Additional Information
Book Details
Abstract
Learn to better understand and apply research to everyday practice with Nursing Research: Methods and Critical Appraisal for Evidence-Based Practice, 9th Edition. Written by an all-star team of educators and research experts, this four-time recipient of the American Journal of Nursing’s Book of the Year award is the perfect resource to help ground you in the processes behind nursing research and evidence-based practice. This new ninth edition has been thoroughly updated and refocused to better match the needs of the nurse who will read and apply research rather than conduct research. This new edition also features: new research examples and vignettes; easy-to-use navigation tools; enhanced readability; expanded information on interprofessional collaboration and evidence-based practice; and well-balanced coverage of both qualitative and quantitative research methods. It’s a must-have resource for both undergraduate and graduate nursing programs alike!
- Balanced but distinct coverage of both the qualitative and quantitative approaches to nursing research acquaints you with the processes behind research and evidence-based practice.
- 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 introduce you to real-world practitioners of nursing research and help bridge the gaps among clinical research, academia, and clinical practice.
- All-star group of contributors represents a widely respected team of experts in nursing research and evidence-based practice.
- Effective learning aids in every chapter include 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! Revised, refocused, and streamlined content throughout to better address the needs of consumers of research for evidence-based clinical practice.
- NEW! All-new research examples and Research Vignettes have been added throughout to demonstrate the most current high-quality published studies, and to exemplify the work on prominent nurse-researchers.
- NEW! Content on mixed-methods research along with secondary analysis has been added to the chapter on nonexperimental designs.
- NEW! Expanded coverage of systematic reviews and clinical practice guidelines addresses these important aspects of research.
- UNIQUE! Integration of interprofessional education concepts and activities addresses the growing interest in interprofessional education and interprofessional collaborative practice.
- NEW! Enhanced readability and navigation tools make it easier for you to locate, understand, and retain information in the text.
- NEW! Revamped coverage of theory content and strategies for developing an evidence-based practice feature consolidated chapters that are more visual and less text-heavy.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front cover | Cover | ||
| Inside front cover | IFC | ||
| Front matter | i | ||
| Nursing research Methods and critical appraisal for evidence-based practice 9th edition | iii | ||
| Copyright | iv | ||
| About the authors | v | ||
| Contributors | vii | ||
| Reviewers | ix | ||
| To the faculty | x | ||
| To the student | xiv | ||
| Acknowledgments | xv | ||
| Table of contents | xvi | ||
| I Overview of Research and Evidence-Based Practice | 1 | ||
| Introduction | 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 | 10 | ||
| Strategies for critiquing research studies | 10 | ||
| Overcoming barriers: Useful critiquing strategies | 12 | ||
| Evidence-based practice and research | 13 | ||
| Research articles: Format and style | 15 | ||
| Abstract | 15 | ||
| Introduction | 16 | ||
| Definition of the purpose | 16 | ||
| Literature review and theoretical framework | 16 | ||
| Hypothesis/research question | 16 | ||
| Research design | 17 | ||
| Sampling | 17 | ||
| Reliability and validity | 17 | ||
