Book•
Essentials of Nursing Research: Appraising Evidence for Nursing Practice
01 Jun 2013-
TL;DR: In this article, the authors present research essentials, dig into the research steps, and explore quantitative and qualitative research, igniting student curiosity and encouraging them to pursue a professional pathway that incorporates thoughtful appraisals of evidence.
Abstract: Give your students everything they need to actively learn how to apply research to nursing practice. Updated to reflect the latest innovations in research methods, this worldwide bestseller helps students learn how to read and critique research reports, speak the language of nursing research, and develop an appreciation of research to enhance nursing practice. AJN award-winning authors Denise Polit and Cheryl Beck present research essentials, dig into the research steps, and explore quantitative and qualitative research, igniting student curiosity and encouraging them to pursue a professional pathway that incorporates thoughtful appraisals of evidence. Highlights of the Ninth Edition Enhanced accessibility. The presentation of complex topics is simplified and streamlined, incorporating more straightforward language. New content. The book's coverage of state-of-the-art research concepts and approaches includes new discussions of quality improvement projects as well as clinical significance, a seldom-mentioned but important topic that has recently gained prominence among nurse researchers. Reorganized coverage. The book's new structure is organized by methodologic content to offer greater continuity and facilitate better understanding of key methodologic differences between quantitative and qualitative research. Critiquing guidelines and support. Each chapter provides questions that walk students through a study, drawing attention to aspects of the study that can be critiqued by research consumers. In addition, full-length research articles and sample critiques at the end of the book provide opportunities for further critiquing practice. Research examples. One or two actual research examples at the end of each chapter sharpen readers' critical thinking skills, and research examples throughout the text illustrate key points and stimulate students' thinking about areas of research inquiry. Practical guidance . Translation of the abstract notions of research methods into more concrete applications includes tips that explain confusing issues in actual research articles. New test generator . Hundreds of multiple-choice questions, which are completely new and written by the book's authors, help instructors assess their students' understanding of the chapter content.
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TL;DR: In this article, the authors describe the meaning of theme and offer a method on theme construction that can be used by qualitative content analysis and thematic analysis researchers in line with the underpinning specific approach to data analysis.
Abstract: Sufficient knowledge is available about the definition, details and differences of qualitative content and thematic analysis as two approaches of qualitative descriptive research. However, identifying the main features of theme as the data analysis product and the method of its development remain unclear. The purpose of this study was to describe the meaning of theme and offer a method on theme construction that can be used by qualitative content analysis and thematic analysis researchers in line with the underpinning specific approach to data analysis. This methodological paper comprises an analytical overview of qualitative descriptive research products and the meaning of theme. Also, our practical experiences of qualitative analysis supported by relevant published literature informed the generation of a stage like model of theme construction for qualitative content analysis and thematic analysis. This paper comprises: (i) analytical importance of theme, (ii) meaning of theme, (iii) meaning of category, (iv) theme and category in terms of level of content, and (v) theme development. This paper offers a conceptual clarification and a pragmatic step by step method of theme development that has the capacity of assisting nurse researchers understand how theme is developed. As nursing is a pragmatic discipline, nurse researchers have tried to develop practical findings and devise some way to “do something” with findings to enhance the action and impact of nursing. The application of a precise method of theme development for qualitative descriptive data analysis suggested in this paper helps yield meaningful, credible and practical results for nursing.
1,164 citations
Book•
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14 Oct 2009
TL;DR: Identifying factors associated with patient’s risk for hospitalization or emergency department visits in home health care May 2021 Podium Presentation.
787 citations
TL;DR: This review introduced methodological quality assessment tools for randomized controlled trial, animal study, non-randomized interventional studies, qualitative study, outcome measurement instruments, systematic review and meta-analysis, and clinical practice guideline.
