BOOK
Nursing Research in Canada - E-Book
Geri LoBiondo-Wood | Judith Haber | Cherylyn Cameron | Mina Singh
(2017)
Additional Information
Book Details
Abstract
Equip yourself with the tools to better understand and apply research to your everyday practice with Nursing Research in Canada: Methods, Critical Appraisal, and Utilization, 4th Edition. Written by an all-star team of educators and research experts from the U.S. and Canada, this thoroughly updated text is the perfect resource to help ground you in the processes behind nursing research and evidence-informed practice. The fourth 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 text also features new research examples that reflect the most current Canadian studies, fresh vignettes, easy-to-use navigation tools, enhanced readability, and well-balanced coverage of both qualitative and quantitative research methods. It’s a must-have resource for both undergraduate and graduate nursing students alike!
- Balanced but distinct coverage of both the qualitative and quantitative approaches to nursing research acquaints you with the processes behind research and evidence-informed 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 introduces you to real-world practitioners of nursing research and help bridge the gaps among clinical research, academia, and clinical practice.
- An updated design improves the legibility of content dense pedagogical features – particularly tables and boxes.
- Effective learning aids in every chapter include Key Terms, Learning Outcomes, ResearchHints, Evidence Informed Practice Tips, Appraising the Evidence, Critiquing Criteria, Critique of a Research Study, Critical Thinking Decision Paths, Critical Thinking Challenges, and Key Points.
- NEW! All-new research examples and 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! Improved coverage of Qualitative methods balances out coverage and addresses this important aspects of research.
- NEW! Expanded coverage of systematic reviews and clinical practice guidelines addresses these important aspects of research.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| Evolve | IFC | ||
| You’ve just purchasedmore than a textbook! | IFC | ||
| Front matter | i | ||
| Nursing research in canada methods, critical appraisal, and utilization | i | ||
| Copyright | ii | ||
| Table of Contents | iii | ||
| Author biographies | v | ||
| Canadian editors | vi | ||
| Contributors | vii | ||
| Reviewers | ix | ||
| Acknowledgements | x | ||
| Preface | xi | ||
| To the student | xv | ||
| PART ONE Research Overview | 1 | ||
| 1 The role of research in nursing | 5 | ||
| Learning outcomes | 5 | ||
| Key terms | 5 | ||
| Study resources | 5 | ||
| Significance of research and evidence-informed practice in the field of nursing | 6 | ||
| Research: The element that links theory, education, and practice | 8 | ||
| Roles of the nurse in the research process | 10 | ||
| Historical perspective* | 12 | ||
| Future directions | 15 | ||
| Promoting depth in nursing research | 16 | ||
| An international perspective | 17 | ||
| Research priorities | 17 | ||
| Critical thinking challenges | 19 | ||
| Key points | 20 | ||
| For further study | 20 | ||
| References | 20 | ||
| 2 Theoretical framework | 23 | ||
| Learning outcomes | 23 | ||
| Key terms | 23 | ||
| Study resources | 23 | ||
| The nature of knowledge | 24 | ||
| Philosophies of research | 26 | ||
| Research methods: Qualitative and quantitative | 31 | ||
| Introduction to frameworks for research | 36 | ||
| Links connecting practice, theory, and research | 38 | ||
| Frameworks as structures for research | 39 | ||
| The ladder of abstraction | 40 | ||
| Concepts | 41 | ||
| Theories | 41 | ||
| Frameworks | 42 | ||
| Critical thinking challenges | 44 | ||
| Key points | 45 | ||
| For further study | 45 | ||
| References | 45 | ||
| 3 Critical reading strategies: Overview of the research process | 47 | ||