| Procedures and collection methods | 18 | ||
| Data analysis/results | 18 | ||
| Discussion | 18 | ||
| Recommendations and implications | 18 | ||
| References | 18 | ||
| Communicating results | 19 | ||
| Systematic reviews: Meta-analyses, integrative reviews, and meta-syntheses | 19 | ||
| Systematic reviews | 19 | ||
| Clinical guidelines | 19 | ||
| Quality improvement | 20 | ||
| Key points | 20 | ||
| Critical thinking challenges | 20 | ||
| References | 20 | ||
| 2 Research questions, hypotheses, and clinical questions | 23 | ||
| Learning outcomes | 23 | ||
| Key terms | 23 | ||
| Developing and refining a research question: Study perspective | 24 | ||
| Defining the research question | 24 | ||
| Beginning the literature review | 27 | ||
| Examining significance | 28 | ||
| The fully developed research question | 28 | ||
| Variables | 29 | ||
| Population | 30 | ||
| Testability | 31 | ||
| Study purpose, aims, or objectives | 32 | ||
| Developing the research hypothesis | 32 | ||
| Relationship statement | 33 | ||
| Testability | 34 | ||
| Theory base | 34 | ||
| Wording the hypothesis | 35 | ||
| Statistical versus research hypotheses | 36 | ||
| Directional versus nondirectional hypotheses | 36 | ||
| Relationship between the hypothesis and the research design | 37 | ||
| Developing and refining a clinical question: A consumer’s perspective | 38 | ||
| Appraisal for evidence-based practice the research question and hypothesis | 40 | ||
| Critiquing the research question and hypothesis | 40 | ||
| Key points | 42 | ||
| Critical thinking challenges | 43 | ||
| References | 43 | ||
| 3 Gathering and appraising the literature | 45 | ||
| Learning outcomes | 45 | ||
| Key terms | 45 | ||
| Review of the literature | 46 | ||
| The literature review: the researcher’s perspective | 46 | ||
| Conducting a literature review: The EBP perspective | 49 | ||
| Searching for evidence | 50 | ||
| Sources of literature | 52 | ||
| Preappraised literature | 52 | ||
| Primary sources | 52 | ||
| Performing an electronic search | 53 | ||
| Why use an electronic database? | 53 | ||
| Types of resources | 55 | ||
| Print and electronic indexes: Books and journals | 55 | ||
| Refereed journals | 55 | ||
| Electronic: Bibliographic and abstract databases | 55 | ||
| Electronic: Secondary or summary databases | 56 | ||
| Internet: Search engines | 56 | ||
| How far back must the search go? | 57 | ||
| What do I need to know? | 58 | ||
| How do I complete the search? | 59 | ||
| Literature review format: What to expect | 60 | ||
| Appraisal for evidence-based practice | 61 | ||
| Key points | 63 | ||
| Critical thinking challenges | 63 | ||
| References | 63 | ||
| 4 Theoretical frameworks for research | 66 | ||
| Learning outcomes | 66 | ||
| Key terms | 66 | ||
| Practice-theory-research links | 68 | ||
| Overview of theory | 68 | ||
| Types of theories used by nurses | 70 | ||
| Theories from related disciplines used in nursing practice and research | 70 | ||
| Nursing theories used in practice and research | 71 | ||
| Grand nursing theories | 71 | ||
| Middle range nursing theories | 72 | ||
| Situation-specific nursing theories: Microrange, practice, or prescriptive theories | 72 | ||
| How theory is used in nursing research | 73 | ||
| Theory-generating nursing research | 74 | ||
| Theory as framework for nursing research | 74 | ||
| Theory-testing nursing research | 75 | ||
| Application to research and evidence-based practice | 76 | ||
| Application of theory in qualitative research | 76 | ||
| Examples of theory as research framework | 77 | ||
| Examples of theory-testing research | 77 | ||
| Critiquing the use of theory in nursing research | 78 | ||
| Key points | 79 | ||
| Critical thinking challenges | 79 | ||
| References | 80 | ||
