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Evidence-Based Health Practice


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PART 1: RESEARCH CONCEPTS 1. What, why and how of researchThe interplay of research and practiceThe nature of knowledgeWhat is evidence?Evidence grows and changesEvidence in the world of practiceThe impact of evidence on practiceThinking critically about research 2. Overview of research approaches World views (paradigms)ReasoningResearch approaches 3. Qualitative approaches What is qualitative research and why do it?Qualitative research dimensionsQualitative research methods 4. Quantitative approaches What is quantitative research and why do it?Key statistics: the mean and standard deviationHow important is the normal distribution?Experimental design 5. Mixed methods approaches Combining diverse research methodsReasons for using mixed methodsDoing mixed methods research`Quality' in mixed methods research PART 2: CONTEXT 6. Maori research Socio-historical context of MaoriMaori and researchSelecting evidence for use with Maori 7. Pacific research Why Pacific health research?A Pacific world viewPacific health research modelsGuidelines on Pacific health researchApplying a Pacific world view to research 8. Aboriginal and Torres Strait Islander A long historyHistorical influences on Aboriginal and Torres Strait Islander health researchDeveloping a research relationship with communitiesBuilding capacity through researchLinking research to outcomes9. Immigrant and refugee communities: Diversity in research Aotearoa New Zealand: an immigrant nationEngaging diverse communitiesResearch agenda-who benefits?Establishing researcher competencePART 3: UNDERTAKING RESEARCH 10. Research questions Origin and nature of research questionsQualitative research questionsQuantitative research questionsOther research questionsEvaluating research questions 11. Developing a proposal Getting startedWriting the proposalNext steps 12. Ethics Why is ethics important to research?Research principles: protection, participation and partnershipFuture directions in ethics and research 13. Beginning the research process Entering the fieldDetermining dataGathering the data 14. Identifying and evaluating multiple sources of information Information literacyIdentifying sources of knowledgePrimary and secondary sourcesScoping and filtering the informationEvaluating the contentGrowth of the internetThe role of social media as a source of knowledgeWhat to do when the research has limitations 15. Presenting and publishing research ReadingWritingEditingPresentingPublishingFuture directionsPART 4: UNDERSTANDING RESEARCH IN PRACTICE 16. Evidence based practice and practice based evidence EvidenceMedicineAccounting for peopleWeighing the evidenceEvidence-based practice and complexityQuantitative and qualitative researchMaking decisions 17. Linking research and practice Linking research and practiceEvidence-based practiceResearch utilisation and practice changeLocating relevant evidence to inform practice 18. Tools for review Critical appraisalCritical appraisal tools for quantitative researchCritical appraisal tools for qualitative researchCritical appraisal tools for mixed methods researchCritical appraisal tools for clinical guidelines 19. Understanding systematic reviewsWhat is a systematic review?What is involved in a systematic review?Meta-analysisThe Cochrane CollaborationReviews of qualitative studies 20. Supporting practitioners to engage with research Why engage with research?Levels of research engagementStrategies for engaging with research PART 5: PRACTICE AND PRACTITIONERS 21. Nursing Why is EBP important for nursing?What constitutes evidence?Patients' preferences, choices and experienceThe complex world of patients and nursesWhat are the challenges for EBP? 22. Occupational therapy and occupational science Historical drivers of occupational therapy researchResearch in occupational therapyThe future of occupational therapy researchOccupational science 23. Paramedicine A quiet revolutionClinical guidelines and international consensusResearch literacyEvidence-based paramedic practice 24. Podiatry Quantitative podiatric researchQualitative podiatric researchOutcome measures used in podiatry 25. PsychologyPsychology and researchKey themesLearned behaviourThe developmentalHow is psychological research carried out?Evaluating psychological research 26. PhysiotherapyHistorical overview of the development of research in physiotherapyCommon research methodologies in physiotherapyLinking science with practiceFuture directions for research in physiotherapy 27. Medical laboratory science Evidence-based practise for medical laboratory scientistsWhat is personalised medicine?Pharmacogenetics and pharmacogenomicsUnderstanding genetic variationDrug responsivenessAssociating genotypes or haplotypes with disease and treatment responsesDrug discoveryRandomised controlled trials and medical laboratory science 28. Health promotion What is health promotion?Research and health promotion practicePlanning and evaluation as the cornerstones of evidence 29. Oral health The context of oral healthResearch into oral healthThe future of oral health researchResearch and oral health therapy 30. Counselling Historical overview of the development of research in counsellingCommon research methodologies in counselling researchLinking science with practiceFuture directions for research in counselling 31. Midwifery Evidence and research in midwiferyExploring midwifery research and scholarshipEvidence-based midwifery practice 32. Interprofessional learning The changing context of interprofessional learningKey definitionsInterprofessional learning research 33. Research in interprofessional practiceResearch in interprofessional education and collaborative practiceGathering evidenceEvidence for interprofessional practice

About the Author

Dr Valerie Wright-St Clair is Associate Professor in the School of Rehabilitation and Occupational Studies. Her research areas are occupational science, hermeneutic or interpretive phenomenology, understanding the everyday experience of aging, measuring everyday occupations and gerontology. Duncan Reid completed his Master thesis investigating the influence of hamstring extensibility on the lumbar and pelvic angles in rowers. He has also been involved in the development of clinical practice guidelines for knee, shoulder and forearm injuries. Susan Shaw is Associate Dean (Undergraduate), Faculty of Health and Environmental Sciences - Director of the National Centre for Interprofessional Education and Collaborative Practice. Joanne Ramsbotham is Senior Lecturer in the School of Nursing at Queensland University of Technology.

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