| Learning outcomes | 47 | ||
| Key terms | 47 | ||
| Study resources | 47 | ||
| Critical thinking and critical reading skills | 48 | ||
| Strategies for critiquing research studies | 53 | ||
| Evidence-informed practice and research | 53 | ||
| Research articles: Format and style | 56 | ||
| Abstract | 56 | ||
| Introduction | 56 | ||
| Definition of the purpose | 57 | ||
| Literature review and theoretical framework | 57 | ||
| Hypothesis or research question | 57 | ||
| Research design | 58 | ||
| Sampling | 58 | ||
| Reliability and validity | 59 | ||
| Procedures and data-collection methods | 59 | ||
| Data analysis/results | 59 | ||
| Discussion | 60 | ||
| Recommendations and implications | 60 | ||
| References | 60 | ||
| Communicating results | 60 | ||
| Systematic reviews: Meta-analyses, integrative reviews, and meta-syntheses | 60 | ||
| Clinical guidelines | 61 | ||
| Critical thinking challenges | 62 | ||
| Key points | 62 | ||
| For further study | 63 | ||
| References | 63 | ||
| 4 Developing research questions, hypotheses, and clinical questions | 64 | ||
| Learning outcomes | 64 | ||
| Key terms | 64 | ||
| Study resources | 87 | ||
| Developing and refining a clinical question | 87 | ||
| Developing and refining a research question | 87 | ||
| Defining the research question | 87 | ||
| Beginning the literature review | 87 | ||
| Examining significance | 87 | ||
| Determining feasibility | 87 | ||
| The fully developed research question | 87 | ||
| Variables | 87 | ||
| Population | 87 | ||
| PART TWO Qualitative Research | 139 | ||
| 7 Introduction to qualitative research | 143 | ||
| Learning outcomes | 143 | ||
| Key terms | 143 | ||
| Study resources | 143 | ||
| What is qualitative research? | 144 | ||
| What do qualitative researchers believe? | 144 | ||
| Does the methodology fit with the research question being asked? | 145 | ||
| Components of a qualitative research report | 146 | ||
| Review of the literature | 146 | ||
| Study design | 147 | ||
| Sample | 147 | ||
| Setting: Recruitment and data collection | 148 | ||
| Data collection | 148 | ||
| Data analysis | 149 | ||
| Findings | 150 | ||
| Evidence-informed practice | 150 | ||
| Qualitative approach and nursing science | 151 | ||
| Issues in qualitative research | 151 | ||
| Ethics | 151 | ||
| Naturalistic setting | 151 | ||
| Emergent nature of the design | 152 | ||
| Researcher–participant interaction | 152 | ||
| Researcher as instrument | 153 | ||
| Triangulation | 154 | ||
| Mixed methods | 154 | ||
| Synthesizing qualitative evidence: Metasynthesis | 156 | ||
| Critical thinking challenges | 158 | ||
| Key points | 158 | ||
| For further study | 158 | ||
| References | 159 | ||
| 8 Qualitative Approaches to Research | 160 | ||
| QUALITATIVE RESEARCH METHODS | 161 | ||
| Phenomenological Method | 162 | ||
| Identifying the Phenomenon | 164 | ||
| Structuring the Study | 164 | ||
| Data Gathering | 165 | ||
| Data Analysis | 166 | ||
| Describing the Findings | 166 | ||
| Narrative Analysis | 167 | ||
| Orientational Qualitative Inquiry | 167 | ||
| Identifying the Phenomenon | 169 | ||
| Structuring the Study | 169 | ||
| Data Gathering | 169 | ||
| Data Analysis | 170 | ||
| Describing the Findings | 170 | ||
| Identifying the Phenomenon | 172 | ||
| Structuring the Study | 172 | ||
| Data Gathering | 173 | ||
| Data Analysis | 173 | ||
| Describing the Findings | 173 | ||
| Qualitative Descriptive Method | 174 | ||
| Case Study Method | 174 | ||
| Identifying the Phenomenon | 175 | ||
| Structuring the Study | 175 | ||
| Data Analysis and Describing Findings | 176 | ||
| Historical Research Method | 177 | ||
| Participatory Action Research | 179 | ||
| Identifying the Phenomenon | 179 | ||
| Structuring the Study | 180 | ||
| Data Gathering | 181 | ||
| Describing the Findings | 181 | ||
