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Book Details
Abstract
As the bestselling nursing research text, Understanding Nursing Research: Building an Evidence-Based Practice, 6th Edition offers unique insights into understanding, appraising, and applying published research to evidence-based practice. It is known for its authoritative content, time-tested systematic approach, and unique research example format — newly redesigned for the sixth edition to better demonstrate how the steps of the research process relate to evidence-based nursing.
"This would be excellent for student nurses, nurses new to research or any nurse with an interest in research." Reviewed by: Helen Reeves, St Giles Walsall Hospice on behalf of Nursing Times, December 2015
- Authoritative content is written by two of the true pioneers in nursing research, who offer unique, first-hand insights into the field.
- Research examples provide practice in working with published studies, with many of the examples including Critical Appraisal and Implications for Practice sections.
- Clear, step-by-step organization introduces the research process and demonstrates how this systematic framework relates to evidence-based practice.
- Strong emphasis on evidence-based practice helps you develop skills in studying and appraising published research, so you are prepared for your role in working with research evidence.
- Critical Appraisal Guidelines boxes provide step-by-step guidance in appraising published research studies.
- Emphasis on critical appraisal versus critique reflects contemporary usage in nursing research and evidence-based practice.
- Balanced coverage of qualitative research prepares you to approach research questions and clinical questions with an unbiased view of the researcher's methodology.
- Presentation of two different appraisal processes covers both the traditional in-depth critical appraisal process that prepares you for graduate-level work in research, and the concise, practice-focused research appraisal process that equips you for quick and accurate evaluation of the applicability of research findings to clinical practice.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| Inside Front Cover | ES2 | ||
| Contents | i | ||
| Understanding Nursing Research: Building an Evidence-Based Practice | iii | ||
| Copyright | iv | ||
| Contributor and Reviewers | v | ||
| Dedication | vii | ||
| Preface | viii | ||
| Learning Resources to Accompany Understanding Nursing Research, 6th edition | x | ||
| Evolve Instructor Resources | x | ||
| Test Bank | xi | ||
| PowerPoint Slides | xi | ||
| Image Collection | xi | ||
| NEW TEACH for Nurses Lesson Plans | xi | ||
| Evolve Student Resources | xi | ||
| Study Guide | xii | ||
| Acknowledgments | xiii | ||
| Chapter 1: Introduction to Nursing Research and Evidence-Based Practice | 1 | ||
| WHAT IS NURSING RESEARCH? | 3 | ||
| WHAT IS EVIDENCE-BASED PRACTICE? | 3 | ||
| PURPOSES OF RESEARCH FOR IMPLEMENTING AN EVIDENCE-BASED NURSING PRACTICE | 6 | ||
| Description | 6 | ||
| Explanation | 7 | ||
| Prediction | 7 | ||
| Control | 8 | ||
| HISTORICAL DEVELOPMENT OF RESEARCH IN NURSING | 9 | ||
| Florence Nightingale | 11 | ||
| Nursing Research: 1900s through the 1970s | 11 | ||
| Nursing Research: 1980s and 1990s | 12 | ||
| Nursing Research: in the Twenty-First Century | 14 | ||
| Current Actions of the National Institute of Nursing Research | 14 | ||
| Linking Quality and Safety Education for Nursing Competencies and Nursing Research | 15 | ||
| ACQUIRING KNOWLEDGE IN NURSING | 15 | ||
| Traditions | 16 | ||
| Authority | 16 | ||
| Borrowing | 16 | ||
| Trial and Error | 17 | ||
| Personal Experience | 17 | ||
| Role Modeling | 17 | ||
| Intuition | 18 | ||
