validity | 20 | ||
| Procedures and collection methods | 20 | ||
| Data analysis/results | 20 | ||
| Discussion | 20 | ||
| Recommendations and implications | 21 | ||
| References | 21 | ||
| Communicating results | 21 | ||
| Systematic reviews: Meta-analyses, integrative reviews, and meta-syntheses | 21 | ||
| Systematic reviews | 21 | ||
| Clinical guidelines | 22 | ||
| Quality improvement | 22 | ||
| Key points | 23 | ||
| Critical thinking challenges | 23 | ||
| References | 24 | ||
| 2 Research questions, hypotheses, and clinical questions | 25 | ||
| Learning outcomes | 25 | ||
| Key terms | 25 | ||
| Developing and refining a research question: Study perspective | 26 | ||
| Defining the research question | 28 | ||
| Beginning the literature review | 28 | ||
| Examining significance | 30 | ||
| Determining feasibility | 31 | ||
| The fully developed research question | 31 | ||
| Variables | 31 | ||
| Population | 33 | ||
| Testability | 33 | ||
| Study purpose, aims, or objectives | 34 | ||
| Developing the research hypothesis | 35 | ||
| Characteristics | 36 | ||
| Relationship statement | 36 | ||
| Testability | 37 | ||
| Theory base | 37 | ||
| Wording the hypothesis | 37 | ||
| Statistical versus research hypotheses | 38 | ||
| Directional versus nondirectional hypotheses | 39 | ||
| Relationship between the hypothesis, the research question, and the research design | 39 | ||
| Developing and refining a clinical question: A consumer’s perspective | 41 | ||
| Appraising the evidence | 43 | ||
| The research question and hypothesis | 43 | ||
| Critiquing the research question | 43 | ||
| Critiquing the hypothesis | 45 | ||
| Key points | 46 | ||
| Critical thinking challenges | 46 | ||
| References | 47 | ||
| 3 Gathering and appraising the literature | 49 | ||
| Learning outcomes | 49 | ||
| Key terms | 49 | ||
| Review of the literature | 51 | ||
| The literature review: The researcher’s perspective | 51 | ||
| The literature review: The consumer perspective | 53 | ||
| Research conduct and consumer of research purposes: Differences and similarities | 55 | ||
| Searching for evidence | 55 | ||
| Performing an electronic search | 58 | ||
| Why use an electronic database? | 58 | ||
| Types of resources | 59 | ||
| Print and electronic indexes: Books and journals | 59 | ||
| Refereed journals | 60 | ||
| Electronic: Bibliographic and abstract databases | 60 | ||
| Electronic: Secondary or summary databases | 62 | ||
| Internet: Search engines | 62 | ||
| How far back must the search go? | 64 | ||
| What do I need to know? | 65 | ||
| How do I complete the search? | 68 | ||
| Literature review format: What to expect | 69 | ||
| Appraising the evidence | 70 | ||
| Key points | 73 | ||
| Critical thinking challenges | 73 | ||
| References | 74 | ||
| 4 Theoretical frameworks for research | 75 | ||
| Learning outcomes | 75 | ||
| Key terms | 75 | ||
| Practice-theory-research links | 77 | ||
| Overview of theory | 77 | ||
| Types of theories used by nurses | 79 | ||
| Theories from related disciplines used in nursing practice and research | 79 | ||
| Nursing theories used in practice and research | 80 | ||
| Grand nursing theories | 81 | ||
| Middle range nursing theories | 81 | ||
| Situation-specific nursing theories: Micro-range, practice, or prescriptive theories | 82 | ||
| How theory is used in nursing research | 83 | ||
| Theory-generating nursing research | 83 | ||
| Theory as framework for nursing research | 83 | ||
| Theory-testing nursing research | 84 | ||
| Application to research and evidence-based practice | 85 | ||
| Application of theory in qualitative research | 85 | ||
| Examples of theory as research framework | 86 | ||
| Examples of theory-testing research | 86 | ||