| QUALITATIVE APPROACH: NURSING METHODOLOGY | 182 | ||
| REFERENCES | 184 | ||
| PART THREE Quantitative Research | 187 | ||
| 9 Introduction to quantitative research | 190 | ||
| Learning outcomes | 190 | ||
| Key terms | 190 | ||
| Study resources | 190 | ||
| Purpose of the research design | 191 | ||
| Objectivity in the conceptualization of the problem | 192 | ||
| Accuracy | 193 | ||
| Feasibility | 193 | ||
| Control | 195 | ||
| Homogeneous sampling | 195 | ||
| Constancy in data collection | 196 | ||
| Manipulation of the independent variable | 197 | ||
| Randomization | 197 | ||
| Quantitative control and flexibility | 198 | ||
| Internal and external validity | 198 | ||
| Internal validity | 198 | ||
| History threats | 199 | ||
| Maturation effects | 200 | ||
| Testing effects | 200 | ||
| Instrumentation threats | 200 | ||
| Mortality/attrition | 201 | ||
| Selection bias | 201 | ||
| External validity | 201 | ||
| Selection effects | 201 | ||
| Reactive effects | 203 | ||
| Measurement effects | 203 | ||
| Critical thinking challenges | 205 | ||
| Key points | 205 | ||
| For further study | 206 | ||
| References | 206 | ||
| 10 Experimental and quasiexperimental designs | 208 | ||
| Learning outcomes | 208 | ||
| Key terms | 208 | ||
| Study resources | 208 | ||
| True experimental design | 210 | ||
| Randomization | 210 | ||
| Control | 211 | ||
| Manipulation | 211 | ||
| Types of experimental designs | 212 | ||
| Field and laboratory experiments | 215 | ||
| Advantages and disadvantages of the experimental design | 215 | ||
| Quasiexperimental designs | 216 | ||
| Types of quasiexperimental designs | 216 | ||
| Advantages and disadvantages of quasiexperimental designs | 219 | ||
| Pre-experimental designs | 220 | ||
| Evaluation research and experimentation | 220 | ||
| Critical thinking challenges | 223 | ||
| Key points | 224 | ||
| For further study | 224 | ||
| References | 224 | ||
| 11 Nonexperimental designs | 226 | ||
| Learning outcomes | 226 | ||
| Key terms | 226 | ||
| Study resources | 226 | ||
| Survey studies | 228 | ||
| Relationship/difference studies | 230 | ||
| Correlational studies | 230 | ||
| Developmental studies | 231 | ||
| Cross-sectional studies | 231 | ||
| Longitudinal or prospective studies | 232 | ||
| Retrospective or ex post facto studies | 233 | ||
| Prediction and causality in nonexperimental research | 235 | ||
| Additional types of quantitative studies | 236 | ||
| Methodological research | 236 | ||
| Systematic review | 237 | ||
| Meta-analysis | 239 | ||
| The cochrane collaboration | 242 | ||
| Integrative review | 243 | ||
| Secondary analysis | 243 | ||
| Epidemiological studies | 243 | ||
| Tools for evaluating individual studies | 244 | ||
| Clinical practice guidelines | 244 | ||
| Evaluating clinical practice guidelines | 245 | ||
| Critical thinking challenges | 249 | ||
| Key points | 249 | ||
| For further study | 250 | ||
| References | 250 | ||
| PART FOUR Processes Related | 253 | ||
| 12 Sampling | 257 | ||
| Learning outcomes | 257 | ||
| Key terms | 257 | ||
| Study resources | 258 | ||
| Sampling concepts | 258 | ||
| Population | 258 | ||
| Samples and sampling | 260 | ||
| Sampling strategies used in quantitative research | 261 | ||
| Nonprobability sampling | 261 | ||
| Convenience sampling | 262 | ||
| Quota sampling | 264 | ||
| Probability sampling | 265 | ||
| Simple random sampling | 265 | ||
| Stratified random sampling | 267 | ||
| Multistage sampling (cluster sampling) | 269 | ||
| Systematic sampling | 270 | ||
| Special sampling strategies | 271 | ||
| Sampling strategies used in qualitative research | 271 | ||
| Convenience sampling | 272 | ||
| Network sampling | 272 | ||
| Purposive sampling | 272 | ||
| Theoretical sampling | 274 | ||
| Sample size: Quantitative | 275 | ||
| Sample size: Qualitative | 277 | ||
| Sampling procedures | 277 | ||
| Critical thinking challenges | 282 | ||
