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How to Write Your Nursing Dissertation 2nd edition [Mīkstie vāki]

Edited by (University of Plymouth, UK), Edited by (University of Southampton, Southampton, UK)
  • Formāts: Paperback / softback, 304 pages, height x width x depth: 216x140x18 mm, weight: 431 g
  • Sērija : How To
  • Izdošanas datums: 01-Apr-2021
  • Izdevniecība: Wiley-Blackwell
  • ISBN-10: 1119757738
  • ISBN-13: 9781119757733
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How to Write Your Nursing Dissertation 2nd editionPalielināt
  • Formāts: Paperback / softback, 304 pages, height x width x depth: 216x140x18 mm, weight: 431 g
  • Sērija : How To
  • Izdošanas datums: 01-Apr-2021
  • Izdevniecība: Wiley-Blackwell
  • ISBN-10: 1119757738
  • ISBN-13: 9781119757733
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781119757733.html
Keywords:

How to Write Your Nursing and Healthcare Dissertation provides nursing and healthcare students with authoritative information on developing, writing, and presenting an evidence-based practice healthcare dissertation, project or evidence-informed decision-making assignment. Written by experienced healthcare professionals, this comprehensive textbook offers clear and straightforward guidance on sourcing, accessing, and critically appraising evidence, helping students develop their clinical research and writing skills. The authors address the common difficulties encountered throughout the process of writing a dissertation, project or evidence-informed decision-making assignment, and offer expert tips and practical advice for managing time, developing study skills, interpreting statistics, publishing aspects of the work in a journal or at a conference, and more. 

Now in its second edition, this bestselling guide presents relatable and engaging scenarios to illustrate the setting of standards, explore legal and ethical frameworks, examine auditing and benchmarking, and demonstrate how evidence is applied to real-world problems. Covering the entire dissertation, project or evidence-informed decision-making assignment process from a nursing and healthcare perspective, this innovative textbook:  

  • Helps students develop and appropriately answer a clear dissertation, project or evidence-informed decision-making assignment 
  • Addresses the fundamental aspects of evidence-based practice in an accessible and readable style 
  • Features new and updated content on mini dissertations, final assessments, and evidence informed decision-making projects that many healthcare institutions now require 
  • Presents up-to-date information that meets the needs of new healthcare roles, such as the Nursing Associate and Healthcare Assistant 
  • Includes access to a companion website containing downloadable information, an unabridged dissertation sample, and links to additional resources 

How to Write Your Nursing and Healthcare Dissertation is a must-have guide for nursing and healthcare students, trainees, other healthcare students required to complete an evidence-based practice project, and anyone looking to strengthen their critical appraisal and assignment writing skills.  