| II Processes and Evidence Related to Qualitative Research | 83 | ||
| Introduction | 84 | ||
| References | 86 | ||
| 5 Introduction to qualitative research | 88 | ||
| Learning outcomes | 88 | ||
| Key terms | 88 | ||
| What is qualitative research? | 89 | ||
| What do qualitative researchers believe? | 89 | ||
| Does the methodology fit with the research question being asked? | 90 | ||
| Components of a qualitative research study | 90 | ||
| Review of the literature | 90 | ||
| Study design | 92 | ||
| Sample | 92 | ||
| Setting: Recruitment and data collection | 93 | ||
| Data collection | 94 | ||
| Data analysis | 95 | ||
| Findings | 96 | ||
| Discussion of the results and implications for evidence-based practice | 97 | ||
| Appraisal for evidence-based practice foundation of qualitative research | 100 | ||
| Key points | 100 | ||
| Critical thinking challenges | 100 | ||
| References | 101 | ||
| 6 Qualitative approaches to research | 102 | ||
| Learning outcomes | 102 | ||
| Key terms | 102 | ||
| Qualitative approach and nursing science | 103 | ||
| Qualitative research methods | 104 | ||
| Phenomenological method | 104 | ||
| Identifying the phenomenon | 105 | ||
| Structuring the study | 105 | ||
| Research question. | 106 | ||
| Researcher’s perspective. | 106 | ||
| Sample selection. | 106 | ||
| Data gathering | 107 | ||
| Data analysis | 107 | ||
| Describing the findings | 108 | ||
| Grounded theory method | 108 | ||
| Identifying the phenomenon | 108 | ||
| Structuring the study | 109 | ||
| Research question. | 109 | ||
| Researcher’s perspective. | 109 | ||
| Sample selection. | 109 | ||
| Data gathering | 109 | ||
| Data analysis | 109 | ||
| Describing the findings | 110 | ||
| Ethnographic method | 110 | ||
| Identifying the phenomenon | 111 | ||
| Structuring the study | 111 | ||
| Research question. | 111 | ||
| Researcher’s perspective. | 111 | ||
| Sample selection. | 111 | ||
| Data gathering | 112 | ||
| Data analysis | 112 | ||
| Describing the findings | 112 | ||
| Case study | 113 | ||
| Identifying the phenomenon | 113 | ||
| Structuring the study | 113 | ||
| Research question. | 113 | ||
| Researcher’s perspective. | 114 | ||
| Sample selection. | 114 | ||
| Data gathering | 114 | ||
| Data analysis/describing findings | 115 | ||
| Community-based participatory research | 115 | ||
| Mixed methods research | 116 | ||
| Synthesizing qualitative evidence: Meta-synthesis | 116 | ||
| Issues in qualitative research | 118 | ||
| Ethics | 118 | ||
| Naturalistic setting | 118 | ||
| Emergent nature of design | 118 | ||
| Researcher-participant interaction | 119 | ||
| Researcher as instrument | 119 | ||
| Credibility, auditability, and fittingness | 119 | ||
| Appraisal for evidence-based practice qualitative research | 120 | ||
| Key points | 121 | ||
| Critical thinking challenges | 122 | ||
| References | 122 | ||
| 7 Appraising qualitative research | 124 | ||
| Learning outcomes | 124 | ||
| Key terms | 124 | ||
| Critical appraisal and qualitative research considerations | 124 | ||
| Application of qualitative research findings | 125 | ||
| Critique of a qualitative research study | 125 | ||
| The research study | 125 | ||
| A woman’s experience: Living with an implantable cardioverter defibrillator | 127 | ||
| Abstract | 127 | ||
| Introduction | 137 | ||
| Method | 138 | ||
| Sample. | 138 | ||
| Procedure. | 139 | ||
| Data analysis. | 139 | ||
| Rigor. | 141 | ||
| Results | 141 | ||
| Theme 1: security blanket: If it keeps me alive it’s worth it. | 141 | ||
| Theme 2: a piece of cake: I do more than before. | 141 | ||
| Theme 3: A constant reminder. I know it’s there. | 141 | ||
| Theme 4: Living on the edge. I do not want it to go off. | 141 | ||
| Theme 5: catch 22: I’d rather not have it. | 141 | ||
| Discussion | 141 | ||