| Reasoning | 18 | ||
| PARTICULAR INSTANCES | 18 | ||
| GENERAL STATEMENT | 18 | ||
| PREMISES | 18 | ||
| CONCLUSION | 18 | ||
| ACQUIRING KNOWLEDGE THROUGH NURSING RESEARCH | 19 | ||
| Introduction to Quantitative and Qualitative Research | 19 | ||
| Types of Quantitative and Qualitative Research | 20 | ||
| Introduction to Outcomes Research | 21 | ||
| UNDERSTANDING BEST RESEARCH EVIDENCE FOR PRACTICE | 21 | ||
| Strategies Used to Synthesize Research Evidence | 22 | ||
| Levels of Research Evidence | 24 | ||
| Introduction to Evidence-Based Guidelines | 25 | ||
| WHAT IS YOUR ROLE IN NURSING RESEARCH? | 25 | ||
| KEY CONCEPTS | 27 | ||
| REFERENCES | 28 | ||
| Chapter 2: Introduction to Quantitative Research | 31 | ||
| WHAT IS QUANTITATIVE RESEARCH? | 32 | ||
| Types of Quantitative Research | 33 | ||
| Descriptive Research | 33 | ||
| Correlational Research | 33 | ||
| Quasi-Experimental Research | 34 | ||
| Experimental Research | 34 | ||
| Defining Terms Relevant to Quantitative Research | 35 | ||
| Basic Research | 35 | ||
| Applied Research | 35 | ||
| Rigor in Quantitative Research | 36 | ||
| Control in Quantitative Research | 36 | ||
| Extraneous Variables | 37 | ||
| Sampling | 37 | ||
| Research Settings | 38 | ||
| Study Interventions | 38 | ||
| PROBLEM-SOLVING AND NURSING PROCESSES: BASIS FOR UNDERSTANDING THE QUANTITATIVE RESEARCH PROCESS | 38 | ||
| Comparing Problem Solving with the Nursing Process | 38 | ||
| Comparing the Nursing Process with the Research Process | 39 | ||
| IDENTIFYING THE STEPS OF THE QUANTITATIVE RESEARCH PROCESS | 40 | ||
| Research Problem and Purpose | 41 | ||
| Review of Relevant Literature | 41 | ||
| Study Framework | 42 | ||
| Research Objectives, Questions, or Hypotheses | 43 | ||
| Study Variables | 44 | ||
| Study Design | 45 | ||
| Population and Sample | 46 | ||
| Measurement Methods | 46 | ||
| Data Collection | 47 | ||
| Data Analysis | 47 | ||
| Discussion of Research Outcomes | 48 | ||
| READING RESEARCH REPORTS | 49 | ||
| Sources of Research Reports | 50 | ||
| Content of Research Reports | 51 | ||
| Abstract Section | 51 | ||
| Introduction Section | 52 | ||
| Methods Section | 53 | ||
| Results Section | 53 | ||
| Discussion Section | 54 | ||
| References Section | 54 | ||
| Tips for Reading Research Reports | 54 | ||
| PRACTICE READING QUASI-EXPERIMENTAL AND EXPERIMENTAL STUDIES | 55 | ||
| Quasi-Experimental Study | 56 | ||
| Experimental Study | 60 | ||
| KEY CONCEPTS | 63 | ||
| REFERENCES | 64 | ||
| Chapter 3: Introduction to Qualitative Research | 66 | ||
| VALUES OF QUALITATIVE RESEARCHERS | 67 | ||
| RIGOR IN QUALITATIVE RESEARCH | 68 | ||
| QUALITATIVE RESEARCH APPROACHES | 68 | ||
| Phenomenological Research | 69 | ||
| Philosophical Orientation | 69 | ||
| Phenomenology's Outcome | 70 | ||
| Grounded Theory Research | 70 | ||
| Intended Outcome | 71 | ||
| Ethnographic Research | 74 | ||
| Intended Outcome | 75 | ||
| Exploratory-Descriptive Qualitative Research | 76 | ||
| Philosophical Orientation | 77 | ||
| Intended Outcome | 77 | ||
| Historical Research | 78 | ||
| Philosophical Orientation | 78 | ||
| Intended Outcome | 79 | ||
| QUALITATIVE RESEARCH METHODOLOGIES | 81 | ||
| Selection of Participants | 82 | ||
| Researcher-Participant Relationships | 82 | ||
| DATA COLLECTION METHODS | 82 | ||
| Interviews | 83 | ||
| Focus Groups | 85 | ||
| Observation | 86 | ||
| Text as a Source of Qualitative Data | 87 | ||
| DATA MANAGEMENT | 88 | ||
| Organizing Data Files | 88 | ||
| Transcribing Interviews | 88 | ||
| DATA ANALYSIS | 88 | ||
| Codes and Coding | 89 | ||
| Themes and Interpretation | 89 | ||
| KEY CONCEPTS | 90 | ||
| REFERENCES | 91 | ||
| Chapter 4: Examining Ethics in Nursing Research | 93 | ||