List of contributors xiii
Foreword xvii
Preface xx
About the companion website xxii
The Scenarios xxiiii
Section 1 Starting your dissertation journey 1(56)
1 Starting the journey of your final-year project
3(11)
Megan Bonner-Janes
What is a final-year project?
3(2)
Why do nurses need to do a research-based project?
5(1)
Undergraduate versus postgraduate projects
6(1)
What are the features of a degree education?
7(1)
Features of a final-year project
8(1)
Planning your final-year project: essential considerations
9(2)
Completing your final-year project and gaining a good classification
11(2)
Don't panic!
13(1)
2 Introduction to writing your evidence-based practice dissertation/project
14(10)
Alan Glasper
Diane Carpenter
Sample guidelines for students undertaking a nursing associate project, an undergraduate healthcare project/dissertation or a master's degree project
14(1)
Typical learning outcomes for a nursing associate course 2000-word literature review
15(1)
Typical learning outcomes for an undergraduate evidence-based practice dissertation/project
15(1)
Typical learning outcomes for a postgraduate evidence-based practice dissertation/project
16(1)
The dissertation/project/assignment
17(1)
Guidelines for students undertaking a nursing associate evidence-based practice assignment
18(1)
Guidelines for students undertaking an undergraduate evidence-based practice final project
19(1)
Guidelines for students undertaking an undergraduate evidence-based practice dissertation
20(2)
Guidelines for a typical postgraduate evidence-based practice dissertation/project module learning outcomes
22(1)
Conclusion
23(1)
3 Clinical effectiveness and evidence-based practice: background and history
24(7)
Mary O'Toole
Alan Glasper
Introduction
24(1)
Historical aspects of evidence-based practice
25(2)
The contribution of the nursing profession to evidence-based practice
27(1)
How is evidence sourced?
27(2)
Conclusion
29(2)
4 What is evidence-based practice and clinical effectiveness?
31(12)
Andree le May
Clinical effectiveness
31(4)
Evidence-based practice
35(3)
Making care more effective
38(5)
5 The challenges of delivering practice based on best evidence (in primary, secondary and tertiary settings)
43(14)
Andree le May
An evidence base for practice
43(2)
Barriers to the use of research evidence in practice
45(3)
Encouraging the use of research evidence in practice
48(5)
Conclusion
53(4)
Section 2 Sourcing and accessing evidence for your dissertation 57(40)
6 Sourcing the best evidence
59(21)
Diane Carpenter
Alan Glasper
Exploring and refining your question
59(3)
Searching for research articles
62(4)
Devising your search strategy
66(3)
Accessing journal literature
69(1)
The Cochrane Library
70(4)
Websites and other resources
74(1)
Support from your library service
75(3)
Conclusion
78(2)
7 What is grey literature and where can it be found?
80(3)
Diane Carpenter
Alan Glasper
What is 'grey literature'?
80(1)
Where can I find grey literature?
81(1)
Important websites
82(1)
What about Google scholar?
82(1)
8 Harvard or Vancouver: getting it right all the time
83(6)
Diane Carpenter
Alan Glasper
Vancouver system
84(1)
Harvard system
85(2)
Use of computer referencing packages
87(1)
Conclusion
88(1)
9 Posing an evidence-based practice question: using the PICO and SPICE models
89(8)
Alan Glasper
Diane Carpenter
What is the PICO model?
90(1)
Examples of PICO formulated questions
91(3)
What is the SPICE model?
94(3)
Section 3 Developing your healthcare/evidence-based practice dissertation 97(24)
10 Managing your time wisely
99(7)
Diane Carpenter
Alan Glasper
An evidence-based practice healthcare dissertation/final project or evidence-informed decision-making assignment as a frame of mind
100(4)
Conclusion
104(2)
11 Developing your study skills
106(8)
Diane Carpenter
Alan Glasper
Knowing yourself
108(3)
Being organised
111(1)
Organising things in terms of what goes where
112(1)
Consolidating your ideas and activities by talking to others about it
112(2)
12 Getting the most from your personal tutor
114(7)
Ellen Kitson-Reynolds
Before approaching your academic support
114(1)
How to get started
115(1)
Agreeing a working pattern
116(1)
Anticipating and preventing problems
116(1)
Good planning is the essence
117(1)
Supervision at a distance
118(1)
Additional support
118(3)
Section 4 Preparing to use research evidence in your dissertation 121(54)
13 Clinical standards, audit and inspection
123(23)
Diane Carpenter
Alan Glasper
What is healthcare governance?
124(2)
What are the seven pillars of clinical governance? Are they still relevant in contemporary practice?
126(1)
The role of the Care Quality Commission
127(5)
NICE quality standards
132(4)
Developing audit tools to measure compliance to policy standards
136(3)
Healthcare regulators
139(4)
Responding to an adverse incident
143(3)
14 Understanding quantitative research
146(10)
Diane Carpenter
Alan Glasper
Is it a quantitative study?
146(2)
Why quantitative?