Abstract: Methodological quality (risk of bias) assessment is an important step before study initiation usage. Therefore, accurately judging study type is the first priority, and the choosing proper tool is also important. In this review, we introduced methodological quality assessment tools for randomized controlled trial (including individual and cluster), animal study, non-randomized interventional studies (including follow-up study, controlled before-and-after study, before-after/ pre-post study, uncontrolled longitudinal study, interrupted time series study), cohort study, case-control study, cross-sectional study (including analytical and descriptive), observational case series and case reports, comparative effectiveness research, diagnostic study, health economic evaluation, prediction study (including predictor finding study, prediction model impact study, prognostic prediction model study), qualitative study, outcome measurement instruments (including patient - reported outcome measure development, content validity, structural validity, internal consistency, cross-cultural validity/ measurement invariance, reliability, measurement error, criterion validity, hypotheses testing for construct validity, and responsiveness), systematic review and meta-analysis, and clinical practice guideline. The readers of our review can distinguish the types of medical studies and choose appropriate tools. In one word, comprehensively mastering relevant knowledge and implementing more practices are basic requirements for correctly assessing the methodological quality.
625 citations
TL;DR: Gathering et al. as mentioned in this paper used bracketing to explore the lived experiences of Psychiatric Advanced Practice Nurses (APN) in their newly adopted role perceptions and performance in Hong Kong (HK).
Abstract: Phenomenology is an approach to qualitative research that the specific focus is to identify the inherent and unchanging in the meaning of the issue under study (Langdridge, 2007). There are different approaches to phenomenology. Embree (1997) identified seven approaches namely, descriptive (transcendental constitutive) phenomenology, naturalistic constitutive phenomenology, existential phenomenology, generative historicist phenomenology, genetic phenomenology, hermeneutic (interpretive) phenomenology, and realistic phenomenology. Amongst them, descriptive and hermeneutic (interpretive) phenomenology are the two classical approaches that guide the majority of psychological research (Langdridge, 2007). Understanding the participants' lived experiences marks phenomenology as based on Husserl's philosophical work. Freeman (2011) asserted that understanding cannot be conceived as a fixing of meaning but how the meaning is generated and transformed. In order to discover meanings in the data, one needs an attitude open enough to let unexpected meanings emerge (Giorgi, 2011; Lopez & Willis, 2004). Through the fundamental methodology of "bracketing" the researcher's own experiences, the researcher does not influence the participant's understanding of the phenomenon. Although the concept of bracketing is well-suited in research that aims to explore human experience, the application and operation of bracketing remain vague and, often perplexing (Gearing, 2004). It results with disconnection of the practice of bracketing in phenomenology. Bracketing is a methodological device of phenomenological inquiry that requires deliberate putting aside one's own belief about the phenomenon under investigation or what one already knows about the subject prior to and throughout the phenomenological investigation (Carpenter, 2007). Bracketing is holding in abeyance those elements that define the limits of an experience when the nurse is uncovering a phenomenon about which s/he knows a great deal (Ray, 1985). The adoption of this attitude is unique to the phenomenological approach. Bracketing is a means of demonstrating the validity of the data collection and analysis process (Ahern, 1999). Therefore, efforts should be made by researchers to put aside their repertoires of knowledge, beliefs, values and experiences in order to accurately describe participants' life experiences. However, in the hermeneutic phenomenological approach, it is acknowledged that pre-understanding cannot be eliminated or "bracketed" (Koch, 1995); the technique of bracketing is found inconsistent and problematic within this approach (LeVasseur, 2003). There is also no single set of methods for undertaking bracketing (Gearing, 2004; Wall, Glenn, Mitchinson, & Poole, 2004). Giorgi (2011) further argued that the interpretative phenomenological analysis (IPA) provides no step in executing bracketing. The recently published phenomenological studies involving nurses as participants have mentioned the term bracketing in their methodology (Kleiman, 2004; Sale, 2007), or have explicitly acknowledged that bracketing cannot be eliminated (Humble & Cross, 2010). However, these studies offer few sources of information or strategies for actually carrying out bracketing, or for addressing the problem of demonstrating validity. This lack of discussion about strategies may leave readers wondering as to how bracketing is actually carried out or how validity can be addressed in phenomenological studies. In order to handle these challenging issues properly, there is a need for a more concrete description to elicit how bracketing can be achieved in doing phenomenology. Background This article is prompted by a concern about the issue of bracketing that we had to face while initiating a study aiming to explore the lived experiences of Psychiatric Advanced Practice Nurses (APN) in their newly adopted role perceptions and performance in Hong Kong (HK). …
602 citations
473 citations