Efnisyfirlit

• Part  I
• Overview of Nursing Research and Its Role in Evidence-Based Practice
• 1   Introducing Nursing Research for Evidence-Based Practice
• Nursing Research in Perspective
• What Is Nursing Research?
• The Importance of Research to Evidence-Based Nursing
• Roles of Nurses in Research
• Nursing Research: Past and Present
• Current and Future Directions for Nursing Research
• Knowledge Sources for Nursing Practice
• Tradition and “Experts”
• Clinical Experience and Trial and Error
• Disciplined Research
• Paradigms and Methods for Nursing Research
• The Positivist Paradigm
• Worldview of the Positivist Paradigm
• The Scientific Method and Quantitative Research
• The Constructivist Paradigm
• Worldview of the Constructivist Paradigm
• Constructivist Methods and Qualitative Research
• Multiple Paradigms and Nursing Research
• The Purposes of Nursing Research
• Research for Varying Levels of Explanation
• Research Purposes Linked to Evidence-Based Practice
• Therapy/Intervention
• Diagnosis and Assessment
• Prognosis
• Etiology (Causation)/Prevention of Harm
• Description
• Meaning and Processes
• Links Between Study Purposes and Evidence-Based Practice
• Basics of Evidence-Based Nursing Practice
• Definition of Evidence-Based Practice
• Best Evidence
• Patient Preferences and Values
• Nurses’ Clinical Expertise
• Sources of “Best” Research Evidence
• Evidence Hierarchies and Level of Evidence Scales
• Asking Well-Worded Clinical Questions for Evidence-Based Practice
• Assistance for Consumers of Nursing Research
• 2   Understanding Key Concepts and Steps in Quantitative and Qualitative Research
• The Building Blocks of Research
• The Faces and Places of Research
• Concepts, Constructs, and Theories
• Variables
• Characteristics of Variables
• Dependent and Independent Variables
• Conceptual and Operational Definitions
• Data
• Relationships
• Major Classes of Quantitative and Qualitative Research
• Quantitative Research: Experimental and Nonexperimental Studies
• Qualitative Research: Disciplinary Traditions
• Major Steps in a Quantitative Study
• Phase 1: The Conceptual Phase
• Step 1: Formulating and Delimiting the Problem
• Step 2: Reviewing the Related Literature
• Step 3: Undertaking Clinical Fieldwork
• Step 4: Defining the Framework and Developing Conceptual Definitions
• Step 5: Formulating Hypotheses
• Phase 2: The Design and Planning Phase
• Step 6: Selecting a Research Design
• Step 7: Developing Protocols for the Intervention
• Step 8: Identifying the Population
• Step 9: Designing the Sampling Plan
• Step 10: Specifying Methods to Measure Research Variables
• Step 11: Developing Methods to Safeguard Human/Animal Rights
• Step 12: Reviewing and Finalizing the Research Plan
• Phase 3: The Empirical Phase
• Step 13: Collecting the Data
• Step 14: Preparing the Data for Analysis
• Phase 4: The Analytic Phase
• Step 15: Analyzing the Data
• Step 16: Interpreting the Results
• Phase 5: The Dissemination Phase
• Step 17: Communicating the Findings
• Step 18: Putting the Evidence Into Practice
• Activities in a Qualitative Study
• Conceptualizing and Planning a Qualitative Study
• Identifying the Research Problem
• Doing a Literature Review
• Selecting and Gaining Entrée Into Research Sites
• Developing an Overall Approach
• Addressing Ethical Issues
• Conducting a Qualitative Study
• General Questions in Reviewing a Study
• 3   Reading and Critically Appraising Research Articles
• Types of Research Reports
• The Content of Research Journal Articles
• The Title and Abstract
• The Introduction
• The Method Section
• The Results Section
• The Discussion Section
• References
• The Style of Research Journal Articles
• Why Are Research Articles so Hard to Read?