| Key points | 282 | ||
| For further study | 283 | ||
| References | 283 | ||
| 13 Data-collection methods | 285 | ||
| Learning outcomes | 285 | ||
| Key terms | 285 | ||
| Study resources | 285 | ||
| Quantitative data collection | 286 | ||
| Measuring variables of interest | 286 | ||
| Types of data-collection methods | 288 | ||
| Physiological or biological measurements | 288 | ||
| Observational methods | 289 | ||
| Interviews and questionnaires | 292 | ||
| Records or available data | 296 | ||
| Online and computerized methods of data collection | 297 | ||
| Construction of new instruments | 298 | ||
| Qualitative data collection | 299 | ||
| Focus groups | 299 | ||
| Photovoice | 299 | ||
| Critical thinking challenges | 301 | ||
| Key points | 301 | ||
| For further study | 302 | ||
| References | 302 | ||
| 14 Rigour in research | 304 | ||
| Learning outcomes | 304 | ||
| Key terms | 304 | ||
| Study resources | 305 | ||
| Reliability | 305 | ||
| Interpretation of the reliability coefficient | 306 | ||
| Stability | 307 | ||
| Test-retest reliability | 307 | ||
| Parallel- or alternate-form reliability | 307 | ||
| Homogeneity, or internal consistency | 308 | ||
| Item-to-total correlation | 308 | ||
| Split-half reliability | 309 | ||
| Kuder-richardson coefficient | 309 | ||
| Cronbach’s alpha | 310 | ||
| Equivalence | 311 | ||
| Interrater reliability | 311 | ||
| Parallel- or alternate-form reliability | 312 | ||
| Validity | 312 | ||
| Content validity | 312 | ||
| Criterion-related validity | 313 | ||
| Construct validity | 314 | ||
| Hypothesis-testing approach | 314 | ||
| Convergent and divergent approaches | 314 | ||
| Contrasted-groups approach | 315 | ||
| Factor-analytical approach | 316 | ||
| Rigour in qualitative research: Credibility, auditability, and fittingness | 318 | ||
| Credibility | 319 | ||
| Auditability and fittingness | 319 | ||
| Authenticity | 319 | ||
| Critical thinking challenges | 322 | ||
| Key points | 322 | ||
| For further study | 322 | ||
| References | 322 | ||
| 15 Qualitative data analysis | 324 | ||
| Learning outcomes | 324 | ||
| Key terms | 324 | ||
| Study resources | 324 | ||
| Audio recording interviews | 325 | ||
| Data management | 325 | ||
| Overview of data analysis | 325 | ||
| Data reduction | 327 | ||
| Data display | 330 | ||
| Conclusion drawing and verification | 333 | ||
| Specific analytical procedures | 335 | ||
| Trustworthiness | 335 | ||
| Critical thinking challenges | 338 | ||
| Key points | 338 | ||
| For further study | 338 | ||
| References | 338 | ||
| 16 Quantitative data analysis | 340 | ||
| Learning outcomes | 340 | ||
| Key terms | 340 | ||
| Study resources | 341 | ||
| Descriptive statistics | 342 | ||
| Levels of measurement | 342 | ||
| Frequency distribution | 345 | ||
| Measures of central tendency | 347 | ||
| Mode. | 347 | ||
| Median. | 347 | ||
| Mean. | 347 | ||
| Normal distribution | 348 | ||
| Skewness. | 348 | ||
| Interpreting measures of variability | 349 | ||
| Range. | 349 | ||
| Semiquartile range. | 349 | ||
| Percentile. | 353 | ||
| Standard deviation. | 353 | ||
| Inferential statistics | 353 | ||
| Hypothesis testing | 356 | ||
| Probability | 357 | ||
| Type I and type II errors | 358 | ||
| Level of significance | 359 | ||
| Practical and statistical significance | 361 | ||
| Tests of statistical significance | 361 | ||
| Tests of differences | 362 | ||
| Parametric tests. | 363 | ||
| Post hoc analysis. | 364 | ||
| Nonparametric tests. | 364 | ||
| Tests of relationships | 365 | ||
| The use of confidence intervals | 368 | ||
| Harm studies | 368 | ||
| Meta-analysis | 369 | ||
| Advanced statistics | 370 | ||
| The use of statistics | 372 | ||
| Example of the use and critique of statistics | 372 | ||
| Critical thinking challenges | 375 | ||
| Key points | 375 | ||
| For further study | 376 | ||
