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

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