Evaluating Model Fit

Nowadays, most nurses, pre- and post-qualification, will be required to undertake a literature review at some point, either as part of a course of study, as a key step in the research process, or as part of clinical practice development or policy. For student nurses and novice researchers it is often seen as a difficult undertaking. It demands a complex range of skills, such as learning how to define topics for exploration, acquiring skills of literature searching and retrieval, developing the ability to analyse and synthesize data as well as becoming adept at writing and reporting, often within a limited time scale. The purpose of this article is to present a step-by-step guide to facilitate understanding by presenting the critical elements of the literature review process. While reference is made to different types of literature reviews, the focus is on the traditional or narrative review that is undertaken, usually either as an academic assignment or part of the research process.

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Undertaking a literature review: a step-by-step approach

This article sets the context for the development of research quality indicators and guidelines for evidence of effective practices provided by different methodologies. The current conceptualization of scientific research in education and the complexity of conducting research in special education settings underlie the development of quality indicators. Programs of research in special education may be viewed as occurring in stages: moving from initial descriptive research, to experimental causal research, to finally research that examines the processes that might affect wide-scale adoption and use of a practice. At each stage, different research questions are relevant, and different research methodologies to address the research questions are needed.

Research in Special Education: Scientific Methods and Evidence-Based Practices

Social Phobia: Diagnosis, Assessment, and Treatment

Objectives To demonstrate the use of Rasch analysis by assessing the appropriateness of utilizing the Hospital Anxiety and Depression Scale (HADS) total score (HADS-14) as a measure of psychological distress.

Design Cross-sectional, using Rasch analysis.

Methods The HADS was administered to 296 patients attending an out-patient musculoskeletal rehabilitation program. Rasch analysis was conducted using RUMM2020 software to assess the overall fit of the model, the response scale used, individual item fit, differential item functioning (DIF) and person separation.

Results Rasch analysis supported the viability of the HADS-14 as a measure of psychological distress. It showed good person separation, little disordering of the thresholds and no evidence of DIF. One anxiety item (item 11) showed some misfit to the model. The residuals patterned into the two subscales (anxiety and depression), but the person estimate derived from these two subscales was not statistically different to that derived from all items taken together, supporting the assumption of unidimensionality. A cut-point of 12 on the HADS-14 identified all cases that were classified as both anxious and depressed on the original individual HADS subscales.

Conclusions The results of Rasch analysis support the use of the HADS-14 as a global measure of psychological distress. The study demonstrates the usefulness of Rasch analysis in assessing the psychometric properties of a scale and suggests that further use of this technique to assess the HADS-14 in other clinical groups is warranted.

An introduction to the Rasch measurement model: An example using the Hospital Anxiety and Depression Scale (HADS)

Aim. To determine if nurses had adequate pharmacology knowledge of the drugs they commonly administer.

Background.  Literature suggests that nurses have insufficient pharmacology knowledge. We also know that nurses and teachers of pharmacology are not satisfied with the amount of pharmacology taught in preregistration programmes in the UK. There is a lack of primary research on nurses’ knowledge of pharmacology for the purpose of drug administration.

Design.  We used a non-experimental causal comparative and correlational design.

Methods.  We recruited a convenience sample of 42 nurses working in surgical wards of a foundation hospital in the North of England. Data were collected by structured interview and questionnaire methods. During the interview, the participants made a blinded selection of one out of four drugs they commonly administer and answered standard questions which focused on specific pharmacology knowledge. Their answers were given a score out of 10 (100%) to determine their actual pharmacology knowledge.

Results.  The sample comprised of 18 (42·9%) junior nurses and 24 (57·1%) senior nurses. They had a median experience of 10·87 years postregistration. Their mean knowledge score was six ranging between two and nine (SD 1·9). Only 11 (26·1%) nurses scored eight or above and the majority 24 (57·2%) scored below seven, indicating inadequate knowledge. Knowledge of the mechanism of action and drug interactions was poor. There was a correlation between knowledge and experience.

Conclusions.  The results of this study suggest that nurses have inadequate knowledge of pharmacology. The results will contribute to the evidence of nurses’ knowledge of pharmacology in the UK.

Relevance to clinical practice.  This study supports the need for supplementary pharmacology education for nurses in clinical settings, focusing on common drugs they administer. This will increase nurses’ knowledge and confidence in drug administration and safer medicines management.