| HISTORICAL EVENTS INFLUENCING THE DEVELOPMENT OF ETHICAL CODES AND REGULATIONS | 95 | ||
| Nazi Medical Experiments | 95 | ||
| Nuremberg Code | 95 | ||
| Declaration of Helsinki | 96 | ||
| Tuskegee Syphilis Study | 97 | ||
| Willowbrook Study | 97 | ||
| Jewish Chronic Disease Hospital Study | 97 | ||
| Department of Health, Education, and Welfare, 1973: Regulations for the Protection of Human Research Subjects | 98 | ||
| National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research | 98 | ||
| Current Federal Regulations for the Protection of Human Subjects | 99 | ||
| PROTECTING HUMAN RIGHTS | 100 | ||
| Right to Self-Determination | 101 | ||
| Violation of the Right to Self-Determination | 101 | ||
| Persons with Diminished Autonomy | 101 | ||
| Study participants with legal and mental diminished autonomy | 101 | ||
| Neonates | 102 | ||
| Children | 102 | ||
| Pregnant women and fetuses | 104 | ||
| Persons with mental illness or cognitive impairment | 104 | ||
| Terminally ill subjects | 104 | ||
| Persons confined to institutions | 104 | ||
| Right to Privacy | 105 | ||
| De-Identifying Protected Health Information under the Privacy Rule | 106 | ||
| Limited Data Set and Data Use Agreement | 106 | ||
| Right to Anonymity and Confidentiality | 106 | ||
| Right to Fair Selection and Treatment | 107 | ||
| Fair Selection and Treatment of Subjects | 107 | ||
| Right to Protection from Discomfort and Harm | 108 | ||
| No Anticipated Effects | 108 | ||
| Temporary Discomfort | 108 | ||
| Unusual Levels of Temporary Discomfort | 109 | ||
| Risk of Permanent Damage | 109 | ||
| Certainty of Permanent Damage | 109 | ||
| Critical Appraisal Guidelines to Examine Protection of Human Rights in Studies | 109 | ||
| UNDERSTANDING INFORMED CONSENT | 111 | ||
| Essential Information for Consent | 111 | ||
| Comprehension of Consent Information | 112 | ||
| Competence to Give Consent | 112 | ||
| Voluntary Consent | 113 | ||
| Documentation of Informed Consent | 113 | ||
| Written Signed Consent Waived | 114 | ||
| Written Short Form Consent Documents | 114 | ||
| Formal Written Consent Document | 114 | ||
| Health Insurance Portability and Accountability Act Privacy Rule: Authorization for Research Uses and Disclosure | 115 | ||
| Critical Appraisal Guidelines to Examine Informed Consent in Studies | 115 | ||
| UNDERSTANDING INSTITUTIONAL REVIEW | 117 | ||
| Levels of Reviews Conducted by Institutional Review Boards | 117 | ||
| Influence of Health Insurance Portability and Accountability Act Privacy Rule on Institutional Review Boards | 118 | ||
| EXAMINING THE BENEFIT-RISK RATIO OF A STUDY | 119 | ||
| Critical Appraisal Guidelines for Examining the Ethical Aspects of Studies | 120 | ||
| UNDERSTANDING RESEARCH MISCONDUCT | 122 | ||
| Role of the Office of Research Integrity in Promoting the Conduct of Ethical Research | 122 | ||
| EXAMINING THE USE OF ANIMALS IN RESEARCH | 123 | ||
| KEY CONCEPTS | 125 | ||
| REFERENCES | 125 | ||
| Chapter 5: Research Problems, Purposes, and Hypotheses | 129 | ||
| What Are Research Problems and Purposes? | 131 | ||
| IDENTIFYING THE PROBLEM AND PURPOSE IN QUANTITATIVE, QUALITATIVE, AND OUTCOMES STUDIES | 133 | ||
| Problems and Purposes in Types of Quantitative Studies | 133 | ||
| Problems and Purposes in Types of Qualitative Studies | 136 | ||
| Problems and Purposes in Outcomes Research | 140 | ||
| DETERMINING THE SIGNIFICANCE OF A STUDY PROBLEM AND PURPOSE | 140 | ||
| Influences Nursing Practice | 140 | ||
| Builds on Previous Research | 141 | ||
| Promotes Theory Testing or Development | 142 | ||
| Addresses Nursing Research Priorities | 142 | ||
| EXAMINING THE FEASIBILITY OF A PROBLEM AND PURPOSE | 143 | ||
| Researcher Expertise | 144 | ||
| Money Commitment | 144 | ||