| Critiquing the use of theory in nursing research | 87 | ||
| Key points | 88 | ||
| Critical thinking challenges | 88 | ||
| References | 89 | ||
| II Processes and evidence related to qualitative research | 91 | ||
| Introduction | 92 | ||
| Research vignette | 92 | ||
| Program of research on substance use disorders | 92 | ||
| References | 93 | ||
| 5 Introduction to qualitative research | 95 | ||
| Learning outcomes | 95 | ||
| Key terms | 95 | ||
| What is qualitative research? | 96 | ||
| What do qualitative researchers believe? | 96 | ||
| Does the methodology fit with the research question being asked? | 97 | ||
| Components of a qualitative research study | 99 | ||
| Review of the literature | 99 | ||
| Study design | 100 | ||
| Sample | 100 | ||
| Setting: Recruitment and data collection | 101 | ||
| Data collection | 101 | ||
| Data analysis | 102 | ||
| Findings | 103 | ||
| Discussion of the results and implications for evidence-based practice | 104 | ||
| Appraising the evidence | 107 | ||
| Foundation of qualitative research | 107 | ||
| Key points | 108 | ||
| Critical thinking challenges | 108 | ||
| References | 108 | ||
| 6 Qualitative approaches to research | 109 | ||
| Learning outcomes | 109 | ||
| Key terms | 109 | ||
| Qualitative approach and nursing science | 111 | ||
| Qualitative research methods | 111 | ||
| Phenomenological method | 112 | ||
| Identifying the phenomenon | 113 | ||
| Structuring the study | 113 | ||
| Research question.  | 113 | ||
| Researcher’s perspective.  | 113 | ||
| Sample selection.  | 114 | ||
| Data gathering | 114 | ||
| Data analysis | 114 | ||
| Describing the findings | 115 | ||
| Grounded theory method | 116 | ||
| Identifying the phenomenon | 116 | ||
| Structuring the study | 116 | ||
| Research question.  | 116 | ||
| Researcher’s perspective.  | 116 | ||
| Sample selection.  | 116 | ||
| Data gathering | 117 | ||
| Data analysis | 117 | ||
| Describing the findings | 118 | ||
| Ethnographic method | 118 | ||
| Identifying the phenomenon | 118 | ||
| Structuring the study | 119 | ||
| Research question.  | 119 | ||
| Researcher’s perspective.  | 119 | ||
| Sample selection.  | 119 | ||
| Data gathering | 119 | ||
| Data analysis | 120 | ||
| Describing the findings | 120 | ||
| Case study | 120 | ||
| Identifying the phenomenon | 121 | ||
| Structuring the study | 121 | ||
| Research question.  | 121 | ||
| Researcher’s perspective.  | 121 | ||
| Sample selection.  | 121 | ||
| Data gathering | 122 | ||
| Data analysis/describing findings | 122 | ||
| Community-based participatory research | 123 | ||
| Issues in qualitative research | 124 | ||
| Ethics | 124 | ||
| Naturalistic setting | 124 | ||
| Emergent nature of design | 124 | ||
| Researcher-participant interaction | 125 | ||
| Researcher as instrument | 125 | ||
| Credibility, auditability, and fittingness | 125 | ||
| Triangulation | 125 | ||
| Synthesizing qualitative evidence: Meta-synthesis | 126 | ||
| Appraising the evidence | 127 | ||
| Qualitative research | 127 | ||
| Key points | 129 | ||
| Critical thinking challenges | 129 | ||
| References | 129 | ||
| 7 Appraising qualitative research | 132 | ||
| Learning outcomes | 132 | ||
| Key terms | 132 | ||
| Stylistic considerations | 133 | ||
| Application of qualitative research findings in practice | 136 | ||
| Critique of a qualitative research study | 139 | ||
| The research study | 139 | ||
| Becoming normal: a grounded theory study on the emotional process of stroke recovery | 139 | ||
| Abstract | 139 | ||
| Introduction | 139 | ||
| Literature review | 140 | ||
| Ethics approval | 141 | ||
| Study participants | 141 | ||
| Methodology | 142 | ||
| Findings | 143 | ||