• Tips on Reading Research Articles
• Critically Appraising Research Reports
• Research Critiques and Critical Appraisals
• Critical Appraisal Support in This Textbook
• Critical Appraisal With Key Research Challenges in Mind
• Inference
• Reliability, Validity, and Trustworthiness
• Bias
• Research Control
• Bias Reduction: Randomness and Blinding
• Reflexivity
• Generalizability and Transferability
• 4   Attending to Ethics in Research
• Ethics and Research
• Historical Background
• Codes of Ethics
• Government Regulations for Protecting Study Participants
• Ethical Dilemmas in Conducting Research
• Ethical Principles for Protecting Study Participants
• Beneficence
• The Right to Freedom From Harm and Discomfort
• The Right to Protection From Exploitation
• Respect for Human Dignity
• The Right to Self-Determination
• The Right to Full Disclosure
• Justice
• The Right to Fair Treatment
• The Right to Privacy
• Procedures for Protecting Study Participants
• Risk/Benefit Assessments
• Informed Consent
• Confidentiality Procedures
• Anonymity
• Confidentiality in the Absence of Anonymity
• Debriefings and Referrals
• Treatment of Vulnerable Groups
• External Reviews and the Protection of Human Rights
• Ethical Issues in Using Animals in Research
• Critically Appraising the Ethical Aspects of a Study
• Part  2
• Preliminary Steps in Quantitative and Qualitative Research
• 5   Identifying Research Problems, Research Questions, and Hypotheses
• Overview of Research Problems
• Basic Terminology
• Research Problems and Paradigms
• Sources of Research Problems
• Development and Refinement of Research Problems
• Communicating Research Problems and Questions
• Problem Statements
• Statements of Purpose
• Research Questions
• Research Questions in Quantitative Studies
• Research Questions in Qualitative Studies
• Research Hypotheses
• Function of Hypotheses in Quantitative Research
• Characteristics of Testable Hypotheses
• Wording of Hypotheses
• Hypothesis Testing and Proof
• Critical Appraisal of Research Problems, Research Questions, and Hypotheses
• 6   Finding and Reviewing Research Evidence in the Literature
• Basic Issues Relating to Literature Reviews
• Purposes of Research Literature Reviews
• Types of Information to Seek for a Research Review
• Major Steps and Strategies in Doing a Literature Review
• Locating Relevant Literature for a Research Review
• Developing a Search Strategy
• Searching Bibliographic Databases
• Getting Started With an Electronic Search
• The CINAHL Database
• The MEDLINE Database
• Google Scholar
• Screening, Documentation, and Abstracting
• Screening and Gathering References
• Documentation in Literature Retrieval
• Extracting and Recording Information
• Critical Appraisal of the Evidence
• Appraising Studies for a Review
• Analyzing and Synthesizing Evidence
• Preparing a Written Literature Review
• Organizing a Written Review
• Writing a Literature Review
• Content of the Written Literature Review
• Style of a Research Review
• Critical Appraisal of Research Literature Reviews
• 7   Understanding Theoretical and Conceptual Frameworks
• Theories, Models, and Frameworks
• Theories
• Models
• Frameworks
• The Nature of Theories and Conceptual Models
• Conceptual Models and Theories Used in Nursing Research
• Conceptual Models of Nursing
• Middle-Range Theories Developed by Nurses
• Other Models Used by Nurse Researchers
• Using a Theory or Framework in Research
• Theories and Qualitative Research
• Theories in Quantitative Research
• Critical Appraisal of Frameworks in Research Reports
• Part  3
• Designs and Methods for Quantitative and Qualitative Nursing Research
• 8   Appraising Quantitative Research Design
• Overview of Research Design Issues
• Key Research Design Features
• Causality
• Research Questions and Research Design