| References | 377 | ||
| 17 Presenting the findings | 378 | ||
| Learning outcomes | 378 | ||
| Key terms | 378 | ||
| Study resources | 378 | ||
| Findings | 379 | ||
| Presenting quantitative results | 379 | ||
| Discussion of the results | 385 | ||
| Presenting qualitative results | 386 | ||
| Critical thinking challenges | 389 | ||
| Key points | 389 | ||
| For further study | 389 | ||
| References | 389 | ||
| PART FIVE Critiquing Research | 391 | ||
| 18 Critiquing qualitative research | 394 | ||
| Learning outcomes | 394 | ||
| Key terms | 394 | ||
| Study resources | 394 | ||
| Stylistic considerations | 395 | ||
| Application of qualitative research findings in practice | 396 | ||
| CRITIQUE 1 Critiquing a qualitative research study | 396 | ||
| Introduction to critique 1 | 417 | ||
| Title | 417 | ||
| Abstract | 417 | ||
| Statement of the phenomenon of interest | 417 | ||
| Purpose | 417 | ||
| Method | 417 | ||
| Sampling | 418 | ||
| Data collection | 418 | ||
| Data analysis | 418 | ||
| Findings | 419 | ||
| Conclusions, implications, and recommendations | 419 | ||
| CRITIQUE 2 Critiquing a qualitative research study | 419 | ||
| Introduction to critique 2 | 430 | ||
| Title | 430 | ||
| Abstract | 430 | ||
| Focus/topic | 430 | ||
| Purpose | 430 | ||
| Significance | 430 | ||
| Method | 430 | ||
| Sampling | 430 | ||
| Data generation | 431 | ||
| Data analysis | 431 | ||
| Empirical grounding of the study findings | 431 | ||
| Conclusions, implications, and recommendations | 431 | ||
| Critical thinking challenges | 432 | ||
| For further study | 432 | ||
| References | 432 | ||
| 19 Critiquing quantitative research | 434 | ||
| Learning outcomes | 434 | ||
| Key term | 434 | ||
| Study resources | 434 | ||
| Stylistic considerations | 437 | ||
| CRITIQUE 1 Critiquing a quantitative research study | 437 | ||
| Introduction to critique 1 | 437 | ||
| Title | 449 | ||
| Abstract | 449 | ||
| Problem and purpose | 449 | ||
| Review of the literature and definitions | 449 | ||
| Development of a conceptual framework | 449 | ||
| Hypotheses and research question | 450 | ||
| Sample | 450 | ||
| Research design | 450 | ||
| Internal validity | 450 | ||
| External validity | 450 | ||
| Legal/ethical issues | 450 | ||
| Instruments | 450 | ||
| Reliability and validity | 450 | ||
| Analysis of the data and findings | 450 | ||
| Discussion | 451 | ||
| Implications and recommendations | 451 | ||
| Study limitations | 451 | ||
| CRITIQUE 2 Critiquing a quantitative research study | 451 | ||
| Introduction to critique 2 | 451 | ||
| Title | 464 | ||
| Abstract | 464 | ||
| Problem and purpose | 464 | ||
| Review of the literature and definitions | 464 | ||
| Theoretical framework | 464 | ||
| Hypotheses and research question | 464 | ||
| Sample | 464 | ||
| Research design | 464 | ||
| Internal validity | 464 | ||
| External validity | 465 | ||
| Legal/ethical issues | 465 | ||
| Instruments | 465 | ||
| Reliability and validity | 465 | ||
| Results | 465 | ||
| Discussion | 465 | ||
| Limitations and conclusion | 465 | ||
| Critical thinking challenges | 466 | ||
| For further study | 466 | ||
| References | 466 | ||
| PART SIX Application of Research: Evidence-Informed Practice | 467 | ||
| 20 Developing an evidence-informed practice | 470 | ||
| Learning outcomes | 470 | ||
| Key terms | 470 | ||
| Study resources | 470 | ||
| Overview of evidence-informed practice | 472 | ||
| Use of evidence in practice | 473 | ||
| Models of evidence-informed practice | 473 | ||
| The iowa model of evidence-based practice to promote quality care | 474 | ||
| The ottawa model of research use | 476 | ||
| Promoting action on research implementation in health services (i-parihs) | 476 | ||
| Steps of evidence-informed practice | 476 | ||
| Selection of a topic | 477 | ||
| Forming a team | 478 | ||
| Evidence retrieval | 480 | ||