| Clinical implications and future research | 141 | ||
| The critique | 141 | ||
| References | 141 | ||
| References | 143 | ||
| III Processes and Evidence Related to Quantitative Research | 145 | ||
| Introduction | 146 | ||
| References | 147 | ||
| 8 Introduction to quantitative research | 149 | ||
| Learning outcomes | 149 | ||
| Key terms | 149 | ||
| Research design—purpose | 150 | ||
| Objectivity in the research question conceptualization | 151 | ||
| Accuracy | 152 | ||
| Control and intervention fidelity | 152 | ||
| Homogeneous sampling | 153 | ||
| Constancy in data collection | 154 | ||
| Manipulation of independent variable | 154 | ||
| Randomization | 155 | ||
| Quantitative control and flexibility | 155 | ||
| Internal and external validity | 155 | ||
| Internal validity | 156 | ||
| History | 156 | ||
| Maturation | 157 | ||
| Testing | 157 | ||
| Instrumentation | 157 | ||
| Mortality | 158 | ||
| Selection bias | 158 | ||
| External validity | 159 | ||
| Selection effects | 160 | ||
| Reactive effects | 160 | ||
| Measurement effects | 160 | ||
| Appraisal for evidence-based practice quantitative research | 161 | ||
| Key points | 163 | ||
| Critical thinking challenges | 163 | ||
| References | 163 | ||
| 9 Experimental and quasi-experimental designs | 165 | ||
| Learning outcomes | 165 | ||
| Key terms | 165 | ||
| Research process | 165 | ||
| Experimental design | 167 | ||
| Randomization | 167 | ||
| Control | 167 | ||
| Manipulation | 167 | ||
| Types of experimental designs | 170 | ||
| Strengths and weaknesses of the experimental design | 172 | ||
| Quasi-experimental designs | 173 | ||
| Types of quasi-experimental designs | 174 | ||
| Strengths and weaknesses of quasi-experimental designs | 176 | ||
| Evidence-based practice | 176 | ||
| Appraisal for evidence-based practice experimental and quasi-experimental designs | 177 | ||
| Key points | 178 | ||
| Critical thinking challenges | 178 | ||
| References | 179 | ||
| 10 Nonexperimental designs | 180 | ||
| Learning outcomes | 180 | ||
| Key terms | 180 | ||
| Survey studies | 183 | ||
| Relationship and difference studies | 184 | ||
| Correlational studies | 184 | ||
| Developmental studies | 185 | ||
| Cross-sectional studies | 185 | ||
| Cohort/prospective/longitudinal/repeated measures studies | 186 | ||
| Case control/retrospective/ex post facto studies | 187 | ||
| Prediction and causality in nonexperimental research | 189 | ||
| Additional types of quantitative methods | 190 | ||
| Methodological research | 190 | ||
| Secondary analysis | 191 | ||
| Mixed methods | 193 | ||
| Appraisal for evidence-based practice nonexperimental designs | 194 | ||
| Key points | 195 | ||
| Critical thinking challenges | 195 | ||
| References | 195 | ||
| 11 Systematic reviews and clinical practice guidelines | 199 | ||
| Learning outcomes | 199 | ||
| Key terms | 199 | ||
| Systematic review types | 200 | ||
| Systematic review | 201 | ||
| Meta-analysis | 202 | ||
| Cochrane collaboration | 204 | ||
| Integrative review | 205 | ||
| Reporting guidelines: Systematic reviews and meta-analysis | 205 | ||
| Tools for evaluating individual studies | 206 | ||
| Clinical practice guidelines | 206 | ||
| Evaluating clinical practice guidelines | 207 | ||
| Appraisal for evidence-based practice systematic reviews and clinical guidelines | 209 | ||
| Key points | 210 | ||
| Critical thinking challenges | 210 | ||
| References | 211 | ||
| 12 Sampling | 212 | ||
| Learning outcomes | 212 | ||
| Key terms | 212 | ||
| Sampling concepts | 213 | ||
| Population | 213 | ||
| Inclusion and exclusion criteria | 214 | ||
| Samples and sampling | 215 | ||
| Types of samples | 216 | ||
| Nonprobability sampling | 217 | ||
| Convenience sampling | 217 | ||
| Quota sampling | 218 | ||