| Central problem | 143 | ||
| Basic social process | 144 | ||
| Implications | 150 | ||
| Limitations | 150 | ||
| Conclusions | 151 | ||
| The critique | 153 | ||
| Statement of the phenomenon of interest | 153 | ||
| Purpose | 153 | ||
| Method | 154 | ||
| Sampling | 154 | ||
| Data collection | 155 | ||
| Data analysis | 155 | ||
| Empirical groundings of the study: findings | 156 | ||
| Conclusions, implications, and recommendations | 157 | ||
| Critical thinking challenges | 157 | ||
| References | 151 | ||
| References | 157 | ||
| III Processes and evidence related to quantitative research | 159 | ||
| Introduction | 160 | ||
| Research vignette | 160 | ||
| From pressure ulcer prediction to preventive interventions | 160 | ||
| References | 162 | ||
| 8 Introduction to quantitative research | 163 | ||
| Learning outcomes | 163 | ||
| Key terms | 163 | ||
| Purpose of research design | 164 | ||
| Objectivity in the research question conceptualization | 165 | ||
| Accuracy | 166 | ||
| Feasibility | 166 | ||
| Control and intervention fidelity | 167 | ||
| Homogeneous sampling | 168 | ||
| Constancy in data collection | 169 | ||
| Manipulation of independent variable | 170 | ||
| Randomization | 170 | ||
| Quantitative control and flexibility | 171 | ||
| Internal and external validity | 171 | ||
| Internal validity | 171 | ||
| History | 172 | ||
| Maturation | 172 | ||
| Testing | 173 | ||
| Instrumentation | 173 | ||
| Mortality | 174 | ||
| Selection bias | 174 | ||
| External validity | 174 | ||
| Selection effects | 175 | ||
| Reactive effects | 176 | ||
| Measurement effects | 176 | ||
| Appraising the evidence | 177 | ||
| Quantitative research | 177 | ||
| Key points | 179 | ||
| Critical thinking challenges | 180 | ||
| References | 180 | ||
| 9 Experimental and quasi-experimental designs | 182 | ||
| Learning outcomes | 182 | ||
| Key terms | 182 | ||
| Research process | 183 | ||
| True experimental design | 184 | ||
| Randomization | 184 | ||
| Control | 186 | ||
| Manipulation | 186 | ||
| Types of experimental designs | 187 | ||
| Strengths and weaknesses of the experimental design | 190 | ||
| Quasi-experimental designs | 191 | ||
| Types of quasi-experimental designs | 191 | ||
| Strengths and weaknesses of quasi-experimental designs | 194 | ||
| Evidence-based practice | 194 | ||
| Appraising the evidence | 195 | ||
| Experimental and quasi-experimental designs | 195 | ||
| Key points | 196 | ||
| Critical thinking challenges | 197 | ||
| References | 197 | ||
| 10 Nonexperimental designs | 199 | ||
| Learning outcomes | 199 | ||
| Key terms | 200 | ||
| Survey studies | 202 | ||
| Relationship and difference studies | 203 | ||
| Correlational studies | 204 | ||
| Developmental studies | 205 | ||
| Cross-sectional studies | 205 | ||
| Longitudinal/prospective/cohort studies | 206 | ||
| Retrospective/ex post facto/case control studies | 207 | ||
| Prediction and causality in nonexperimental research | 208 | ||
| Additional types of quantitative methods | 210 | ||
| Methodological research | 210 | ||
| Secondary analysis | 212 | ||
| Appraising the evidence | 213 | ||
| Nonexperimental designs | 213 | ||
| Key points | 215 | ||
| Critical thinking challenges | 215 | ||
| References | 216 | ||
| 11 Systematic reviews and clinical practice guidelines | 218 | ||
| Learning outcomes | 218 | ||
| Key terms | 218 | ||
| Systematic review types | 219 | ||
| Systematic review | 220 | ||
| Meta-analysis | 221 | ||
| Cochrane collaboration | 224 | ||
| Integrative review | 225 | ||
| Tools for evaluating individual studies | 225 | ||
| Clinical practice guidelines | 226 | ||
| Evaluating clinical practice guidelines | 227 | ||
| Appraising the evidence | 228 | ||