| Schemas for grading the evidence | 482 | ||
| Critique of evidence-informed practice guidelines | 482 | ||
| Critique of research | 485 | ||
| Synthesis of the research | 485 | ||
| Setting forth evidence-informed practice recommendations | 487 | ||
| Decision to change practice | 488 | ||
| Development of evidence-informed practice | 488 | ||
| Implementing the practice change | 489 | ||
| Nature of the innovation/evidence-informed practice | 489 | ||
| Methods of communication | 490 | ||
| Users of the evidence-informed practice | 492 | ||
| Social system | 493 | ||
| Evaluation | 494 | ||
| Translation science | 495 | ||
| Future directions | 496 | ||
| Critical thinking challenges | 497 | ||
| Key points | 497 | ||
| For further study | 498 | ||
| References | 498 | ||
| Appendix A Honouring stories: Mikmaq womens experiences with pap screening in eastern canada | 505 | ||
| Résumé | 505 | ||
| Histoires de dignité: Comment le test de pap est vécu par des micmaques de l’est du canada | 505 | ||
| Theoretical and methodological perspectives | 507 | ||
| The study | 507 | ||
| Qualitative participatory action research design | 507 | ||
| Data analysis | 509 | ||
| Findings and discussion | 509 | ||
| Finding our way | 509 | ||
| Our understanding and perceptions of pap screening | 511 | ||
| The impact of history on our health and our health-care experiences | 513 | ||
| Encounters with health-care providers: Making a difference on our path to paps | 514 | ||
| The health-care system is complicating our going for paps | 516 | ||
| Strengths and limitations of the study | 517 | ||
| Health-care practice and policy recommendations | 517 | ||
| Conclusion | 518 | ||
| Acknowledgements | 521 | ||
| References | 521 | ||
| Appendix B Impact of workplace mistreatment on patient safety risk and nurse-assessed patient outcomes | 522 | ||
| Workplace mistreatment | 522 | ||
| Patient safety risk and adverse patient outcomes | 523 | ||
| Hypothesized model | 524 | ||
| Methods | 524 | ||
| Design and sample | 524 | ||
| Measures | 524 | ||
| Bullying behaviors | 524 | ||
| Workplace incivility | 524 | ||
| Patient safety risk | 525 | ||
| Nurse-assessed adverse events | 525 | ||
| Perception of patient care quality | 525 | ||
| Data analysis | 525 | ||
| Results | 525 | ||
| Descriptive statistics | 525 | ||
| Testing the mediating effects of patient safety risk | 526 | ||
| Discussion | 526 | ||
| Limitations | 528 | ||
| Implications for management | 528 | ||
| Conclusion | 529 | ||
| References | 530 | ||
| Appendix C Toward cultural safety: Nurse and patient perceptions of illicit substance use in a hospitalized setting | 532 | ||
| Background | 533 | ||
| Research design and sample | 534 | ||
| Findings | 536 | ||
| Illicit drug use as an individual failing | 536 | ||
| Patient perspectives: Being judged as a “drug addict.” | 536 | ||
| Nurse perspectives: An individual problem | 537 | ||
| Illicit substance use is a criminal activity | 538 | ||
| Patient perspectives: Feeling under surveillance | 538 | ||
| Nurse perspectives: We don’t view people as criminals, but . . . | 539 | ||
| Illicit substance use as a disease of addiction | 541 | ||
| Patient perspectives: We’re not just helpless victims of disease | 541 | ||
| Nurse perspectives: Addiction takes over | 541 | ||
| Limitations of the study | 542 | ||
| Discussion | 542 | ||
| Conclusion | 544 | ||
| References | 545 | ||
| Appendix D An intervention to promote breast milk production in mothers of preterm infants | 547 | ||
| Abstract | 547 | ||
| Theoretical framework | 548 | ||
| Method | 549 | ||
| Research design | 549 | ||
| Setting and sample | 549 | ||
| Control | 550 | ||
| Experimental intervention | 550 | ||
| Data collection | 551 | ||
| Procedures | 551 | ||
| Statistical analyses | 552 | ||
| Results | 552 | ||
| Frequency of breast milk expression | 554 | ||
