Table of contents for Nursing research : reading, using, and creating evidence / Janet Houser.

Bibliographic record and links to related information available from the Library of Congress catalog.

Note: Contents data are machine generated based on pre-publication provided by the publisher. Contents may have variations from the printed book or be incomplete or contain other coding.

	Research in Nursing: Reading, Using, and Creating Evidence
Feature: Voices from the Field
Part I: An Introduction to Research
Chapter 1 The importance of research as evidence in nursing 
	Chapter 2 The research process and traditions of knowing
	Chapter 3 Ethical issues in nursing research
	Chapter 4 Legal issues in nursing research
Part II: Planning for Research
	Chapter 5 Research problems, questions and hypotheses 
	Chapter 6 The successful literature review
	Chapter 7 Theoretical and conceptual frameworks
	Chapter 8 Selecting an appropriate design
Part III: Research Processes
	Chapter 9 The sampling strategy
	Chapter 10 Principles of measurement
	Chapter 11 Data collection methods
	Chapter 12 Enhancing the validity of research
Part IV: Research that Describes Populations
	Chapter 13 Descriptive research questions and procedures
	Chapter 14 Summarizing and reporting descriptive data
Part V: Research that Measures Effectiveness
	Chapter 15 Quantitative questions and procedures
	Chapter 16 Analyzing and reporting quantitative data
Part VI: Research that Describes the Meaning of the Patients¿ Experience
	Chapter 17 Qualitative research questions and procedures
	Chapter 18 Analyzing and reporting qualitative data
Part VII: The Use of Research as Evidence
	Chapter 19: Communicating research findings
	Chapter 20: Translating research into practice
	This nursing research textbook is founded on the idea that research is essential for nurses as evidence for practice. The contents are intended to be relevant for undergraduate nursing students, RN¿s that are returning to school, and practicing nurses that must apply evidence to practice. All nurses should be able to read research, determine how to use it in their practice, and participate in the research process in some way during their career as a professional. This text is intended to support all of these efforts.
Evidence-based practice is one of the most exciting trends in nursing practice in decades. However, its integration into daily practice requires a solid understanding of the foundations of research design, validity, and application. This book is intended as a reader-friendly approach to a complex topic, so that beginners can grasp the fundamentals of appraising research, experienced nurses can use research in practice, and practicing nurses can gain skills to create bedside science projects or participate effectively in research.
	This text is presented in an uncluttered, straightforward manner. While this text uses many bulleted lists to make the material visually interesting, sidebars, figures and tables are limited to those that truly illustrate important concepts. This allows the reader to grasp the information quickly and to read efficiently. Notes in the margin give immediate access to definitions of new terms and feature ¿Gray Matter,¿ notes of key concepts that are of particular importance to remember.
This book will differ in its approach from existing traditional textbooks in that it is not focused primarily on interpreting inferential research, but rather on a fundamental understanding of all types of research that may be used as evidence. Contemporary concerns that are addressed include chapters devoted to ethics and legal issues. While both are mentioned in many research texts, a full chapter is devoted to each, so the intricacies of these issues can be thoroughly considered. In an era of HIPAA and faced with numerous ethical quandaries, a thorough discussion of these issues is essential. 
Rather than separating quantitative and qualitative traditions into completely separate sections of the book, these major traditions are considered in an integrated fashion. Most nurse researchers have learned to appreciate the need for considering all paradigms; separating the two supports a polarized view of the two traditions. Intuitively, nurses know that the lines between them are not so clear in practice, and that multiple ways of knowing should be considered when questions are evaluated. The planning process covered in this book helps the novice researcher consider the requirements of both approaches in the context of sampling, measurement, validity, and other crucial issues they share. Detailed descriptions of the procedures for each design are given the attention of separate chapters.
The book chapters are organized around the types of research processes that make up the evidence base for practice. The first section of the book provides information that is applicable to all of the research traditions ¿ whether descriptive, quantitative, or qualitative. Part I provides an overview of issues relevant to all researchers ¿ understanding the way research and practice are related, the ways that knowledge is generated, and legal and ethical considerations. Part II describes the processes that go into planning research. These parts are unique in that they present each major tradition and relate its usefulness as evidence for practice. The evidence generated by descriptive, survey, and qualitative designs is placed in the context of both the definition of evidence-based practice and application in practice guidelines. 
In parts 3, 4, and 5, each of major classifications of research is explored in depth through review of available designs, guidelines for methods and procedures, and discussion of appropriate analytic processes. Brief examples of each type of research are provided, along with notes explaining the features demonstrated in each case in point. Finally, part 6 details the processes used to aggregate research into practice guidelines, communicate research through symposia and publication, and translate research into clinical practice. 
	The chapters begin with a feature, ¿Voices from the Field,¿ that relates a real-life story of a nurses¿ experience with the research process, illustrating the way that the material covered in that chapter might come to life. Each chapter text is broken into four main parts: First, a thorough review of the topic under consideration is presented. This lays out the fundamental knowledge that is the basis for the topic. Next, the text helps the nurse consider the aspects of a study that should be appraised when reading research. All nurses ¿ regardless of their experience ¿ should be able to read research critically and apply it appropriately to practice. Added features include guidance in where to look for the key elements of a research paper, the verbiage that might be used to describe them, and specific things to look for during the evaluation process. Evaluation checklists support this process in each chapter, and an aggregate checklist appears in the appendices. The third section is using research in practice. This section supports the nurse in determining if and how research findings might be used in their practice. The fourth section is for nurses who may be involved on teams that are charged with creating research, or who may plan bedside science projects to improve practice. This section gives practical advice and direction in the design and conduct of a realistic, focused nursing research project.
	The final section of each chapter contains a set of summary points and a critical appraisal exercise so that the nurse can immediately apply the chapter concepts to a real research report. 
Online materials provide supports for both students and faculty. An online workbook is available to support student or nurse active learning of the material, or to use directly as a learning exercise in an electronic environment. A novel part of these support materials are discussion threads, or topics available for posting on electronic discussion boards or in course chat rooms for online courses. Teachers can find slide presentations, suggested in-class exercises, and a test bank to support the instructional process.
	All of these features are intended to help the reader gain a comprehensive view of the research process as it is used as the evidence for professional nursing practice. The use of this text as a supportive resource for learning and for ongoing reference in clinical practice is planned into the design of each element of the text. The goal is to stimulate nurses to read, use, and participate in the process of improving nursing practice through the systematic use of evidence. Accomplishing this goal improves the profession for all of us.

Library of Congress Subject Headings for this publication:

Nursing -- Research -- Methodology.
Evidence-based nursing.
Clinical Nursing Research -- methods.
Evidence-Based Medicine.
Research Design.