| Availability of Subjects, Facilities, and Equipment | 144 | ||
| Ethical Considerations | 145 | ||
| EXAMINING RESEARCH OBJECTIVES, QUESTIONS, AND HYPOTHESES IN RESEARCH REPORTS | 145 | ||
| Research Objectives or Aims | 145 | ||
| Research Questions | 147 | ||
| Hypotheses | 149 | ||
| Types of Hypotheses | 149 | ||
| Associative versus causal hypotheses | 149 | ||
| Simple versus complex hypotheses | 150 | ||
| Nondirectional versus directional hypotheses | 150 | ||
| Statistical versus research hypotheses | 151 | ||
| Testable Hypothesis | 152 | ||
| UNDERSTANDING STUDY VARIABLES AND RESEARCH CONCEPTS | 153 | ||
| Types of Variables in Quantitative Research | 153 | ||
| Independent and Dependent Variables | 153 | ||
| Research Variables | 154 | ||
| Extraneous Variables | 154 | ||
| Conceptual and Operational Definitions of Variables in Quantitative Research | 155 | ||
| Research Concepts Investigated in Qualitative Research | 156 | ||
| Demographic Variables | 157 | ||
| KEY CONCEPTS | 158 | ||
| REFERENCES | 158 | ||
| Chapter 6: Understanding and Critically Appraising the Literature Review | 162 | ||
| PURPOSE OF THE LITERATURE REVIEW | 163 | ||
| Purpose of the Literature Review in Quantitative Research | 163 | ||
| Purpose of the Literature Review in Qualitative Research | 164 | ||
| SOURCES INCLUDED IN A LITERATURE REVIEW | 165 | ||
| Types of Publications | 166 | ||
| Content of Publications | 166 | ||
| Quality of Sources | 167 | ||
| CRITICALLY APPRAISING LITERATURE REVIEWS | 168 | ||
| Critical Appraisal of a Literature Review in a Quantitative Study | 168 | ||
| Critical Appraisal of a Literature Review in a Qualitative Study | 172 | ||
| REVIEWING THE LITERATURE | 176 | ||
| Preparing to Review the Literature | 176 | ||
| Clarify the purpose of the literature review | 176 | ||
| Select electronic databases and search terms | 177 | ||
| Conducting the Literature Review | 178 | ||
| Search the selected databases | 178 | ||
| Use a table or other method to document the results of your search | 178 | ||
| Refine your Search | 178 | ||
| Review the abstracts to identify relevant studies | 179 | ||
| Obtain full-text copies of relevant articles | 179 | ||
| Ensure that information needed to cite the source is recorded | 180 | ||
| Processing the Literature | 180 | ||
| Read the articles | 180 | ||
| Appraise, analyze, and synthesize the literature | 180 | ||
| Writing the Review of the Literature | 183 | ||
| Develop an outline to organize the information from the review | 183 | ||
| Write each section of the review | 184 | ||
| Create the reference list | 184 | ||
| Check the review and the reference list | 185 | ||
| KEY CONCEPTS | 186 | ||
| REFERENCES | 186 | ||
| Chapter 7: Understanding Theory and Research Frameworks | 189 | ||
| WHAT IS A THEORY? | 190 | ||
| UNDERSTANDING THE ELEMENTS OF THEORY | 191 | ||
| Concepts | 191 | ||
| Relational Statements | 193 | ||
| LEVELS OF THEORETICAL THINKING | 194 | ||
| Grand Nursing Theories | 194 | ||
| Middle Range and Practice Theories | 195 | ||
| Study Frameworks | 198 | ||
| EXAMPLES OF CRITICAL APPRAISAL | 199 | ||
| Framework from a Grand Nursing Theory | 199 | ||
| Framework Based on Middle Range Theory | 202 | ||
| Framework from a Tentative Theory | 204 | ||
| Framework for Physiological Study | 205 | ||
| KEY CONCEPTS | 207 | ||
| REFERENCES | 207 | ||
| Chapter 8: Clarifying Quantitative Research Designs | 210 | ||
| IDENTIFYING DESIGNS USED IN NURSING STUDIES | 212 | ||
| DESCRIPTIVE DESIGNS | 212 | ||
| Typical Descriptive Design | 214 | ||
| Comparative Descriptive Design | 216 | ||
| CORRELATIONAL DESIGNS | 217 | ||
| Descriptive Correlational Design | 218 | ||
| Predictive Correlational Design | 220 | ||