| Systematic reviews and clinical guidelines | 228 | ||
| References | 229 | ||
| 12 Sampling | 231 | ||
| Learning outcomes | 231 | ||
| Key terms | 231 | ||
| Sampling concepts | 232 | ||
| Population | 232 | ||
| Inclusion and exclusion criteria | 233 | ||
| Samples and sampling | 234 | ||
| Types of samples | 235 | ||
| Nonprobability sampling | 236 | ||
| Convenience sampling | 236 | ||
| Quota sampling | 237 | ||
| Purposive sampling | 238 | ||
| Probability sampling | 240 | ||
| Simple random sampling | 240 | ||
| Stratified random sampling | 241 | ||
| Multistage sampling (cluster sampling) | 242 | ||
| Special sampling strategies | 243 | ||
| Sample size | 244 | ||
| Appraising the evidence | 247 | ||
| Sampling | 247 | ||
| Key points | 251 | ||
| Critical thinking challenges | 252 | ||
| References | 252 | ||
| 13 Legal and ethical issues | 254 | ||
| Learning outcomes | 254 | ||
| Key terms | 255 | ||
| Ethical and legal considerations in research: A historical perspective | 255 | ||
| Past ethical dilemmas in research | 255 | ||
| Protection of human rights | 258 | ||
| Procedures for protecting basic human rights | 258 | ||
| Informed consent | 258 | ||
| Institutional review board | 263 | ||
| Health insurance portability and accountability act of 1996 (hipaa) | 265 | ||
| Protecting basic human rights of vulnerable groups | 266 | ||
| Appraising the evidence | 268 | ||
| Legal and ethical aspects of a research study | 268 | ||
| Key points | 270 | ||
| Critical thinking challenges | 270 | ||
| References | 271 | ||
| 14 Data collection methods | 273 | ||
| Learning outcomes | 273 | ||
| Key terms | 273 | ||
| Measuring variables of interest | 274 | ||
| Data collection methods | 275 | ||
| Observational methods | 276 | ||
| Self-report methods | 279 | ||
| Interviews and questionnaires | 279 | ||
| Physiological measurement | 282 | ||
| Existing data | 283 | ||
| Construction of new instruments | 284 | ||
| Appraising the evidence | 285 | ||
| Data collection methods | 285 | ||
| Key points | 287 | ||
| Critical thinking challenges | 287 | ||
| References | 288 | ||
| 15 Reliability and validity | 289 | ||
| Learning outcomes | 289 | ||
| Key terms | 289 | ||
| Reliability, validity, and measurement error | 290 | ||
| Validity | 292 | ||
| Content validity | 292 | ||
| Criterion-related validity | 294 | ||
| Construct validity | 294 | ||
| Hypothesis-testing approach | 294 | ||
| Convergent, divergent, and multitrait-multimethod approaches | 295 | ||
| Contrasted-groups approach | 296 | ||
| Factor analytical approach | 296 | ||
| Reliability | 298 | ||
| Reliability coefficient interpretation | 298 | ||
| Stability | 299 | ||
| Test-retest reliability | 300 | ||
| Parallel or alternate form | 300 | ||
| Internal consistency/homogeneity | 301 | ||
| Item to total correlations | 301 | ||
| Cronbach’s alpha | 301 | ||
| Split-half reliability | 302 | ||
| Kuder-richardson (KR-20) coefficient | 302 | ||
| Equivalence | 303 | ||
| Interrater reliability | 303 | ||
| Parallel or alternate form | 304 | ||
| Classic test theory versus item response theory | 304 | ||
| How validity and relability are reported | 304 | ||
| Appraising the evidence | 304 | ||
| Reliability and validity | 304 | ||
| Key points | 307 | ||
| Critical thinking challenges | 307 | ||
| References | 308 | ||
| 16 Data analysis: Descriptive and inferential statistics | 310 | ||
| Learning outcomes | 310 | ||
| Key terms | 310 | ||
| Levels of measurement | 311 | ||
| Descriptive statistics | 314 | ||
| Frequency distribution | 314 | ||
| Measures of central tendency | 316 | ||
| Normal distribution | 317 | ||
| Interpreting measures of variability | 317 | ||