| Duration of breast milk expression | 554 | ||
| Volume of expressed breast milk | 555 | ||
| Lipid concentration of breast milk | 555 | ||
| Discussion | 555 | ||
| Acknowledgements | 559 | ||
| Declaration of conflicting interests | 559 | ||
| Funding | 559 | ||
| References | 559 | ||
| Appendix E Follow-up for improving psychological well being for women after a miscarriage (review) | 564 | ||
| Abstract | 564 | ||
| Plain language summary | 565 | ||
| Follow-up for improving psychological well being for women after a miscarriage | 565 | ||
| Background | 565 | ||
| Description of the condition | 565 | ||
| Description of the intervention | 566 | ||
| How the intervention might work | 566 | ||
| Why it is important to do this review | 566 | ||
| Objectives | 566 | ||
| Primary | 566 | ||
| Secondary | 566 | ||
| Methods | 566 | ||
| Criteria for considering studies for this review | 566 | ||
| Types of studies | 566 | ||
| Types of participants | 566 | ||
| Types of interventions | 567 | ||
| Types of outcome measures | 567 | ||
| Primary outcomes | 567 | ||
| Secondary outcomes | 567 | ||
| Search methods for identification of studies | 567 | ||
| Electronic searches | 567 | ||
| Searching other resources | 567 | ||
| Data collection and analysis | 567 | ||
| Selection of studies | 567 | ||
| Data extraction and management | 567 | ||
| Assessment of risk of bias in included studies | 568 | ||
| (1) random sequence generation (checking for possible selection bias). | 568 | ||
| (2) allocation concealment (checking for possible selection bias). | 568 | ||
| (3.1) blinding of participants and personnel (checking for possible performance bias). | 568 | ||
| (3.2) blinding of outcome assessment (checking for possible detection bias). | 568 | ||
| (4) incomplete outcome data (checking for possible attrition bias due to the amount, nature and handling of incomplete out ... | 568 | ||
| (5) selective reporting (checking for reporting bias). | 569 | ||
| (6) other bias (checking for bias due to problems not covered by (1) to (5) above). | 569 | ||
| (7) overall risk of bias. | 569 | ||
| Measures of treatment effect | 569 | ||
| Dichotomous data. | 569 | ||
| Continuous data. | 569 | ||
| Unit of analysis issues | 569 | ||
| Cluster-randomised trials. | 569 | ||
| Dealing with missing data | 569 | ||
| Assessment of heterogeneity | 570 | ||
| Assessment of reporting biases | 570 | ||
| Data synthesis | 570 | ||
| Subgroup analysis and investigation of heterogeneity | 570 | ||
| Sensitivity analysis | 570 | ||
| Results | 570 | ||
| Description of studies | 570 | ||
| Results of the search | 570 | ||
| Risk of bias in included studies | 571 | ||
| Sequence generation | 571 | ||
| Allocation concealment | 571 | ||
| Blinding | 572 | ||
| Incomplete outcome data | 572 | ||
| Selective outcome reporting | 572 | ||
| Other potential sources of bias | 572 | ||
| Effects of interventions | 572 | ||
| 1. one counselling session versus no counselling (three studies 236 women) (analysis 1.1–see evolve ) | 572 | ||
| Primary outcomes | 572 | ||
| Index | 581 | ||
| A | 581 | ||
| B | 581 | ||
| C | 581 | ||
| D | 583 | ||
| E | 583 | ||
| F | 584 | ||
| G | 585 | ||
| H | 585 | ||
| I | 585 | ||
| J | 585 | ||
| K | 586 | ||
| L | 586 | ||
| M | 586 | ||
| N | 586 | ||
| O | 587 | ||
| P | 587 | ||
| Q | 588 | ||
| R | 588 | ||
| S | 589 | ||
| T | 590 | ||
| U | 591 | ||
| V | 591 | ||
| W | 591 | ||
| Z | 591 | ||
| Glossary | e1 | ||
| A | e1 | ||
| B | e1 | ||
| C | e1 | ||
| D | e1 | ||
| E | e1 | ||
| F | e1 | ||
| G | e1 | ||
| H | e5 | ||
| I | e5 | ||
| J | e6 | ||
| K | e6 | ||
| L | e6 | ||
| M | e6 | ||
| N | e7 | ||
| O | e7 | ||
| P | e8 | ||
| Q | e9 | ||
| R | e9 | ||
| S | e9 | ||
| T | e9 | ||
| V | e10 | ||
| W | e12 | ||
| Z | e12 | ||
| Appendix E Tables Follow-up for improving psychological well being for women after a miscarriage (review) | e1 |