Essentials of Nursing Research: Appraising Evidence for Nursing Practice
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- New text organization with separate sections on quantitative and qualitative research offer greater continuity of ideas to better meet the needs of students and faculty.
- New chapter on mixed methods research, which involves the blending of qualitative and quantitative data in a single inquiry, responds to the surge of interest in this type of research
-New interactive critiquing activity, available on thePoint website, brings the Critical Thinking Exercises from the textbook to an interactive tool. The new format makes it easy for students to respond to the series of targeted questions about the Research Examples. Responses can be printed or e-mailed directly to instructors for homework or testing.
are lenses that help to sharpen researchers’ focus on phenomena of interest, not blinders that limit intellectual curiosity. We think that the emergence of alternative paradigms for studying nursing problems is a healthy and desirable trend that can maximize the breadth of new evidence for practice. Nursing knowledge would be thin if it were not for the rich array of methods available in the two paradigms—methods that are often complementary in their strengths and limitations. We have emphasized
early- and regular- discharge mothers lies between these values. With CI information, we learn the range in which the mean difference probably lies and we can also see that it is significant at p < .05 because the range does not include 0. There is a 95% probability that the mean difference is not lower than 1.6, so this means that there is less than a 5% probability that there is no difference at all—thus, the null hypothesis can be rejected. Analysis of Variance Analysis of variance (ANOVA)
medicine: How to practice and teach EBM (2nd ed.), Edinburgh, UK: Churchill Livingstone. Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston, MA: Houghton Mifflin. Strom, J., Lynch, C., & Egede, L. (2011). Rural/urban variations in diabetes self-care and quality of care in a national sample of U. S. adults with diabetes. The Diabetes Educator, 37, 254–262. part 4 Qualitative Research chapter 14
assume that the category was absent in materials that have already been coded. A concept might not be identified as salient until it has emerged three or four times. In such a case, it would be necessary to reread all previously coded material to check if the new code should be applied. Another issue is that narrative materials usually are not linear. For example, paragraphs from transcribed interviews may contain elements relating to three or four different categories, embedded in a complex
being addressed should be nearly identical across studies. This means that the independent and dependent variables, and the study populations, are sufficiently similar to merit integration. The variables may be operationalized differently, to be sure. A nurse-led intervention to promote weight loss among diabetics could be a 4-week, clinic-based program in one study and a 6-week, home-based intervention in another, for example. However, a study of the effects of a 1-hour lecture to discourage