| Model Testing Design | 221 | ||
| UNDERSTANDING CONCEPTS IMPORTANT TO CAUSALITY IN DESIGNS | 222 | ||
| Multicausality | 223 | ||
| Probability | 223 | ||
| Bias | 223 | ||
| Control | 224 | ||
| Manipulation | 224 | ||
| EXAMINING THE VALIDITY OF STUDIES | 224 | ||
| Statistical Conclusion Validity | 224 | ||
| Low Statistical Power | 226 | ||
| Reliability or Precision of Measurement Methods | 226 | ||
| Reliability of Intervention Implementation | 226 | ||
| Extraneous Variances in the Study Setting | 226 | ||
| Internal Validity | 226 | ||
| Subject Selection and Assignment to Groups | 227 | ||
| Subject Attrition | 227 | ||
| History | 227 | ||
| Maturation | 227 | ||
| Construct Validity | 227 | ||
| Inadequate Definitions of Constructs | 228 | ||
| Mono-operation Bias | 228 | ||
| Experimenter Expectancies (Rosenthal Effect) | 228 | ||
| External Validity | 228 | ||
| Interaction of Selection and Treatment | 229 | ||
| Interaction of Setting and Treatment | 229 | ||
| Interaction of History and Treatment | 229 | ||
| ELEMENTS OF DESIGNS EXAMINING CAUSALITY | 229 | ||
| Examining Interventions in Nursing Studies | 230 | ||
| Experimental and Control or Comparison Groups | 230 | ||
| QUASI-EXPERIMENTAL DESIGNS | 232 | ||
| Pretest and Post-test Designs with Comparison Group | 233 | ||
| EXPERIMENTAL DESIGNS | 237 | ||
| Classic Experimental Pretest and Post-test Designs with Experimental and Control Groups | 237 | ||
| Post-test-Only with Control Group Design | 239 | ||
| RANDOMIZED CONTROLLED TRIALS | 241 | ||
| INTRODUCTION TO MIXED-METHODS APPROACHES | 243 | ||
| KEY CONCEPTS | 245 | ||
| REFERENCES | 246 | ||
| Chapter 9: Examining Populations and Samples in Research | 248 | ||
| UNDERSTANDING SAMPLING CONCEPTS | 249 | ||
| Populations and Elements | 250 | ||
| Sampling or Eligibility Criteria | 251 | ||
| REPRESENTATIVENESS OF A SAMPLE IN QUANTITATIVE AND OUTCOMES RESEARCH | 252 | ||
| Random and Systematic Variation of Subjects Values | 252 | ||
| Acceptance and Refusal Rates in Studies | 253 | ||
| Sample Attrition and Retention Rates in Studies | 253 | ||
| Sampling Frames | 254 | ||
| Sampling Methods or Plans | 255 | ||
| PROBABILITY SAMPLING METHODS | 257 | ||
| Simple Random Sampling | 259 | ||
| Stratified Random Sampling | 260 | ||
| Cluster Sampling | 261 | ||
| Systematic Sampling | 262 | ||
| NONPROBABILITY SAMPLING METHODS COMMONLY USED IN QUANTITATIVE RESEARCH | 263 | ||
| Convenience Sampling | 264 | ||
| Quota Sampling | 265 | ||
| SAMPLE SIZE IN QUANTITATIVE STUDIES | 266 | ||
| Effect Size | 267 | ||
| Types of Quantitative Studies | 267 | ||
| Number of Variables | 267 | ||
| Measurement Sensitivity | 268 | ||
| Data Analysis Techniques | 268 | ||
| SAMPLING IN QUALITATIVE RESEARCH | 270 | ||
| Purposeful or Purposive Sampling | 270 | ||
| Network Sampling | 271 | ||
| Theoretical Sampling | 273 | ||
| SAMPLE SIZE IN QUALITATIVE STUDIES | 274 | ||
| Scope of the Study | 274 | ||
| Nature of the Topic | 274 | ||
| Quality of the Information | 275 | ||
| Study Design | 275 | ||
| RESEARCH SETTINGS | 276 | ||
| Natural Setting | 277 | ||
| Partially Controlled Setting | 277 | ||
| Highly Controlled Setting | 278 | ||
| KEY CONCEPTS | 278 | ||
| REFERENCES | 279 | ||
| Chapter 10: Clarifying Measurement and Data Collection in Quantitative Research | 281 | ||
| CONCEPTS OF MEASUREMENT THEORY | 283 | ||
| Directness of Measurement | 283 | ||
| Levels of Measurement | 284 | ||
| Nominal-Level Measurement | 284 | ||
| Ordinal-Level Measurement | 284 | ||
| Interval-Level Measurement | 285 | ||
| Ratio-Level Measurement | 286 | ||
| Measurement Error | 286 | ||
| Reliability | 287 | ||
| Reliability Testing | 288 | ||
| Validity | 290 | ||
| ACCURACY, PRECISION, AND ERROR OF PHYSIOLOGICAL MEASURES | 292 | ||