Nurses' knowledge of pharmacology behind drugs they commonly administer

Section 1: Contextual materials. Chapter 1: Introduction to nursing research for evidence based practice. Chapter 2: The research process - organising your research. Chapter 3: Choosing methodological approaches. Chapter 4: Searching the literature. Chapter 5: Ethics of nursing research. Chapter 6: Basic concepts - sampling, reliability and validity. Section 2: Qualitative approaches. Chapter 7: Issues in qualitative data collection. Chapter 8: Case studies. Chapter 9: Ethnography. Chapter 10: Phenomenology. Chapter 11: A pragmatic approach to qualitative data analysis. Chapter 12: Limitations of qualitative research. Section 3: Quantitative approaches. Chapter 13: Sampling, reliability and validity issues in data collection and analysis. Chapter 14: Cause and effect, hypothesis testing and estimation. Chapter 15: Quasi-experimental and experimental approaches. Chapter 16: The single case experiment. Chapter 17: Randomized controlled trials. Chapter 18: Non-experimental approaches. Chapter 19: Surveys. Chapter 20: The role of statistics. Section 4: Appraisal, dissemination and implementation. 21 Evidence based practice and clinical effectiveness. 22 Critical evaluation of research reports. 23 Writing a research report. 24 Getting research into practice

Research for evidence-based practice

List of Common Research Terms. SECTION 1 CONTEXTUAL MATERIALS. 1 Introduction to Healthcare Research for Evidence-Based Practice. 2 The Research Process - Organising Your Research. 3 Choosing Methodological Approaches. 4 Searching the Literature. 5 Ethics of Healthcare Research. 6 Basic Concepts: Sampling, Reliability and Validity. SECTION 2 QUALITATIVE APPROACHES. 7 Issues in Qualitative Data Collection. 8 Case Studies. 9 Ethnography. 10 Phenomenology. 11 A Pragmatic Approach to Qualitative Data Analysis. 12 Limitations of Qualitative Research. SECTION 3 QUANTITATIVE APPROACHES. 13 Sampling, Reliability and Validity Issues in Data Collection and Analysis. 14 Cause and Effect, Hypothesis Testing and Estimation. 15 Experimental and Quasi-Experimental Approaches. 16 The Single Case Experiment. 17 Randomised Controlled Trials. 18 Non-Experimental Approaches. 19 Surveys. 20 The Role of Statistics. SECTION 4 APPRAISAL, DISSEMINATION AND IMPLEMENTATION. 21 Evidence-Based Practice and Clinical Effectiveness. 22 Critical Evaluation of Research Reports. 23 Writing a Research Report. 24 Getting Research into Practice. Appendix 1 Research Log. Appendix 2 List of Useful Websites (In Order of Citation). Index. Additional resource material can be found on the book's website at: www.wiley.com/go/newell

Research for Evidence-Based Practice in Healthcare

This study reviews the body of existing research undertaken to explore head and neck cancer patients experiences of treatment for surgery, their information needs and their views regarding decision-making. Patients who suffer head and neck cancers and undergo surgery often report considerable psychological distress and impaired social functioning. To optimize survival, the decision about what treatment option to follow is often made quickly, with little support in terms of counsel or the provision of information. It is suggested that there is inadequate previous work exploring the content and delivery of information required by patients, their experiences and their views regarding decision-making to guide appropriate clinical interventions. By assimilating and critiquing existing work in this review an appropriate focus for further research is likely to be determined. An electronic search of relevant databases was undertaken including Cinahl, Medline, Psychinfo, Assia, the Cochrane Library and British Nursing Index. In addition, a grey literature search was also undertaken by hand. The search strategy was developed using recommendations from the Centre for Reviews and Dissemination 'Guidance for Those Carrying Out or Commissioning Reviews' (CRD Report Number 4, 2001). There is significant psychosocial and other functional disturbance amongst survivors of head and neck cancer surgery. Improved information giving may play a part in determining these outcomes.

A literature review of head and neck cancer patients information needs, experiences and views regarding decision-making

CBT For Appearance Anxiety: Psychosocial Interventions For Anxiety Due To Visible Difference (Softcover) - Libros de Medicina - Psicologia General - 42,00

Rob Newell

Papers

Nurses' knowledge of pharmacology behind drugs they commonly administer

Research for evidence-based practice

Research for Evidence-Based Practice in Healthcare

A literature review of head and neck cancer patients information needs, experiences and views regarding decision-making

CBT for Appearance Anxiety: Psychosocial Interventions for Anxiety due to Visible Difference