| Inferential statistics | 318 | ||
| Hypothesis testing | 320 | ||
| Probability | 321 | ||
| Type I and type II errors | 321 | ||
| Level of significance | 322 | ||
| Clinical and statistical significance | 323 | ||
| Parametric and nonparametric statistics | 323 | ||
| Tests of difference | 325 | ||
| Nonparametric statistics | 326 | ||
| Tests of relationships | 326 | ||
| Advanced statistics | 327 | ||
| Appraising the evidence | 328 | ||
| Descriptive and inferential statistics | 328 | ||
| Key points | 331 | ||
| Critical thinking challenges | 332 | ||
| References | 333 | ||
| 17 Understanding research findings | 334 | ||
| Learning outcomes | 334 | ||
| Key terms | 334 | ||
| Findings | 335 | ||
| Results | 335 | ||
| Discussion | 340 | ||
| Appraising the evidence | 343 | ||
| Research findings | 343 | ||
| Key points | 345 | ||
| Critical thinking challenges | 345 | ||
| References | 345 | ||
| 18 Appraising quantitative research | 347 | ||
| Learning outcomes | 347 | ||
| Stylistic considerations | 350 | ||
| Critique of a quantitative research study | 351 | ||
| The research study | 351 | ||
| The Effects of psychoeducation and telephone counseling on the adjustment of women with early-stage breast cancer | 351 | ||
| 1. Introduction | 352 | ||
| 2. Background literature | 353 | ||
| 3. Theoretical framework | 355 | ||
| 4. The development and pilot testing of the interventions | 356 | ||
| 5. Intervention protocols | 356 | ||
| 5.1. Group 1 | 356 | ||
| 5.2. Group 2 | 357 | ||
| 5.3. Group 3 | 357 | ||
| 5.4. Group 4 | 357 | ||
| 6. Methods | 357 | ||
| 6.1. Study sample and setting | 357 | ||
| 6.2. Design and DC | 358 | ||
| 6.2.1. Recruitment activities | 358 | ||
| 6.2.2. Enrollment procedures | 358 | ||
| 6.3. Instruments | 359 | ||
| 6.4. Statistical analyses | 360 | ||
| 7. Results | 361 | ||
| 7.1. Demographic and baseline characteristics | 361 | ||
| 7.2. Physical, emotional, and social adjustment | 363 | ||
| 7.2.1. Physical adjustment | 363 | ||
| 7.2.2. Side effect incidence | 363 | ||
| 7.2.3. Side effect severity | 363 | ||
| 7.2.4. Overall health status | 365 | ||
| 7.3. Emotional adjustment | 365 | ||
| 7.3.1. Psychological well-being | 365 | ||
| 7.3.2. Side effect distress | 365 | ||
| 7.4. Social adjustment | 365 | ||
| 7.4.1. Vocational environment | 365 | ||
| 7.4.2. Domestic environment | 366 | ||
| 7.4.3. Social environment | 366 | ||
| 8. Discussion and implications | 366 | ||
| 8.1. Physical adjustment | 366 | ||
| 8.2. Emotional adjustment | 367 | ||
| 8.3. Social adjustment | 367 | ||
| 9. Conclusion | 370 | ||
| Acknowledgment | 370 | ||
| The critique | 373 | ||
| Problem and purpose | 373 | ||
| Review of the literature | 373 | ||
| Research questions | 374 | ||
| Sample | 374 | ||
| Research design | 374 | ||
| Threats to internal validity | 375 | ||
| Threats to external validity | 375 | ||
| Research methodology | 375 | ||
| Legal-ethical issues | 375 | ||
| Instruments | 375 | ||
| Data analysis | 375 | ||
| Conclusions, implications, and recommendations | 376 | ||
| Implications for nursing practice | 376 | ||
| Critique of a quantitative research study | 377 | ||
| The research study | 377 | ||
| Asthma severity in children and the quality of life of their parents | 377 | ||
| Abstract | 377 | ||
| 1. Introduction | 377 | ||
| 2. Background | 377 | ||
| 3. Research design and methodology | 379 | ||
| 3.1. Data analysis | 381 | ||
| 4. Results | 381 | ||
| 5. Discussion | 382 | ||
| 6. Conclusion and recommendations | 386 | ||
| The critique | 387 | ||
| Problem and purpose | 387 | ||
| Review of the literature | 387 | ||
| Research questions | 388 | ||
| Sample | 388 | ||
| Research design | 388 | ||
| Threats to internal validity | 388 | ||