| Accuracy | 292 | ||
| Precision | 292 | ||
| Error | 293 | ||
| USE OF SENSITIVITY, SPECIFICITY, AND LIKELIHOOD RATIOS TO DETERMINE THE QUALITY OF DIAGNOSTIC AND SCREENING TESTS | 295 | ||
| Sensitivity and Specificity | 295 | ||
| Likelihood Ratios | 298 | ||
| MEASUREMENT STRATEGIES IN NURSING | 298 | ||
| Physiological Measures | 298 | ||
| Observational Measurement | 300 | ||
| Interviews | 302 | ||
| Questionnaires | 304 | ||
| Scales | 306 | ||
| Rating Scales | 307 | ||
| Likert Scale | 307 | ||
| Visual Analog Scales | 308 | ||
| DATA COLLECTION PROCESS | 310 | ||
| Recruitment of Study Participants | 310 | ||
| Consistency in Data Collection | 310 | ||
| Control in the Study Design | 311 | ||
| Studies Obtaining Data from Existing Databases | 311 | ||
| KEY CONCEPTS | 313 | ||
| REFERENCES | 314 | ||
| Chapter 11: Understanding Statistics in Research | 317 | ||
| UNDERSTANDING THE ELEMENTS OF THE STATISTICAL ANALYSIS PROCESS | 319 | ||
| Management of Missing Data | 320 | ||
| Description of the Sample | 320 | ||
| Reliability of Measurement Methods | 323 | ||
| Exploratory Analyses | 323 | ||
| Inferential Statistical Analyses | 323 | ||
| ``Data Analysis | 324 | ||
| UNDERSTANDING THEORIES AND CONCEPTS OF THE STATISTICAL ANALYSIS PROCESS | 324 | ||
| Probability Theory | 324 | ||
| Decision Theory, Hypothesis Testing, and Level of Significance | 325 | ||
| Inference and Generalization | 326 | ||
| Normal Curve | 326 | ||
| Tailedness | 327 | ||
| Type I and Type II Errors | 328 | ||
| Power: Controlling the Risk of a Type II Error | 329 | ||
| Degrees of Freedom | 329 | ||
| USING STATISTICS TO DESCRIBE | 330 | ||
| Frequency Distributions | 330 | ||
| Ungrouped Frequency Distributions | 330 | ||
| Grouped Frequency Distributions | 330 | ||
| Percentage Distributions | 331 | ||
| Measures of Central Tendency | 331 | ||
| Mode | 331 | ||
| Median | 333 | ||
| Mean | 333 | ||
| Measures of Dispersion | 333 | ||
| Range | 333 | ||
| Variance | 334 | ||
| Standard Deviation | 334 | ||
| Confidence Interval | 334 | ||
| Standardized Scores | 335 | ||
| Scatterplots | 335 | ||
| Understanding Descriptive Statistical Results | 336 | ||
| DETERMINING THE APPROPRIATENESS OF INFERENTIAL STATISTICS IN STUDIES | 337 | ||
| Critical Appraisal Guidelines for Inferential Statistical Analyses | 338 | ||
| USING STATISTICS TO EXAMINE RELATIONSHIPS | 340 | ||
| Pearson Product-Moment Correlation | 340 | ||
| Interpreting Pearson Correlation Analysis Results | 341 | ||
| Testing the Significance of a Correlation Coefficient | 342 | ||
| Factor Analysis | 343 | ||
| USING STATISTICS TO PREDICT OUTCOMES | 344 | ||
| Regression Analysis | 344 | ||
| Interpreting Results | 345 | ||
| USING STATISTICS TO EXAMINE DIFFERENCES | 347 | ||
| Chi-Square Test of Independence | 347 | ||
| Interpreting Results | 347 | ||
| t-Test | 349 | ||
| Interpreting Results | 349 | ||
| Analysis of Variance (ANOVA) | 351 | ||
| Interpreting Results | 351 | ||
| Analysis of Covariance (ANCOVA) | 353 | ||
| INTERPRETING RESEARCH OUTCOMES | 353 | ||
| Types of Results | 353 | ||
| Significant and Predicted Results | 353 | ||
| Nonsignificant Results | 353 | ||
| Significant and Unpredicted Results | 354 | ||
| Mixed Results | 354 | ||
| Unexpected Results | 354 | ||
| Findings | 354 | ||
| Exploring the Significance of Findings | 354 | ||
| Clinical Importance of Findings | 355 | ||
| Limitations | 355 | ||
| Conclusions | 355 | ||
| Generalizing the Findings | 356 | ||
| Implications for Nursing | 356 | ||
| Recommendations for Further Studies | 356 | ||
| KEY CONCEPTS | 358 | ||
| REFERENCES | 359 | ||
| Chapter 12: Critical Appraisal of Quantitative and Qualitative Research for Nursing Practice | 361 | ||