| Purposive sampling | 219 | ||
| Network sampling | 220 | ||
| Probability sampling | 221 | ||
| Simple random sampling | 221 | ||
| Stratified random sampling | 222 | ||
| Multistage sampling (cluster sampling) | 223 | ||
| Sample size | 224 | ||
| Appraisal for evidence-based practice sampling | 227 | ||
| Key points | 229 | ||
| Critical thinking challenges | 230 | ||
| References | 230 | ||
| 13 Legal and ethical issues | 232 | ||
| Learning outcomes | 232 | ||
| Key terms | 232 | ||
| Ethical and legal considerations in research: A historical perspective | 232 | ||
| Protection of human rights | 235 | ||
| Procedures for protecting basic human rights | 235 | ||
| Informed consent | 235 | ||
| Institutional review boards | 240 | ||
| Protecting basic human rights of vulnerable groups | 241 | ||
| Research with children. | 242 | ||
| Research with pregnant women, fetuses, and neonates. | 243 | ||
| Research with prisoners. | 243 | ||
| Research with the elderly. | 243 | ||
| Appraisal for evidence-based practice legal and ethical aspects of a research study | 244 | ||
| Key points | 245 | ||
| Critical thinking challenges | 245 | ||
| References | 246 | ||
| 14 Data collection methods | 247 | ||
| Learning outcomes | 247 | ||
| Key terms | 247 | ||
| Measuring variables of interest | 248 | ||
| Data collection methods | 248 | ||
| Observational methods | 250 | ||
| Self-report methods | 252 | ||
| Interviews and questionnaires | 253 | ||
| Physiological measurement | 256 | ||
| Existing data | 257 | ||
| Construction of new instruments | 258 | ||
| Appraisal for evidence-based practice data collection methods | 259 | ||
| Key points | 260 | ||
| Critical thinking challenges | 261 | ||
| References | 261 | ||
| 15 Reliability and validity | 262 | ||
| Learning outcomes | 262 | ||
| Key terms | 262 | ||
| Reliability, validity, and measurement error | 263 | ||
| Validity | 264 | ||
| Content validity | 265 | ||
| Criterion-related validity | 266 | ||
| Construct validity | 266 | ||
| Hypothesis-testing approach | 268 | ||
| Convergent and divergent approaches | 268 | ||
| Contrasted-groups approach | 268 | ||
| Factor analytical approach | 268 | ||
| Reliability | 270 | ||
| Reliability coefficient interpretation | 270 | ||
| Stability | 271 | ||
| Test-retest reliability | 272 | ||
| Parallel or alternate form | 272 | ||
| Internal consistency/homogeneity | 272 | ||
| Item to total correlations | 273 | ||
| Cronbach’s alpha | 273 | ||
| Split-half reliability | 274 | ||
| Kuder-richardson (KR-20) coefficient | 274 | ||
| Equivalence | 274 | ||
| Interrater reliability | 274 | ||
| Parallel or alternate form | 275 | ||
| Classic test theory versus item response theory | 275 | ||
| How validity and reliability are reported | 275 | ||
| Appraisal for evidence-based practice reliability and validity | 276 | ||
| Key points | 278 | ||
| Critical thinking challenges | 278 | ||
| References | 279 | ||
| 16 Data analysis: Descriptive and inferential statistics | 281 | ||
| Learning outcomes | 281 | ||
| Key terms | 281 | ||
| Levels of measurement | 282 | ||
| Descriptive statistics | 285 | ||
| Frequency distribution | 285 | ||
| Measures of central tendency | 285 | ||
| Normal distribution | 287 | ||
| Interpreting measures of variability | 288 | ||
| Inferential statistics | 289 | ||
| Hypothesis testing | 291 | ||
| Probability | 292 | ||
| Type I and type II errors | 292 | ||
| Level of significance | 293 | ||
| Clinical and statistical significance | 294 | ||
| Parametric and nonparametric statistics | 294 | ||
| Tests of difference | 296 | ||
| Nonparametric statistics | 297 | ||
| Tests of relationships | 297 | ||
| Advanced statistics | 299 | ||
| Appraisal for evidence-based practice descriptive and inferential statistics | 300 | ||