• Experimental, Quasi-Experimental, and Nonexperimental Designs
• Experimental Design: Randomized Controlled Trials
• Characteristics of True Experiments
• Experimental Designs
• Experimental and Control Conditions
• Advantages and Disadvantages of Experiments
• Quasi-Experiments
• Quasi-Experimental Designs
• Advantages and Disadvantages of Quasi-Experiments
• Nonexperimental Studies
• Types of Nonexperimental/Observational Studies
• Advantages and Disadvantages of Nonexperimental Research
• The Time Dimension in Research Design
• Cross-Sectional Designs
• Longitudinal Designs
• Techniques of Research Control
• Controlling the Study Context
• Controlling Participant Factors
• Randomization
• Homogeneity
• Matching
• Statistical Control
• Evaluation of Control Methods
• Characteristics of Good Design
• Statistical Conclusion Validity
• Internal Validity
• Threats to Internal Validity
• Internal Validity and Research Design
• External Validity
• Construct Validity
• Critical Appraisal of Quantitative Research Designs
• 9   Appraising Sampling and Data Collection in Quantitative Studies
• Sampling in Quantitative Research
• Basic Sampling Concepts
• Populations
• Samples and Sampling
• Strata
• Sampling Designs in Quantitative Studies
• Nonprobability Sampling
• Probability Sampling
• Evaluation of Nonprobability and Probability Sampling
• Sample Size in Quantitative Studies
• Critical Appraisal of Sampling Plans
• Data Collection in Quantitative Research
• Overview of Data Collection and Data Sources
• Self-Reports/Patient-Reported Outcomes
• Question Form and Wording
• Interviews Versus Questionnaires
• Summated Rating Scales
• Evaluation of Self-Report Methods
• Observational Methods
• Methods of Structured Observation
• Observational Sampling
• Evaluation of Observational Methods
• Biomarkers
• Data Quality in Quantitative Research
• Reliability
• Validity
• Critical Appraisal of Data Collection Methods
• 10   Appraising Qualitative Designs and Approaches
• The Design of Qualitative Studies
• Characteristics of Qualitative Research Design
• Qualitative Design Features
• Intervention, Control, and Blinding
• Comparisons
• Research Settings
• Time Frames
• Causality and Qualitative Research
• Qualitative Research Traditions
• Ethnography
• Phenomenology
• Descriptive Phenomenology
• Interpretive Phenomenology
• Grounded Theory
• Grounded Theory Methods
• Alternate Views of Grounded Theory
• Other Types of Qualitative Research
• Case Studies
• Narrative Analyses
• Descriptive Qualitative Studies
• Research With Ideological Perspectives
• Critical Theory
• Feminist Research
• Participatory Action Research
• Critical Appraisal of Qualitative Designs
• 11   Appraising Sampling and Data Collection in Qualitative Studies
• Sampling in Qualitative Research
• The Logic of Qualitative Sampling
• Types of Qualitative Sampling
• Convenience and Snowball Sampling
• Purposive Sampling
• Theoretical Sampling
• Sample Size in Qualitative Research
• Sampling in the Three Main Qualitative Traditions
• Sampling in Ethnography
• Sampling in Phenomenological Studies
• Sampling in Grounded Theory Studies
• Critically Appraising Qualitative Sampling Plans
• Data Collection in Qualitative Studies
• Qualitative Self-Report Techniques
• Types of Qualitative Self-Reports
• Gathering Qualitative Self-Report Data
• Evaluation of Qualitative Self-Report Methods
• Qualitative Observational Methods
• The Observer-Participant Role in Participant Observation
• Gathering Participant Observation Data
• Recording Observations
• Evaluation of Unstructured Observational Methods
• Critical Appraisal of Unstructured Data Collection
• 12   Understanding Mixed Methods Research, Quality Improvement, and Other Special Types of Research
• Mixed Methods Research
