2.50
Hdl Handle:
http://hdl.handle.net/10755/153568
Type:
Presentation
Title:
Strategies for Teaching Evidence-Based Practice: A Qualitative Perspective
Abstract:
Strategies for Teaching Evidence-Based Practice: A Qualitative Perspective
Conference Sponsor:Sigma Theta Tau International
Conference Year:2003
Conference Date:July 9, 2003
Author:Panniers, Teresa L., PhD, RN, CRNP
P.I. Institution Name:New York University
Title:Associate Professor
Evidence-based practice makes use of many methods of inquiry to guide practice, from randomized clinical trials to expert opinion. Recently, there is a growing recognition of the importance of including qualitative research findings to provide a comprehensive view of the evidence to support nursing practice. This program will demonstrate how qualitative studies can be systematically reviewed to determine how findings from multiple qualitative studies addressing a specific clinical problem can guide nursing care options. A series of seven questions adapted from the work of Popey, Rogers, and Williams (1998) are presented as a means of framing the systematic analysis of qualitative studies for a particular clinical problem as follows: 1) Does the research, as reported in each study being reviewed help one understand the meaning of a disease from the patient’s point of view? 2) Does the research design in the individual studies adapt to the circumstances and issues of the real-life social settings of patients experiencing the disease? 3) Is the sample in each study appropriate to produce the type of knowledge necessary to understand the disease from the patients’ point of view? 4) Is the description provided in each study detailed enough to allow the researcher or reader to interpret the meaning and context of patients’ experiences with a particular disease? 5) How does the research move from a description of the data, through quotations or examples, to an analysis and interpretation of the meaning and significance of a disease to patients? 6) What claims are being made for the generalizability of the findings to other types of illnesses or other groups of patients? 7) How well can the different sources of knowledge gained from each of the different studies about patients’ experiences with a particular disease be compared and contrasted and combined to produce a larger meaning?
Repository Posting Date:
26-Oct-2011
Date of Publication:
9-Jul-2003
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleStrategies for Teaching Evidence-Based Practice: A Qualitative Perspectiveen_GB
dc.identifier.urihttp://hdl.handle.net/10755/153568-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Strategies for Teaching Evidence-Based Practice: A Qualitative Perspective</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2003</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">July 9, 2003</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Panniers, Teresa L., PhD, RN, CRNP</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">New York University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Associate Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">tpanniers@gmu.edu</td></tr><tr><td colspan="2" class="item-abstract">Evidence-based practice makes use of many methods of inquiry to guide practice, from randomized clinical trials to expert opinion. Recently, there is a growing recognition of the importance of including qualitative research findings to provide a comprehensive view of the evidence to support nursing practice. This program will demonstrate how qualitative studies can be systematically reviewed to determine how findings from multiple qualitative studies addressing a specific clinical problem can guide nursing care options. A series of seven questions adapted from the work of Popey, Rogers, and Williams (1998) are presented as a means of framing the systematic analysis of qualitative studies for a particular clinical problem as follows: 1) Does the research, as reported in each study being reviewed help one understand the meaning of a disease from the patient&rsquo;s point of view? 2) Does the research design in the individual studies adapt to the circumstances and issues of the real-life social settings of patients experiencing the disease? 3) Is the sample in each study appropriate to produce the type of knowledge necessary to understand the disease from the patients&rsquo; point of view? 4) Is the description provided in each study detailed enough to allow the researcher or reader to interpret the meaning and context of patients&rsquo; experiences with a particular disease? 5) How does the research move from a description of the data, through quotations or examples, to an analysis and interpretation of the meaning and significance of a disease to patients? 6) What claims are being made for the generalizability of the findings to other types of illnesses or other groups of patients? 7) How well can the different sources of knowledge gained from each of the different studies about patients&rsquo; experiences with a particular disease be compared and contrasted and combined to produce a larger meaning?</td></tr></table>en_GB
dc.date.available2011-10-26T12:21:43Z-
dc.date.issued2003-07-09en_GB
dc.date.accessioned2011-10-26T12:21:43Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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