| WHEN ARE CRITICAL APPRAISALS OF STUDIES IMPLEMENTED IN NURSING? | 362 | ||
| Students' Critical Appraisal of Studies | 363 | ||
| Critical Appraisal of Studies by Practicing Nurses, Nurse Educators, and Researchers | 363 | ||
| Critical Appraisal of Research Following Presentation and Publication | 364 | ||
| Critical Appraisal of Research for Presentation and Publication | 364 | ||
| Critical Appraisal of Research Proposals | 364 | ||
| WHAT ARE THE KEY PRINCIPLES FOR CONDUCTING INTELLECTUAL CRITICAL APPRAISALS OF QUANTITATIVE AND QUALITATIVE STUDIES? | 365 | ||
| UNDERSTANDING THE QUANTITATIVE RESEARCH CRITICAL APPRAISAL PROCESS | 366 | ||
| Step 1: Identifying the Steps of the Research Process in Studies | 366 | ||
| Guidelines for Identifying the Steps of the Research Process in Studies | 366 | ||
| Step 2: Determining the Strengths and Weaknesses in Studies | 370 | ||
| Guidelines for Determining the Strengths and Weaknesses in Studies | 371 | ||
| Step 3: Evaluating the Credibility and Meaning of Study Findings | 374 | ||
| Guidelines for Evaluating the Credibility and Meaning of Study Findings | 375 | ||
| EXAMPLE OF A CRITICAL APPRAISAL OF A QUANTITATIVE STUDY | 375 | ||
| UNDERSTANDING THE QUALITATIVE RESEARCH CRITICAL APPRAISAL PROCESS | 389 | ||
| Step 1: Identifying the Components of the Qualitative Research Process in Studies | 389 | ||
| Guidelines for Identifying the Components of the Research Process in Qualitative Studies | 389 | ||
| Guidelines for Identifying the Components of a Qualitative Study | 390 | ||
| Step 2: Determining the Strengths and Weaknesses in Studies | 391 | ||
| Guidelines for Determining the Strengths and Weaknesses in Studies | 392 | ||
| Step 3: Evaluating the Trustworthiness and Meaning of Study Findings | 394 | ||
| Guidelines for Evaluating the Trustworthiness and Meaning of Study Findings | 394 | ||
| EXAMPLE OF A CRITICAL APPRAISAL OF A QUALITATIVE STUDY | 394 | ||
| KEY CONCEPTS | 410 | ||
| REFERENCES | 411 | ||
| Chapter 13: Building an Evidence-Based Nursing Practice | 414 | ||
| BENEFITS AND BARRIERS RELATED TO EVIDENCE-BASED NURSING PRACTICE | 416 | ||
| Benefits of Evidence-Based Nursing Practice | 416 | ||
| Force 6: Quality Care | 417 | ||
| ``Research and Evidence-Based Practice | 417 | ||
| Barriers to Evidence-Based Nursing Practice | 418 | ||
| SEARCHING FOR EVIDENCE-BASED SOURCES | 419 | ||
| CRITICALLY APPRAISING RESEARCH SYNTHESES | 421 | ||
| Critically Appraising Systematic Reviews | 421 | ||
| Step 1 | 423 | ||
| Did the title indicate if a systematic review or meta-analysis was conducted? | 423 | ||
| Step 2 | 423 | ||
| Did the abstract include a structured summary of the research synthesis? | 423 | ||
| Step 3 | 423 | ||
| Was a significant, clear clinical question developed to direct the research synthesis? | 423 | ||
| Step 4 | 424 | ||
| Were the purpose and objectives or aims of the review expressed? | 424 | ||
| Step 5 | 424 | ||
| Was the literature search criteria clearly identified? | 424 | ||
| Step 6 | 425 | ||
| Was a comprehensive, systematic search of the research literature conducted? | 425 | ||
| Step 7 | 425 | ||
| Was publication bias addressed? | 425 | ||
| Step 8 | 425 | ||
| Was the process for selecting the studies for review detailed? | 425 | ||
| Step 9 | 428 | ||
| Were key elements of the studies presented? | 428 | ||
| Step 10 | 428 | ||
| Were the studies critically appraised? | 428 | ||
| Step 11 | 428 | ||
| Was a meta-analysis conducted as part of the systematic review? | 428 | ||
| Step 12 | 428 | ||
| Were the results of the review clearly presented? | 428 | ||
| Step 13 | 429 | ||
| Did the report conclude with a clear discussion section? | 429 | ||
| Implications for practice | 430 | ||
| Step 14 | 430 | ||