• Rationale for Mixed Method Research
• Purposes and Applications of Mixed Methods Research
• Mixed Method Designs and Strategies
• Design Decisions and Notation
• Specific Mixed Methods Designs
• Sampling and Data Collection in Mixed Methods Research
• Quality Improvement
• Features of Quality Improvement and Improvement Science
• Quality Improvement Planning Tools
• Quality Improvement Approaches
• Other Special Types of Research
• Intervention Research
• Clinical Trials
• Evaluation Research
• Nursing Intervention Research
• Comparative Effectiveness Research
• Health Services and Outcomes Research
• Survey Research
• A Few Other Types of Research
• Critical Appraisal of Studies Described in this Chapter
• Part  4
• Analysis, Interpretation, and Application of Nursing Research
• 13   Understanding Statistical Analysis of Quantitative Data
• Levels of Measurement
• Descriptive Statistics
• Frequency Distributions
• Central Tendency
• Variability
• Bivariate Descriptive Statistics
• Crosstabulations
• Correlation
• Describing Risk
• Absolute Risk
• Absolute Risk Reduction
• Odds Ratio
• Number Needed to Treat
• Introduction to Inferential Statistics
• Sampling Distributions
• Parameter Estimation
• Hypothesis Testing
• Type I and Type II Errors
• Level of Significance
• Tests of Statistical Significance
• Overview of Hypothesis Testing Procedures
• Bivariate Statistical Tests
• t-Tests
• Analysis of Variance
• Chi-Squared Test
• Correlation Coefficients
• Effect Size Indexes
• Guide to Bivariate Statistical Tests
• Multivariate Statistical Analysis
• Multiple Regression
• Analysis of Covariance
• Logistic Regression
• Measurement Statistics
• Reliability Assessment
• Validity Assessment
• Content Validity
• Criterion Validity
• Construct Validity
• Reading and Understanding Statistical Information
• Tips on Reading Text With Statistical Information
• Tips on Reading Statistical Tables
• Critical Appraisal of Quantitative Analyses
• 14   Interpreting Quantitative Findings and Evaluating Clinical Significance
• Interpretation of Quantitative Results
• Aspects of Interpretation
• Inference and Interpretation
• The Interpretive Mindset
• Credibility of Quantitative Results
• Proxies and Interpretation
• Credibility and Validity
• Credibility and Bias
• Credibility and Corroboration
• Other Aspects of Interpretation
• Precision of the Results
• Magnitude of Effects and Importance
• The Meaning of Quantitative Results
• Interpreting Hypothesized Results
• Interpreting Nonsignificant Results
• Interpreting Unhypothesized Significant Results
• Generalizability and Applicability of the Results
• Implications of the Results
• Clinical Significance
• Clinical Significance at the Group Level
• Clinical Significance at the Individual Level
• Conceptual Definitions of Clinical Significance
• Operationalizing Clinical Significance: Establishing the Minimal Important Change Benchmark
• Critical Appraisal of Interpretations
• 15   Understanding the Analysis of Qualitative Data
• Introduction to Qualitative Analysis
• Qualitative Data Management and Organization
• Developing a Coding Scheme
• Coding Qualitative Data
• Methods of Organizing Qualitative Data
• Analytic Procedures
• A General Analytic Overview
• Qualitative Content Analysis and Thematic Analysis
• Ethnographic Analysis
• Phenomenological Analysis
• Grounded Theory Analysis
• Glaser’s Grounded Theory Method
• Strauss and Corbin’s Approach
• Constructivist Grounded Theory Approach
• Critical Appraisal of Qualitative Analysis
• 16   Appraising Trustworthiness and Integrity in Qualitative Research
• Perspectives on Quality in Qualitative Research
• Debates About Rigor and Validity
• Generic Versus Specific Standards
• Terminology Proliferation and Confusion
• Lincoln and Guba’s Quality Criteria
• Credibility