| Key points | 302 | ||
| Critical thinking challenges | 304 | ||
| References | 304 | ||
| 17 Understanding research findings | 305 | ||
| Learning outcomes | 305 | ||
| Key terms | 305 | ||
| Findings | 306 | ||
| Results | 306 | ||
| Discussion | 311 | ||
| Appraisal for evidence-based practice research findings | 311 | ||
| Key points | 315 | ||
| Critical thinking challenges | 315 | ||
| References | 316 | ||
| 18 Appraising quantitative research | 317 | ||
| Learning outcomes | 317 | ||
| Stylistic considerations | 320 | ||
| IV Application of Research: Evidence-Based Practice | 359 | ||
| Introduction | 360 | ||
| References | 362 | ||
| 19 Strategies and tools for developing an evidence-based practice | 364 | ||
| Learning outcomes | 364 | ||
| Key terms | 364 | ||
| Evidence-based strategy | 365 | ||
| Evidence-based strategy | 366 | ||
| Evidence-based strategy | 367 | ||
| Evidence-based strategy | 368 | ||
| Therapy category | 368 | ||
| Diagnosis articles | 371 | ||
| Prognosis articles | 376 | ||
| Harm articles | 377 | ||
| Meta-analysis | 378 | ||
| Evidence-based strategy | 380 | ||
| Summary | 380 | ||
| Key points | 380 | ||
| Critical thinking challenges | 381 | ||
| References | 381 | ||
| 20 Developing an evidence-based practice | 383 | ||
| Learning outcomes | 383 | ||
| Key terms | 383 | ||
| Overview of evidence-based practice | 384 | ||
| Models of evidence-based practice | 385 | ||
| The iowa model of evidence-based practice | 385 | ||
| Steps of evidence-based practice | 387 | ||
| Selection of a topic | 387 | ||
| Forming a team | 388 | ||
| Evidence retrieval | 389 | ||
| Schemas for grading the evidence | 389 | ||
| Critique and synthesis of research | 392 | ||
| Setting forth evidence-based practice recommendations | 394 | ||
| Decision to change practice | 394 | ||
| Development of evidence-based practice | 394 | ||
| Implementing the practice change | 395 | ||
| Nature of the innovation/evidence-based practice | 395 | ||
| Methods of communication | 396 | ||
| Users of the innovation/evidence-based practice | 398 | ||
| Social system | 398 | ||
| Evaluation | 400 | ||
| Future directions | 402 | ||
| Key points | 402 | ||
| Critical thinking challenges | 402 | ||
| References | 403 | ||
| 21 Quality improvement | 406 | ||
| Learning outcomes | 406 | ||
| Key terms | 406 | ||
| Total quality management/continuous quality improvement | 406 | ||
| Nurses’ role in health care quality improvement | 408 | ||
| National goals and strategies for health care quality improvement | 408 | ||
| Quality strategy levers | 410 | ||
| Measuring nursing care quality | 414 | ||
| Benchmarking | 414 | ||
| Common quality improvement perspectives and models | 415 | ||
| Quality improvement steps and tools | 415 | ||
| Forming a lead quality improvement team | 420 | ||
| Improvement process step 1: Assessment | 421 | ||
| Improvement step 2: Analysis | 421 | ||
| Trending variation in system performance with run and control charts | 421 | ||
| Graphs | 423 | ||
| Cause and effect diagrams | 424 | ||
| Flowcharting | 425 | ||
| Improvement step 3: Develop a plan for improvement | 426 | ||
| Improvement step 4: Test and implement the improvement plan | 427 | ||
| Taking on the quality improvement challenge and leading the way | 430 | ||
| Key points | 432 | ||
| Critical thinking challenges | 432 | ||
| References | 433 | ||
| APPENDIX A Example of a randomized clinical trial (nyamathi et al., 2015) nursing case management, peer coaching, and hepatitis A and B vaccine completion among homeless men recently released on parole | 435 | ||
| Incarcerated populations are at significant risk for homelessness. | 436 | ||
| Theoretical framework | 438 | ||
| Purpose | 439 | ||
| Methods | 439 | ||
| Design | 439 | ||
| Sample and site | 439 | ||