| Was a clear concise report developed for publication? | 430 | ||
| Critically Appraising Meta-Analyses | 430 | ||
| Clinical Question for a Meta-Analysis | 432 | ||
| Purpose and Questions to Direct a Meta-Analysis | 432 | ||
| Search Criteria and Strategies for Meta-Analyses | 432 | ||
| Primary Study Search Strategies | 433 | ||
| Possible Biases for Meta-Analyses and Systematic Reviews | 433 | ||
| Results of Meta-Analysis for Continuous Outcomes | 435 | ||
| Results of Meta-Analysis for Dichotomous Outcomes | 435 | ||
| Critically Appraising Meta-Syntheses | 436 | ||
| Framing for the Meta-Synthesis | 438 | ||
| Searching the Literature and Selecting Sources | 439 | ||
| Appraisal of Studies and Analysis of Data | 439 | ||
| Discussion of Meta-Synthesis Findings | 440 | ||
| Critically Appraising Mixed-Methods Systematic Reviews | 440 | ||
| DEVELOPING CLINICAL QUESTIONS TO IDENTIFY EXISTING RESEARCH-BASED EVIDENCE FOR USE IN PRACTICE | 443 | ||
| MODELS TO PROMOTE EVIDENCE-BASED PRACTICE IN NURSING | 447 | ||
| Stetler Model of Research Utilization to Facilitate Evidence-Based Practice | 447 | ||
| Phase I: Preparation | 448 | ||
| Phase II: Validation | 448 | ||
| Phase III: Comparative Evaluation/Decision Making | 448 | ||
| Phase IV: Translation/Application | 449 | ||
| Phase V: Evaluation | 449 | ||
| Iowa Model of Evidence-Based Practice | 450 | ||
| Application of the Iowa Model of Evidence-Based Practice | 450 | ||
| IMPLEMENTING EVIDENCE-BASED GUIDELINES IN PRACTICE | 453 | ||
| History of the Development of Evidence-Based Guidelines | 454 | ||
| National Guideline Clearinghouse Resources | 454 | ||
| Implementing Evidence-Based Guidelines for Management of Hypertension in Practice | 456 | ||
| INTRODUCTION TO EVIDENCE-BASED PRACTICE CENTERS | 460 | ||
| INTRODUCTION TO TRANSLATIONAL RESEARCH | 461 | ||
| KEY CONCEPTS | 461 | ||
| REFERENCES | 463 | ||
| Chapter 14: Outcomes Research | 466 | ||
| THEORETICAL BASIS OF OUTCOMES RESEARCH | 468 | ||
| NURSING-SENSITIVE OUTCOMES | 469 | ||
| ORIGINS OF OUTCOMES AND PERFORMANCE MONITORING | 472 | ||
| FEDERAL GOVERNMENT INVOLVEMENT IN OUTCOMES RESEARCH | 473 | ||
| Agency for Healthcare Research and Quality (AHRQ) | 473 | ||
| American Recovery and Reinvestment Act | 473 | ||
| National Quality Forum | 474 | ||
| National Database of Nursing Quality Indicators | 474 | ||
| Oncology Nursing Society | 476 | ||
| ADVANCED PRACTICE NURSING OUTCOMES RESEARCH | 476 | ||
| OUTCOMES RESEARCH AND NURSING PRACTICE | 477 | ||
| Evaluating Outcomes of Care | 477 | ||
| Evaluating Structure of Care | 478 | ||
| Evaluating Process of Care | 480 | ||
| Standards of Care | 480 | ||
| Practice Styles, Practice Pattern, and Evidence-Based Practice | 481 | ||
| METHODOLOGIES FOR OUTCOMES STUDIES | 481 | ||
| Samples and Sampling | 481 | ||
| Large Databases as Sample Sources | 483 | ||
| Study Designs | 483 | ||
| Prospective Cohort Studies | 484 | ||
| Retrospective Cohort Studies | 485 | ||
| Population-Based Studies | 487 | ||
| Economic Studies | 488 | ||
| Ethical Studies | 488 | ||
| Measurement Methods | 488 | ||
| STATISTICAL METHODS FOR OUTCOMES STUDIES | 491 | ||
| Analysis of Change | 491 | ||
| Analysis of Improvement | 491 | ||
| CRITICAL APPRAISAL OF OUTCOMES STUDIES | 492 | ||
| Questions Guiding the Critical Appraisal of Outcomes Studies | 492 | ||
| Are the results valid? | 492 | ||
| What are the results? | 493 | ||
| In a study of an outcome such as health-related quality of life (HRQL): | 493 | ||
| How can I apply the results to patient care? | 493 | ||
| Example Critical Appraisal of an Outcomes Study | 493 | ||
| KEY CONCEPTS | 494 | ||
| REFERENCES | 495 | ||
| Glossary | 500 | ||
| Index | 515 | ||
| Inside Back Cover | ES3 |