• Dependability
• Confirmability
• Transferability
• Authenticity
• Strategies to Enhance Quality in Qualitative Inquiry
• Quality-Enhancement Strategies During Data Collection
• Prolonged Engagement and Persistent Observation
• Reflexivity Strategies
• Data and Method Triangulation
• Comprehensive and Vivid Recording of Information
• Member Checking
• Strategies Relating to Coding and Analysis
• Investigator Triangulation
• Searching for Disconfirming Evidence and Competing Explanations
• Peer Review and Debriefing
• Inquiry Audits
• Strategies Relating to Presentation
• Thick and Contextualized Description
• Researcher Credibility
• Interpretation of Qualitative Findings
• The Credibility of Qualitative Results
• The Meaning of Qualitative Results
• The Importance of Qualitative Results
• The Transferability of Qualitative Results
• The Implications of Qualitative Results
• Critical Appraisal of Quality and Integrity in Qualitative Studies
• 17   Learning From Systematic Reviews
• Research Integration and Synthesis
• Systematic Reviews of Quantitative Evidence
• Basics of Meta-Analysis
• Advantages of Meta-Analysis
• Criteria for Undertaking a Meta-Analysis
• Steps in a Quantitative Systematic Review
• Formulation of the Review Question
• The Design of a Quantitative Systematic Review
• The Search for Evidence in the Literature
• Evaluations of Study Quality
• Extraction and Encoding of Data for Analysis
• Calculation of Effects in Meta-Analyses
• Analysis of Data in a Meta-Analysis
• Assessment of Degree of Confidence: GRADE
• Systematic Reviews of Qualitative Evidence
• Aggregative and Interpretive Qualitative Reviews
• Aggregative Qualitative Reviews
• Interpretive Qualitative Reviews
• Metasynthesis
• Preliminary Steps in a Metasynthesis
• Data Analysis and Interpretation in Metasynthesis
• Meta-Aggregation
• Preliminary Steps in a Joanna Briggs Institute Qualitative Evidence Synthesis
• Analysis Through Meta-Aggregation
• Assessment of Confidence
• Critical Appraisal of Systematic Reviews
• 18   Putting Research Evidence Into Practice: Evidence-Based Practice and Practice-Based Evidence
• Evidence-Based Practice and Related Concepts
• Resources for Evidence-Based Practice in Nursing
• Preprocessed and Pre-Appraised Evidence
• Models of the Evidence-Based Practice Process
• Individual and Organizational Evidence-Based Practice
• Major Steps in Evidence-Based Practice
• Step 2: Acquire Research Evidence
• Step 3: Appraise the Evidence
• Evidence Quality
• Magnitude of Effects
• Quantity and Consistency of Evidence
• Applicability
• Actions Based on Evidence Appraisals
• Step 4: Apply the Evidence
• Step 5: Assess the Outcomes of the Practice Change
• Evidence-Based Practice and Practice-Based Evidence
• Evidence-Based Practice and Population Models of Evidence
• Evidence-Based Practice and External Validity
• Generalizability, Applicability, and Relevance
• New Directions in Health Care Research
• Comparative Effectiveness Research
• Pragmatic Clinical Trials
• Subgroup Analyses
• Precision/Personalized Health Care
• Concluding Thoughts on Practice-Based Evidence
• Critical Appraisal of Applicability, Relevance, and Generalizability
• Appendix A   Swenson et al., Parents’ Use of Praise and Criticism in a Sample of Young Children Seeking Mental Health Services
• Appendix B   Beck and Watson, Posttraumatic Growth After Birth Trauma: “I Was Broken, Now I Am Unbreakable”
• Appendix C   Bail et al., Cancer-Related Symptoms and Cognitive Intervention Adherence Among Breast Cancer Survivors: A Mixed Methods Study
• Appendix D   Wilson et al., A Randomized Controlled Trial of an Individualized Preoperative Education Intervention for Symptom Management After Total Knee Arthroplasty
• Critical Appraisal of Wilson and Colleagues’ Study
• Glossary
• Index