148(1)
Types of quantitative studies
148(3)
Key elements in a quantitative study
151(3)
Strengths of quantitative studies
154(1)
Limitations
154(1)
Conclusion
154(2)
15 Understanding qualitative research
156(8)
Diane Carpenter
Alan Glasper
Why qualitative?
157(1)
Types of qualitative studies
158(1)
Key elements in a qualitative study
159(1)
Strengths of qualitative studies
160(2)
Limitations
162(1)
Conclusion
163(1)
16 Using historical literature
164(11)
Diane Carpenter
Alan Glasper
What is the use of history in a world focused on scientific evidence?
165(1)
Where does historical research fit methodologically?
165(2)
Would such a study constitute primary research or would it be possible to appraise historical research that others had done?
167(1)
Could I possibly justify doing a historical evidence-based practice project?
168(1)
How do I go about undertaking a study based on historical evidence?
168(7)
Section 5 Critically appraising evidence 175(56)
17 Selecting and using appraisal tools: how to interrogate research papers
177(22)
Diane Carpenter
Alan Glasper
Introduction
177(1)
What is critical appraisal? What are critical appraisal tools? Why is critical appraisal of published research important? What does critical appraisal mean to nurses and other healthcare professionals?
178(1)
What is the best critical appraisal tool to use?
179(1)
Commencing your critique
180(1)
Is an individual paper worth adding to the shortlist? Preparing your initial long shortlist
181(1)
Commencing your initial read and review of an empirical journal paper
181(2)
Points to consider about the paper(s) before using any critiquing tool
183(2)
Applying a critiquing framework tool of your choice to your selected papers
185(2)
Critiquing models
187(9)
Conclusion
196(3)
18 Critically reviewing qualitative papers using a CASP critiquing tool
199(8)
Diane Carpenter
Alan Glasper
Screening questions
200(1)
The CASP qualitative questions
201(3)
Data analysis
204(1)
Research findings
204(1)
The value of the research
205(1)
Reflection
205(2)
19 Critically reviewing quantitative papers using a CASP critiquing tool
207(10)
Diane Carpenter
Alan Glasper
Question 1 'Did the study ask a clearly focused question?'
208(1)
Question 2 'Was this a randomised controlled trial and was it appropriately so?'
209(2)
Question 3 'Were participants appropriately allocated to intervention and control groups?'
211(1)
Question 4 'Were participants, staff and study personnel "blind" to participants study group?'
211(2)
Question 5 'Were all the participants who entered the trial accounted for at its conclusion?'
213(1)
Question 6 'Were the participants in all groups followed up and data collected in the same way?'
213(1)
Question 7 'Did the study have enough participants to minimise the play of chance?'
213(1)
Question 8 'How are the results presented and what is the main result?'
214(1)
Question 9 'How precise are these results?'
215(1)
Question 10 'Were all important outcomes considered so the results can be applied?'
215(2)
20 Critically reviewing a journal paper using the Parahoo model
217(14)
Diane Carpenter
Alan Glasper
Introduction
217(1)
Framework for appraisal
218(10)
Conclusion
228(3)
Section 6 Taking your dissertation further: disseminating evidence, knowledge transfer; writing as a professional skill 231(34)
21 Publishing your work or making a conference or poster presentation
233(15)
Diane Carpenter
Alan Glasper
Your dissertation or final assignment is complete: what next?
233(1)
Motivation
234(1)
Conference poster or abstract and presentation at a conference
235(6)
Writing a paper for publication
241(6)
What will you do with your evidence-based practice healthcare dissertation/final project or evidence-informed decision-making assignment?
247(1)
22 Reflecting on your evidence-based practice healthcare dissertation/final project or evidence-informed decision-making assignment journey
248(10)
Justine Barksby
Reflection
248(2)
Frameworks for reflection
250(6)
Some final points on reflection
256(1)
Conclusion
257(1)
23 Building the architecture of your dissertation
258(7)
Diane Carpenter
Alan Glasper
Writing your evidence-based practice healthcare dissertation/final project or evidence-informed decision-making assignment
258(7)
Section 7 Bonus chapters (website only) 265(2)
24 Public health: writing a master's level dissertation
Sarah Adrienne Hughes
25 Critically reviewing a journal paper using the Rees model
Diane Carpenter
Colin Rees
26 Managing a learning difference
Michelle Cowen
27 Research governance in practice
Jane March-McDonald
28 Using evidence in practice
Index 267
ALAN GLASPER is Emeritus Professor of Nursing Studies, University of Southampton, UK. He is also the editor-in-chief of the international journal Comprehensive Child and Adolescent Nursing.

DIANE CARPENTER is Lecturer in Mental Health Nursing, School of Nursing and Midwifery, Faculty of Health and Human Sciences, University of Plymouth, UK.