| Threats to external validity | 388 | ||
| Research methods | 389 | ||
| Legal-ethical issues | 389 | ||
| Instruments | 389 | ||
| Reliability and validity | 389 | ||
| Data analysis | 389 | ||
| Conclusions, implications, and recommendations | 389 | ||
| Application to nursing practice | 390 | ||
| Critical thinking challenges | 390 | ||
| References | 370 | ||
| References | 386 | ||
| References | 390 | ||
| IV Application of research: evidence-based practice | 391 | ||
| Introduction | 392 | ||
| Research vignette | 392 | ||
| Incorporating information and communication technology tools for HIV into practice | 392 | ||
| References | 394 | ||
| 19 Strategies and tools for developing an evidence-based practice | 396 | ||
| Learning outcomes | 396 | ||
| Key terms | 396 | ||
| Evidence-based tool | 397 | ||
| APPENDIX A A randomized, clinical trial of education or motivational-interviewing based coaching compared to usual care to improve cancer pain management | 473 | ||
| Methods | 475 | ||
| Sample and settings | 475 | ||
| Procedures | 475 | ||
| Instruments | 477 | ||
| Data analysis | 478 | ||
| Results | 478 | ||
| Sample | 478 | ||
| Instrument scores | 479 | ||
| Discussion | 480 | ||
| Conclusions and implications for nursing practice | 485 | ||
| References | 486 | ||
| APPENDIX B The influence of maternal fetal–attachment and health practices on neonatal outcomes in low-income, urban women | 490 | ||
| Abstract | 490 | ||
| Theoretical model | 492 | ||
| Methods | 492 | ||
| Sample | 492 | ||
| Data collection procedures | 494 | ||
| Measures | 494 | ||
| Data analysis | 495 | ||
| Results | 495 | ||
| Discussion | 497 | ||
| Conclusion | 499 | ||
| References | 499 | ||
| APPENDIX C The experiences of nurse practitioners providing health care to the homeless | 502 | ||
| Abstract | 502 | ||
| Literature review | 504 | ||
| Health status of the homeless | 504 | ||
| Healthcare experiences of the homeless | 504 | ||
| The role of the NP | 505 | ||
| Methods | 506 | ||
| Population, participants, and setting | 506 | ||
| Data collection instruments | 506 | ||
| Data analysis procedures | 507 | ||
| Results | 508 | ||
| Theme 1: Why they do what they do | 508 | ||
| Subtheme 1a: Nursing at its finest. | 508 | ||
| Subtheme 1b: Making a difference. | 509 | ||
| Subtheme 1c: A sense of mission/fulfillment of a deeper calling. | 509 | ||
| Theme 2: A unique population with unique needs | 509 | ||
| Subtheme 2a: Multiple levels of challenges. | 509 | ||
| Subtheme 2b: Misaligned priorities. | 510 | ||
| Theme 3: NP characteristics | 510 | ||
| Subtheme 3a: Values/beliefs. | 510 | ||
| Subtheme 3b: Communication skills. | 511 | ||
| Subtheme 3c: Personality traits. | 511 | ||
| Theme 4: How the relationship develops | 511 | ||
| Subtheme 4a: Establishing trust. | 512 | ||
| Subtheme 4b: Hearing their story. | 512 | ||
| Theme 5: lessons learned: A relationship of reciprocity | 512 | ||
| Subtheme 5a: Inner strength and resilience. | 513 | ||
| Subtheme 5b: Keys to success. | 513 | ||
| Subtheme 5c: Opportunity for self-reflection. | 514 | ||
| Discussion | 514 | ||
| Conclusions | 515 | ||
| References | 516 | ||
| APPENDIX D Couple functioning and post-traumatic stress symptoms in US army couples: The role of resilience | 518 | ||
| Conceptual framework | 520 | ||
| Hypotheses | 522 | ||
| Method | 522 | ||
| Participants | 522 | ||
| Measures | 523 | ||
| Post-traumatic stress symptoms (PTSS). | 523 | ||
| Resilience. | 524 | ||
| Couple functioning. | 524 | ||
| Coercion and violence. | 524 | ||
| History of previous trauma. | 525 | ||
| Procedures | 525 | ||
| Analysis | 525 | ||
| Results | 525 | ||
| Participants | 525 | ||