| Power analysis | 440 | ||
| Vaccine eligibility | 440 | ||
| Interventions | 440 | ||
| Peer coaching-nurse case management | 440 | ||
| Peer coaching | 442 | ||
| Usual care | 442 | ||
| Procedure | 442 | ||
| Vaccine administration | 442 | ||
| Vaccine tracking | 443 | ||
| Measures | 443 | ||
| Vaccine completion | 443 | ||
| Sociodemographics | 443 | ||
| Situational factors | 443 | ||
| Personal factors | 443 | ||
| Social factors | 444 | ||
| Data analysis | 444 | ||
| Results | 445 | ||
| Vaccine completion rates by intervention condition | 446 | ||
| Associations with vaccine noncompletion | 446 | ||
| Discussion | 448 | ||
| Limitations | 450 | ||
| Conclusions | 451 | ||
| References | 451 | ||
| APPENDIX B Example of a longitudinal/cohort study (hawthorne et al., 2016) parent spirituality, grief, and mental health at 1 and 3 months after their infants/childs death in an intensive care unit | 455 | ||
| Discussion | 462 | ||
| References | 463 | ||
| APPENDIX C Example of a qualitative study (van dijk et al., 2015) postoperative patients perspectives on rating pain: A qualitative study | 467 | ||
| Abstract | 467 | ||
| 1. Introduction | 468 | ||
| 2. Methods | 469 | ||
| 2.1. Study design | 469 | ||
| 2.2. Participants | 469 | ||
| 2.3. Data collection | 469 | ||
| 2.4. Data analysis | 470 | ||
| 2.5. Trustworthiness | 471 | ||
| 3. results | 471 | ||
| 3.1. Score-related factors | 472 | ||
| 3.2. Intrapersonal patient factors | 474 | ||
| 3.3. Anticipated consequences of assigning a particular nrs score | 475 | ||
| 3.3.1 Judgements by healthcare professionals. | 475 | ||
| 3.3.2 Analgesic administration. | 476 | ||
| 4. Discussion | 478 | ||
| 5. Conclusions | 480 | ||
| 6. Relevance to clinical practice | 480 | ||
| Acknowledgments | 481 | ||
| Appendix A. Supplementary data | 481 | ||
| References | 481 | ||
| APPENDIX D Example of a correlational study (turner et al., 2016) psychological functioning, post-traumatic growth, and coping in parents and siblings of adolescent cancer survivors | 483 | ||
| Methods | 485 | ||
| Sample | 485 | ||
| Procedure | 486 | ||
| Measures | 487 | ||
| Data analyses | 488 | ||
| Results | 488 | ||
| Discussion | 490 | ||
| Limitations | 492 | ||
| Implications for nursing | 492 | ||
| Conclusion | 492 | ||
| References | 493 | ||
| APPENDIX E Example of a systematic review/meta-analysis (al-mallah et al., 2015) the impact of nurse-led clinics on the mortality and morbidity of patients with cardiovascular diseases | 496 | ||
| Specific review question | 497 | ||
| Method | 497 | ||
| Eligibility criteria | 497 | ||
| Search strategy | 498 | ||
| Study identification and data abstraction | 498 | ||
| Quality of included studies | 498 | ||
| Statistical analysis | 498 | ||
| Results | 499 | ||
| Search results and study description | 499 | ||
| Meta-analysis | 501 | ||
| Methodological quality | 501 | ||
| Discussion | 501 | ||
| Limitations | 505 | ||
| Implications for clinical practice and research | 505 | ||
| Conclusion | 505 | ||
| References | 505 | ||
| Glossary | 508 | ||
| A | 508 | ||
| B | 508 | ||
| C | 508 | ||
| D | 508 | ||
| E | 508 | ||
| F | 508 | ||
| G | 508 | ||
| H | 510 | ||
| I | 510 | ||
| J | 512 | ||
| K | 512 | ||
| L | 512 | ||
| M | 512 | ||
| N | 513 | ||
| O | 513 | ||
| P | 513 | ||
| Q | 513 | ||
| R | 513 | ||
| S | 513 | ||
| T | 513 | ||
| V | 513 | ||
| W | 514 | ||
| Index | 519 | ||
| A | 519 | ||
| B | 519 | ||
| C | 519 | ||
| D | 521 | ||
| E | 521 | ||
| F | 522 | ||
| G | 523 | ||
| H | 523 | ||
| I | 523 | ||
| J | 523 | ||
| K | 524 | ||
| L | 524 | ||
| M | 525 | ||
| N | 525 | ||
| O | 526 | ||
| P | 526 | ||
| Q | 527 | ||
| R | 528 | ||
| S | 529 | ||
| T | 530 | ||
| U | 531 | ||
| V | 531 | ||
| W | 531 | ||
| Special features | IBC |