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E-grāmata: Action Research for Nurses

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  • Formāts: 192 pages
  • Izdošanas datums: 09-Nov-2015
  • Izdevniecība: Sage Publications Ltd
  • Valoda: eng
  • ISBN-13: 9781473967311
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Action Research for NursesPalielināt
  • Formāts: 192 pages
  • Izdošanas datums: 09-Nov-2015
  • Izdevniecība: Sage Publications Ltd
  • Valoda: eng
  • ISBN-13: 9781473967311
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Nurses work in complex situations with daily challenges, where the needs of each patient represent unique demands. Action research helps nurses to investigate their practices as reflective practitioners, allowing them to ask ‘What is going on? How do we understand the existing situation? How do we improve it?’

Nurses work in complex situations with daily challenges, where the needs of each patient represent unique demands. Action research helps nurses to investigate their practices as reflective practitioners, allowing them to ask ‘What is going on? How do we understand the existing situation? How do we improve it?’

 This book supports nurses in investigating their own professional practices in order to develop the new insights and approaches:

·         embodying holistic perspectives in dialogical and relational forms of individual and organisational learning,

·         equal emphasis on processes and outcomes;

·         welcoming all participants’ contributions , and listening to all voices;

·         developing a patient-centred focus where people are involved in their own healing;

·         building communities of enquiring practices.

 This book is intended for undergraduate student nurses, qualified practising nurses in clinical settings who may or may not be engaged in formal professional education courses and nurse educators and managers.

Recenzijas

In our evidence-led culture, this is a research text with a difference. By helping nurses to research their own practice and generate their own evidence, this gently subversive book attempts to restore professional power to practising nurses. 