| Relationship of ptss with couple functioning | 526 | ||
| Moderators of the relationship between ptss and couple functioning | 527 | ||
| Comparisons of male soldier and dual military couples | 527 | ||
| Prevalence of secondary traumatic stress (sts) | 527 | ||
| Discussion and conclusions | 528 | ||
| References | 531 | ||
| APPENDIX E Follow-up for improving psychological well being for women after a miscarriage (review) | 535 | ||
| Abstract | 535 | ||
| Plain language summary | 536 | ||
| Follow-up for improving psychological well being for women after a miscarriage | 536 | ||
| Background | 536 | ||
| Description of the condition | 536 | ||
| Description of the intervention | 537 | ||
| How the intervention might work | 537 | ||
| Why it is important to do this review | 538 | ||
| Objectives | 538 | ||
| Primary | 538 | ||
| Secondary | 538 | ||
| Methods | 538 | ||
| Criteria for considering studies for this review | 538 | ||
| Types of studies | 538 | ||
| Types of participants | 538 | ||
| Types of interventions | 538 | ||
| Types of outcome measures | 538 | ||
| Primary outcomes | 538 | ||
| Secondary outcomes | 539 | ||
| Search methods for identification of studies | 539 | ||
| Electronic searches | 539 | ||
| Searching other resources | 539 | ||
| Data collection and analysis | 539 | ||
| Selection of studies. | 539 | ||
| Data extraction and management. | 539 | ||
| Assessment of risk of bias in included studies. | 540 | ||
| Measures of treatment effect | 541 | ||
| Dichotomous data. | 541 | ||
| Continuous data. | 541 | ||
| Unit of analysis issues | 541 | ||
| Cluster-randomised trials. | 541 | ||
| Dealing with missing data | 542 | ||
| Assessment of heterogeneity | 542 | ||
| Assessment of reporting biases | 542 | ||
| Data synthesis | 542 | ||
| Subgroup analysis and investigation of heterogeneity | 542 | ||
| Sensitivity analysis | 543 | ||
| Results | 543 | ||
| Description of studies | 543 | ||
| Results of the search | 543 | ||
| Risk of bias in included studies | 543 | ||
| Sequence generation. | 543 | ||
| Allocation concealment. | 543 | ||
| Blinding. | 543 | ||
| Incomplete outcome data. | 543 | ||
| Selective outcome reporting. | 544 | ||
| Other potential sources of bias. | 544 | ||
| Effects of interventions | 544 | ||
| 1. One counselling session versus no counselling (three studies 236 women) (analysis 1.1) | 544 | ||
| Primary outcomes | 544 | ||
| Psychological well being. | 544 | ||
| Secondary outcomes. | 545 | ||
| 2. Three one-hour counselling sessions versus no counselling (at four months) (one study 242 women) (analysis 2.1) | 546 | ||
| Primary outcomes | 546 | ||
| Psychological well being. | 546 | ||
| Secondary outcomes. | 546 | ||
| 3. Three one-hour counselling sessions versus no counselling (at 12 months) (one study 242 women) (analysis 3.1) | 546 | ||
| Secondary outcomes. | 547 | ||
| 4. Two counselling sessions versus no counselling (one study 280 women) (analysis 4.1) | 547 | ||
| Primary outcomes | 547 | ||
| Psychological well being. | 547 | ||
| Glossary | 575 | ||
| A | 575 | ||
| B | 575 | ||
| C | 575 | ||
| D | 577 | ||
| E | 577 | ||
| F | 578 | ||
| G | 578 | ||
| H | 578 | ||
| I | 578 | ||
| J | 579 | ||
| K | 579 | ||
| L | 579 | ||
| M | 579 | ||
| N | 580 | ||
| O | 580 | ||
| P | 580 | ||
| Q | 581 | ||
| R | 582 | ||
| S | 582 | ||
| T | 583 | ||
| V | 584 | ||
| W | 584 | ||
| Index | 585 | ||
| A | 585 | ||
| B | 585 | ||
| C | 585 | ||
| D | 587 | ||
| E | 587 | ||
| F | 588 | ||
| G | 589 | ||
| H | 589 | ||
| I | 589 | ||
| J | 590 | ||
| K | 590 | ||
| L | 590 | ||
| M | 591 | ||
| N | 591 | ||
| O | 592 | ||
| P | 592 | ||
| Q | 593 | ||
| R | 594 | ||
| S | 596 | ||
| T | 597 | ||
| U | 597 | ||
| V | 597 | ||
| W | 598 |