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Teaching Nursing
Examines the complexities of teaching and learning nursing, explains the theoretical foundations of student-centered learning, describes various methods and models for student-centered learning in nursing, and explores the issues and challenges of constructing nursing curricula and implementing student-centered pedagogies.
Meta-Study of Qualitative Health Research
This title provides step-by-step directions for how to conduct a meta-study, as well as recommendations for tools and standards for the application of this approach.
Malignant Memory
The stories of abuse, trauma and grief in the book are based on actual accounts Dr. Paterson received in her work as a nurse and a researcher; they are real-life narratives of survivors of residential schools, adults who experienced profound childhood trauma and people facing life-threatening illness.
Annual Review of Nursing Research, Volume 25, 2007
This 25th anniversary edition of the Annual Review of Nursing Research is focused on nursing science in vulnerable populations. Identified as a priority in the nursing discipline, vulnerable populations are discussed in terms of the development of nursing science, diverse approaches in building the state of the science research, integrating biologic methods in the research, and research in reducing health disparities. Topics include: Measurement issues Prevention of infectious diseases among vulnerable populations Genomics and proteomics methodologies for research Promoting culturally appropriate interventions Community-academic research partnerships with vulnerable populations Vulnerable populations in Thailand: women living with HIV/AIDS As in all volumes of the Annual Reviews, leading nurse researchers provide students, other researchers, and clinicians with the foundations for evidence-based practice and further research.
Studying the Organisation and Delivery of Health Services
Publisher description
Reimagining Teaching in Early 20th Century Experimental Schools
This book considers the diffusion and transfer of educational ideas through local and transcontinental networks within and across five socio-political spaces. The authors examine the social, political, and historical preconditions for the transfer of “new education” theory and practices in each period, place, and school, along with the networks of ideas and experts that supported this. The authors use historical methods to examine the schools and to pursue the story of the circulation of new ideas in education. In particular, chapters investigate how educational ideas develop within contexts, travel across boundaries, and are adapted in new contexts.
Studying the Organisation and Delivery of Health Services
Research into the delivery and organisation of health care is a vital component in the improvement of health services. A wide range of disciplines and methods needs to be deployed to address research questions in this field. This unique reader brings together thirty examples of high-quality SDO research using a range of disciplines, including organisational studies, epidemiology, sociology, history, health economics, anthropology and policy studies, illustrating the use of qualitative and quantitative approaches and primary and secondary research. Expert editorial commentary on each section highlights different themes and methodological issues. The reader covers six main areas of research: O...
Reviewing Research Evidence for Nursing Practice
Reviewing research evidence for nursing practice: systematic reviews highlights the key issues involved in conducting different types of systematic reviews - encompassing qualitative studies, quantitative studies and combining quantitative and qualitative studies. It enables nurses and researchers to understand the key principles involved in preparing systematic reviews and to critically appraise the reviews they read and evaluate their usefulness in developing their own practice. Each section starts with an overview of the methodology, followed by a selection of systematic reviews carried out in specialist areas of nursing practice. Part 1 explores systematic reviews and meta-analysis of quantitative research, part 2 explores meta-synthesis and meta-study of qualitative research and part 3 addresses integrative reviews that combine both qualitative and quantitative evidence. The final part explores the use of systematic reviews in service and practice development.
Synthesizing Qualitative Research
A considerable number of journal publications using a range of qualitative synthesis approaches has been published. Mary Dixon-Woods and colleagues (Mary Dixon-Woods, Booth, & Sutton, 2007) identified 42 qualitative evidence synthesis papers published in health care literature between 1990 and 2004. An ongoing update by Hannes and Macaitis (2010)identified around 100 additional qualitative or mixed methods syntheses. Yet these generally lack a clear, detailed description of what was done and why (Greenhalgh et al, 2007; McInnes & Wimpenny, 2008). Choices are most commonly influenced by what others have successfully used in the past or by a particular school of thought (Atkins et al, 2008; Br...
Annual Review of Nursing Research, Volume 18, 2000
This volume of ARNR addresses the wide-range of chronic illnesses that nurses encounter in their work. The format is the same as previous volumes, with each chapter presenting a careful and systematic review all available research on specific topics. Important issues in chronic issues are reflected throughout, such as a prolonged and uncertain course of illness, lack of easy resolution, rarity of complete cure, frequent unknown etiology, and multiple risk factors. The book ends with a milestone chapter by Susan Donaldson which overviews significant breakthroughs in nursing research over the past 40 years. Volume 18 introduces a new dimension to the Review. In order to better reflect the increasing specialization of nursing, a nurse expert in a particular specialty area has been selected to edit each volume. Dr. Joyce Fitzpatrick continues to oversee the Review as Series Editor. The majority of each Review will be devoted to the focus area, with one or two chapters addressing important research issues that are of interest to all researchers.