  -- Gary Rolfe

List of figures and tables xi
About the authors xiii
Acknowledgements xv
Introduction 1(8)
Part I What Is Action Research? Why Is It Relevant For Nurses? 9(56)
Pt1 What do you need to know about action research?
11(20)
1 What is involved in all kinds of research?
12(5)
Doing research enables you to make a claim to knowledge
12(1)
The research contains a philosophical base, which gives you explanations for the research and its methodology
13(1)
The research has a practical element, which contains advice about the practical steps involved in order to achieve its goals and purposes
14(2)
The research contains a written element, which serves to communicate the research findings
16(1)
The research requires critical reflection, which enables you to articulate the significance of what you have done and found, and what needs to be done next
16(1)
2 What do you need to know specifically about action research? Why do you need to know it?
17(7)
What action research is and what it is not
17(4)
How do you do action research?
21(3)
3 What are the core assumptions of action research?
24(3)
Action research is values-based
24(1)
Action research values and integrates all kinds of knowledge
24(2)
Knowledge contributes to generating new theory
26(1)
Action research is emergent and developmental
26(1)
Action research is pluralistic, collaborative and inclusive
27(1)
4 Purposes and uses of action research
27(4)
Action research as a form of professional learning
27(2)
Action research as a form of social and political activism
29(1)
Summary
29(2)
Pt2 Why should nurses do action research?
31(17)
1 Identifying the root of the problem
32(6)
Epistemology, theory and logic
32(1)
Different paradigms
33(1)
Historical changes in the structures, focus and delivery of nurse education
34(4)
2 Developing new practices and new thinking through action research
38(6)
The importance of seeing yourself as a capable practitioner
39(3)
The importance of seeing yourself as a capable theorist
42(2)
3 Contributing to a new scholarship of teaching and learning for nursing
44(4)
A dialogical epistemology of nursing
45(1)
Summary
46(2)
Pt3 Ethical issues
48(17)
1 General information about ethics and ethical guidelines
48(3)
About official guidelines
49(2)
2 Some problematics and critiques
51(6)
Internal contradictions within the guidelines
52(3)
The uncritical commitment to the application of theory to practice
55(1)
The ethics of researcher positionality in different forms of research
55(2)
3 Towards an ethics of action research for nursing
57(10)
Asking critical questions of self and others
58(3)
Negotiating with ethics committees
61(1)
Summary
62(3)
Part II How Do You Do Action Research? 65(66)
Pt4 Planning and designing action research
67(16)
1 Doing action research in an organisational context
68(8)
Thinking about organisations
68(1)
Strategic issues
69(4)
Process issues
73(3)
2 What does it take to become a researcher?
76(7)
Personal considerations
76(3)
Practical considerations
79(2)
Professional considerations
81(1)
Summary
82(1)
Pt5 Drawing up and carrying out action plans
83(16)
1 Drawing up your action plan
83(2)
2 Practical advice for carrying out your action plan
85(7)
What do I want to investigate? What is my concern?
86(1)
Creating a research question
86(2)
Why do I want to investigate this issue? Why am I concerned?
88(1)
What kinds of data will I gather to show the reasons for my interest/concern?
89(1)
What can I do about it? What will I do about it?
89(1)
What kinds of evidence will I generate to show the situation as it unfolds?
90(1)
How do I test the validity of my emergent claims to knowledge?
90(1)
How will I modify my concerns, ideas and practice in light of my evaluation?
90(1)
How will I explain the significance of my research?
91(1)
3 Example of an action plan in action: improving placements for new nurses
92(4)
What do I want to investigate?
92(1)
Why do I want to investigate it?
92(1)
What kinds of data will I gather to show the reasons for my concern?
93(1)
What can I do about it? What will I do about it?
93(1)
How will I keep track of everything? What kind of data can I gather to show the situation as it unfolds?
94(1)
How will I test the validity of my claims to knowledge?
94(1)
How will I ensure that any conclusions I reach are reasonably fair and accurate?
95(1)
How will I modify my concerns, ideas and practice in light of my evaluation?
95(1)
How will I communicate the significance of my claims to knowledge?
95(1)
4 Drawing up a schedule for an action enquiry
96(3)
Summary
97(2)
Pt6 Monitoring practices and gathering data
99(16)
1 Which data do I look for? Data about what?
100(6)
Monitoring your learning and gathering data about it
102(1)
Monitoring your actions and gathering data about them
103(1)
Monitoring other people's learning and gathering data about it
104(1)
Monitoring other people's actions and gathering data about them
105(1)
2 How do I gather data? Which data gathering methods do I use?
106(4)
How do I gather data? What techniques are available?
106(4)
3 When do I gather data?
110(2)
What do I wish to investigate? What is my concern?
110(1)
Why do I wish to investigate this issue? Why is it a concern?
111(1)
How do I show the situation as it is and the reasons for my concern?
111(1)
What do I do? What actions do I take?
111(1)
How do I generate evidence to show how the situation unfolds?
111(1)
How do I ensure that any conclusions I come to are reasonably fair and accurate?
112(1)
How do I modify my ideas and practices in light of my evaluation?
112(1)
4 How do I manage the data? How do I sort and store it?
112(3)
Ethical issues
113(1)
Practical issues
113(1)
Summary
114(1)
Pt7 Turning the data into evidence: testing the validity of claims to knowledge
115(16)
1 Making claims to knowledge
116(3)
Communicating your knowledge
116(3)
2 Identifying criteria and standards of judgement
119(3)
3 Selecting data and generating evidence
122(5)
Analysing and interpreting data
122(1)
Generating evidence
123(4)
4 Procedures for testing the validity of knowledge claims
127(6)
Forms of validation
127(2)
Summary
129(2)
Part III Significance Of Your Action Research 131(31)
Pt8 Writing up your action research
133(19)
1 The importance of demonstrating validity and legitimacy
134(1)
2 Writing and the production of texts
135(8)
Writing a work-based report for a peer professional audience
135(6)
Writing a text for academic accreditation
141(2)
3 Developing writing skills and capacities
143(3)
Developing habits and routines
144(2)
Developing good writing practices
146(1)
4 Making your work public
146(3)
Your potential audiences
147(1)
Form of writing
148(1)
5 Contributing to the public knowledge base
149(3)
Summary
150(2)
Pt9 The significance of your action research
152(10)
1 Personal significance
153(2)
Demonstrating that you are a capable practitioner
153(1)
Demonstrating that you are a capable theorist
154(1)
2 Professional significance
155(2)
3 Political significance
157(5)
The ownership of nursing research
158(1)
What qualifies nurses to enter the nursing profession?
158(1)
From communities of practice to communities of enquiry
159(1)
Developing a knowledge base for a community of educational enquiry
160(1)
Summary
161(1)
References 162(7)
Index 169
Jean McNiff is Professor of Educational Research at York St John University, UK. She is also a Visiting Professor at UiT the Arctic University of Norway, and at the Beijing Normal University and Ningxia Teachers University, Peoples Republic of China.

Jean took early retirement from her position as deputy head teacher of a large secondary school in Dorset, UK. She went into business for herself, and developed her writing. Her textbooks on action research and professional education are now used internationally on workplace-based professional education courses and on higher degree courses. Jean provides interdisciplinary consultancy work to institutions around the world where she gives lectures and conducts workshops on planning, doing and writing action research.

Jean aims to contribute to personal and social betterment through educational research. She encourages everyone to make their stories public in the form of their personal and collaborative theories of practice; and she firmly believes that each individual is able to contribute to social and planetary wellbeing by explaining how they hold themselves accountable for what they do. In this way she links education with moral accountability. She tries to bring the university to everyday contexts, and everyday contexts into the university, for it is only by involving everyone, she feels, that the world will become a better place for us all.
Biežāk uzdotie jautājumi par e-grāmatām Biežāk uzdotie jautājumi par e-grāmatām
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